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, nd President began fall 1999 Provost arrived July, 2000 A&S College Dean search now underway 2000

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: : :

Student profile Age 17-25: 1999: : : 1999: : 1650 over 50: 1999: : Freshmen average (High school) GPA : 3.34 (1999 and 2000) SAT: 1030 (1999) 1026 (2000) ACT: 21 (1999 and 2000)

2000 Lecture/lab classrooms Lecture/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 2000

Metaphor Topics Biological membranes- red rover, models Central Dogma- models Thermodynamics- fuel for car metaphor, plays Glycolysis Electron transport chain Photosynthesis Cell Cycle- Mitosis Meiosis- dance 2000

Metaphorical analyses Metaphorical analyses

2000 Meiosis Metaphors

2000 Web Board for Jeopardy Web Board for Jeopardy

Jeopardy Students Provide Answers and Questions Single Jeopardy Basic concepts –Functional groups –Macromolecules –Organelles 2000

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 2000

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 2000

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 2000

Poster sessions encourage peer interactions 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

2000 Simulate 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) 2000