Teaching Real Data Interpretation with Models (TRIM): Analysis of Student Dialogue in a Large-Enrollment Cell and Developmental Biology Course

Abstract

Data interpretation is an important skill that should be developed within undergraduate biology courses. The authors present instruction in which students collaborate to understand authentic data using biological models. Research in this classroom utilized real-time student dialogues to reveal students’ data-interpretation strategies.

A Guide for Graduate Students Interested in Postdoctoral Positions in Biology Education Research

“…, 2016) or qualitative (e.g., open coding of verbal responses to interview questions or written responses to open-ended questions; for examples, see Shortlidge et al. , 2016; Zagallo et al. , 2016) methods, or they may use both in a mixed-methods approach.…”

Engaging Undergraduate Biology Students in Scientific Modeling: Analysis of Group Interactions, Sense-Making, and Justification

“…As undergraduate STEM instruction shifts to include scientific practices, there is a need to develop instructional approaches and materials that integrate scientific practices while emphasizing coherent understanding of core disciplinary ideas rather than memorization of fragmented details ( Cooper et al. , 2015 ; Zagallo et al. , 2016 ).…”

“…, 2013 ). Undergraduates in teaching real data interpretation with models (TRIM)-based courses use models as tools during data interpretation and, in some cases, generate new ideas based on the model provided ( Zagallo et al. , 2016 ).…”

Cell migration analysis: A low‐cost laboratory experiment for cell and developmental biology courses using keratocytes from fish scales

“…The analysis of dynamic data, the determination of eventual directionality of cell migration and the measurement of migration speed has proven in our experience, important in developing analytical skills. To sum up, an integrative interpretation of real data based on a model is proposed, together with a discussion of the model presented by Fuhs et al . .…”