000			02108nam a22002417a 4500
005			20231020095817.0
008			231019b ||||| |||| 00| 0 eng d
022			_a 0002-7685
082			_a574
100			_aTodd J. Cooke et al......
245			_aGroup Active Engagements for Facilitating Principles-Based Learning in Introductory Organismal Biology (Journal Article)
260			_aWarrenton, Virginia, United States _b:National Association of Biology Teachers (NABT) _c, August 2023
300			_a317–326.p
440			_aAmerican Biology Teacher _v,Volume 85, Issue 6
520			_aOrganismal biology (OrgBio) comprises the diversity, structures, and functions of all organisms from bacteria to humans. Arguably, OrgBio is often the most poorly taught and least conceptually rigorous section of the introductory biology sequence offered at most U.S. institutions of higher education. This article reports on the successful implementation of conceptual and pedagogical reforms in an introductory OrgBio course offered at a large public university. Conceptual reforms were based on a theoretical framework consisting of universal physical and chemical laws, deep molecular homologies, and diverse structure–function relationships. Pedagogical reforms involved the development of group active engagements (GAEs) that were designed to encourage students to develop their abilities to engage in principles-based reasoning. A new model for characterizing different approaches toward principles-based reasoning in biology was developed to analyze these GAEs. Two surveys indicated that OrgBio students developed more favorable perceptions about the effectiveness of GAE-based course offerings, as compared to similar lecture-based versions. ***______{For Hard Copy, Please visit Library.}________***
650			_agroup active engagement,
650			_aintroductory biology sequence,
650			_aorganismal biology,
650			_a principles-based reasoning,
650			_aundergraduate biology major
856			_u https://doi.org/10.1525/abt.2023.85.6.317
942			_cPER
999			_c44519 _d44518