Type:
Solution Manual
Resource:
Campbell Biology with MasteringBiology
Edition:
9th Edition
Author(s):
Jane B. Reece Lisa A. Urry Michael L. Cain Steven A. Wasserman Peter V. Minorsky Robert B. Jackson
Third Edition Instructor Guide
Biological Inquiry A Workbook of Investigative Cases Margaret Waterman Southeast Missouri State University
Ethel Stanley BioQUEST Curriculum Consortium and Beloit College
Campbell Biology Ninth Edition Jane B. Reece, Lisa A. Urry, Michael L. Cain, Steven A. Wasserman, Peter V. Minorsky, Robert B. Jackson
Preface to the Instructor’s Edition Biological Inquiry: A Workbook of Investigative Cases includes eight cases that are designed to accompany each unit and two cases that are multi-unit for Campbell Biology, 9th edition. Investigative cases will provide your students with the opportunity to actively develop an understanding of the science in each case. While participating in the investigative case experience, students will pose questions, analyze data, think critically, examine the relationship between evidence and conclusions, construct hypotheses, investigate options, graph data, interpret results, communicate scientific arguments, and connect to the real world. Each case will actively involve students in the experimental nature of science and give them insight into how we know what we know. There are multiple approaches to teaching and learning in undergraduate education. Investigative Case–Based Learning (ICBL) is not only recognized as an approach for teaching scientifically (Handelsman, et al., 2005), but also for embracing authentic learning strategies that are transforming higher education (Lombardi, 2007). We developed ICBL, with support from the National Science Foundation, and wrote this case book specifically to address these issues in contemporary undergraduate biology education. In a major study of undergraduate biology education in the United States, the National Research Council (NRC) reported that while biology research is more interdisciplinary, quantitative, and collaborative than it was in the past, undergraduate biology education is not (National Research Council, 2003). Cech (2003), president of the Howard Hughes Medical Institute (HHMI), argues that the lack of balance between biology research and biology teaching has resulted in “a decreasing percentage, here in the United States, of students who wish to pursue research careers; school districts that struggle to find qualified K–12 science teachers; and a public that has only a hazy understanding of the research advances that are sweeping through our society.” In its 1996 document, Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology, the National Science Foundation (NSF) advises that practice in making decisions involving science should be part of undergraduate science courses and specifically recommends that science educators “build into every course inquiry (‘involving the student in asking questions and finding answers’) the processes of science, a knowledge of what practitioners do, and the excitement of cutting edge research” (NSF, 1996, p. 53) as well as “devise and use pedagogy that develops skills for communications, teamwork, critical thinking and lifelong learning in each student” (NSF, 1996, p. iii). The National Science Foundation further recommends that science educators “start with the student’s experience . . . and relate the subject matter to things the student already knows”(NSF, 1996, pp. 65–66). In addition, the NRC (Bransford, 2000) advises that learners come “to formal education with a range of prior knowledge, skills, beliefs and concepts. This affects what learners notice, how they reason and solve problems, and how they remember” (p. 10). The public faces decisions such as voting on an air quality referendum, becoming concerned about the levels of pesticides in drinking water, determining whether or not to donate blood, performing jury duty in which an understanding of forensics data may be critical to the case, or iii