Integrating Biology & Math in an Inquiry-Based Student Research Project
In daily life, students are allowed to use words such as “more,” “some,” or “increase—decrease” to describe the relationship between two events. In science, concise description is necessary, which requires the contribution of math. In the summer component of the Science Research Institute program, s...
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| Veröffentlicht in: | The American biology teacher 2013-08, Vol.75 (6), p.402-405 |
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| container_end_page | 405 |
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| container_issue | 6 |
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| container_title | The American biology teacher |
| container_volume | 75 |
| creator | Bakke, Leanne Kieke, Michele C. Krueger, Robert |
| description | In daily life, students are allowed to use words such as “more,” “some,” or “increase—decrease” to describe the relationship between two events. In science, concise description is necessary, which requires the contribution of math. In the summer component of the Science Research Institute program, students integrated essential math concepts with their research questions. Students designed experiments using data-acquisition units to monitor heart rate and pulse in order to obtain enough statistical power to mathematically use the words “more” or “increase—decrease.” Overall, students gained an appreciation for the requirement of math to support the scientific question and research design. |
| doi_str_mv | 10.1525/abt.2013.75.6.8 |
| format | Article |
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Students designed experiments using data-acquisition units to monitor heart rate and pulse in order to obtain enough statistical power to mathematically use the words “more” or “increase—decrease.” Overall, students gained an appreciation for the requirement of math to support the scientific question and research design.</description><identifier>ISSN: 0002-7685</identifier><identifier>EISSN: 1938-4211</identifier><identifier>DOI: 10.1525/abt.2013.75.6.8</identifier><identifier>CODEN: ABITA4</identifier><language>eng</language><publisher>Reston: University of California Press</publisher><subject>Biology ; caffeine ; Data acquisition ; Experiment design ; Feedback (Response) ; Heart rate ; High school students ; Higher Education ; Inquiry ; inquiry-based projects ; Instructional Innovation ; Integrated Curriculum ; Integrating science and math ; Mathematical concepts ; Mathematical data ; Mathematical integration ; Mathematics ; Mathematics Education ; Metabolism ; Questions ; Research design ; Research On Learning ; Research Projects ; Science activities ; Science education ; Science Experiments ; Scientific Concepts ; Scientific Methodology ; Statistical Data ; Statistics ; Student Research ; Students ; Summer Science Programs</subject><ispartof>The American biology teacher, 2013-08, Vol.75 (6), p.402-405</ispartof><rights>2013 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.</rights><rights>2013 by National Association of Biology Teachers. All rights reserved. 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| ispartof | The American biology teacher, 2013-08, Vol.75 (6), p.402-405 |
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| language | eng |
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| source | University of California Press Journals; JSTOR Archive Collection A-Z Listing |
| subjects | Biology caffeine Data acquisition Experiment design Feedback (Response) Heart rate High school students Higher Education Inquiry inquiry-based projects Instructional Innovation Integrated Curriculum Integrating science and math Mathematical concepts Mathematical data Mathematical integration Mathematics Mathematics Education Metabolism Questions Research design Research On Learning Research Projects Science activities Science education Science Experiments Scientific Concepts Scientific Methodology Statistical Data Statistics Student Research Students Summer Science Programs |
| title | Integrating Biology & Math in an Inquiry-Based Student Research Project |
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