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Abstract
The field of biology education—and other science, technology, engineering, and mathematics (STEM) disciplines more broadly—has witnessed two major shifts in the past decade: (i) the increased awareness of research-based instructional strategies (RBIS) that are beneficial for student learning, and (ii) a recognition of the importance of computing in industry and academia. However, uptake of RBIS remains low and opportunities for students to learn computing skills are limited. In this article, we present a combination of novel bioinformatics computing apps and associated anticipatory activities embedded in context. This case study examines students ’ experiences with these apps and activities as enacted in a student-centered classroom that embraced a variety of RBIS.
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Notes on contributors
Tina A. Marcroft
Tina A. Marcroft ([email protected]) is a doctoral student in the mathematics and science education doctoral program at the University of California, San Diego, and San Diego State University and is part of the Center for Research in Mathematics and Science Education in San Diego, California.
Chris Rasmussen
Chris Rasmussen is a professor in the Department of Mathematics and Statistics, San Diego State University in San Diego, California.
Scott T. Kelley
Scott T. Kelley is a professor in the Department of Biology, San Diego State University in San Diego, California.