Learn biology by learning to think like a scientist.
Biological Science, Second Canadian Edition, brings together Scott Freeman’s pioneering active learning approach with carefully selected coverage of Canadian issues and research. Each page of the book is designed in the spirit of active learning, asking students to apply critical thinking skills as they learn key concepts. Accounts of researchers designing and analyzing real experiments, carefully punctuated by thoughtful questions and exercises, train introductory students in the process of DOING biology.
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Scott Freeman received his Ph.D. in Zoology from the University of Washington and was subsequently awarded an Alfred P. Sloan Postdoctoral Fellowship in Molecular Evolution at Princeton University. His current research focuses on the scholarship of teaching and learning -- specifically (1) how active learning and peer teaching techniques increase student learning and improve perfomance in introductory bioogy, (2) how the levels of exam questions vary among introductory biology courses, standardized postgraduate entrance exams, and professional school courses. He has also done research in evolutionary biology on topics ranging from nest parasitism to the molecular systematics of the blackbird family. Scott teaches introductory biology for majors at the University of Washington and is coauthor, with Jon Herron, of the standard-setting undergraduate text Evolutionary Analysis.
Mike Harrington completed his B.Sc. and Ph.D. in the Zoology Department of the Univeristy of British Columbia. His graduate work on Drosophilia chromatin structure combined classical and molecular genetics. He is presently a Faculty Lecturer in the Biological Sciences Department at the Univeristy of Alberta. He teaches cell biology at the first- and second-year levels and genetics at the second-, third-, and fourth-year levels. His teaching goals are (1) to find ways to incorporate current scientific research into introductory courses, (2) to develop new ways to expand a course's boundaries with online material, and (3) to use clicker classroom response systems to teach content with questions.
Joan Sharp received her B.A. and B.Sc. from McGill University and her M.Sc. from the University of British Columbia. She is a Senior Lecturer at Simon Fraser University, where she teaches Introduction to Biology, General Biology, Ecology, and Vertebrate and Invertebrate Biology. Her teaching and research interests include a number of areas: (1) Prior or newly acquired misconceptions interfere with student success in buliding meaningful biological understanding. It is important to understand common misconceptions and to develop activities that allow students to address and correct their misconceptions. Concept inventories can be used to measure students' learning gains to assess the success of teaching strategies targeting student misconceptions. (2) Students' written work can serve as a starting point to address areas of miunderstanding and to help students refine and express biological ideas. (3) Case studies engage students with key concepts by using meaningful real-world scenarios. The use of clickers allows the implementation of case studies in large lecture coures, facilitating small group discussion and increasing student learning.
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Book Description Pearson Education Canada, 2012. Hardcover. Book Condition: New. Never used!. Bookseller Inventory # P110321834844