Unit Two of BIO181/BIO156 comprises Protein structure/function, Enzymes, Membranes/Osmosis and basic Cell structure. I initially taught cell structure in a straight lecture format, but switched to a jigsaw method in 2010, and most recently to an "enhanced" jigsaw method (2012)
By journaling my class as the students see it I am looking at the fluidity of the story from the learners perspective. In order for students to see the world as a scientist sees it they must understand the continuity of science. It is my goal to give a clear and concise story throughout the semester that encourages the student as well as holds them accountable for previous knowledge.
I teach Anatomy and Physiology, a content heavy course that requires problem solving and critical thinking. Studying the material after each class and coming to class prepared is crucial to the students’ success. My solution to this problem was to implement the use of learning journals. Learning journals have been used for a number of years by the physics faculty at our school and more recently the chemistry faculty have adopted them as well. Last year, I used them for the first time with great success.
UPDATE:
Entry-level biology courses, such as Bio100, serve as the first and often the only opportunity to introduce students to scientific inquiry and the use of scientific evidence in addressing personal, civic, and societal challenges. Thus, it is essential that Bio100 provides students with a strong foundation of biological knowledge together with the integrative problem-solving skills and global perspective necessary to address relevant real world challenges. To increase civic and social engagment, I have implemented a new curriculum that will facilitate investigation of societal ch