Tools for Teaching General Biology I

Metaphors, Jeopardy & Poster Presentations

Nora Egan Demers

Florida Gulf Coast University

2000

FGCU- 10th in Florida SUS• Opened fall,

1997• 2nd President

began fall 1999• Provost

arrived July, 2000

• A&S College Dean search now underway

2000

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Student profile- demographics

Female/Male ratio

1997: 1943:834 (2.33 to 1)

1999: 2111:1049 (2.01 to 1)

2000: 2375:1283 (1.85:1)

FTIC

1997: 175 (entire year)

1999: 302 (fall)

2000: 465 (fall)

Average age 1997: 331999: 282000: 29

2000

Student profileAge

17-25:

1999: 1591

2000: 1888

26-50:

1999: 1706

2000: 1650

over 50:

1999: 58

2000: 163

2000

Freshmen average

(High school) GPA : 3.34 (1999 and 2000)

SAT: 1030 (1999)

1026 (2000)

ACT: 21 (1999 and 2000)

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Lecture/lab classroomsLecture/lab classrooms

Multi-Dimensional Metaphorical Analysis

• Work in groups to present topics of General Biology I (Cell and Molecular Biology)

• Students present BEFORE we discuss topics in class (change from initial attempts)

• Most recall the topic they presented better than other content of class

• Students seem to be more concerned of peer impressions than instructors

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Metaphor TopicsBiological membranes- red rover, models

Central Dogma- models

Thermodynamics- fuel for car metaphor, plays

Glycolysis

Electron transport chain

Photosynthesis

Cell Cycle-

Mitosis

Meiosis- dance

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Metaphorical analysesMetaphorical analyses

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Meiosis MetaphorsMeiosis Metaphors

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Web Board for JeopardyWeb Board for Jeopardy

Jeopardy• Students Provide

Answers and Questions

• Single Jeopardy

Basic concepts– Functional groups– Macromolecules– Organelles

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Jeopardy

• Double Jeopardy

• Mitosis

• Meiosis

• Energy

• Membrane Physiology

• Krebs Cycle

• Electron transport

• Photosynthesis

• Provides experience devising test questions

• Lets students learn from each other-

• Must post a unique reply so encourages prompt attention to assignment

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Jeopardy Review for Final• Three Groups each with

separate noise maker• Rotate each member

with each question• Groups can confer if

individuals are unable to reply correctly

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Poster Presentations

• Semester long project• Students select any topic in biology• Must provide molecular and cellular aspect• Several intermediate deadlines:

– Title, resource list

– Annotated bibliography

– Draft

– Final product

– Peer evaluation required

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Poster sessions encourage peer Poster sessions encourage peer interactionsinteractions

• Students get to research a topic of THEIR choosing

• They learn to find and use a variety of resources

• They experience the process of science

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Simulate Science meetingsSimulate Science meetings

Conclusions• Value of self evaluation-

seems to provide them with a more accurate way to evaluate teaching & learning

• It seems to improve the grasp of the content, and the process of learning

• Aids us all to help see the forest for the trees

• Discourages mindlessness (Langer)

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