Over the last decade, researchers in science education have identified a variety of student beliefs that shape and are shaped by student classroom experience.1,4,5,7 Based on studies of students' beliefs, researchers have developed instruments designed to probe these beliefs.8
In biological classification, class (Latin: classis) is a taxonomic rank, as well as a taxonomic unit, a taxon, in that rank. It is a group of related taxonomic orders.[a] Other well-known ranks in descending order of size are life, domain, kingdom, phylum, order, family, genus, and species, with class ranking between phylum and order.
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The class as a distinct rank of biological classification having its own distinctive name (and not just called a top-level genus (genus summum)) was first introduced by the French botanist Joseph Pitton de Tournefort in his classification of plants that appeared in his Elments de botanique, 1694.
In the first edition of his Systema Naturae (1735),[2] Carl Linnaeus divided all three of his kingdoms of Nature (minerals, plants, and animals) into classes. Only in the animal kingdom are Linnaeus's classes similar to the classes used today; his classes and orders of plants were never intended to represent natural groups, but rather to provide a convenient "artificial key" according to his Systema Sexuale, largely based on the arrangement of flowers. In botany, classes are now rarely discussed. Since the first publication of the APG system in 1998, which proposed a taxonomy of the flowering plants up to the level of orders, many sources have preferred to treat ranks higher than orders as informal clades. Where formal ranks have been assigned, the ranks have been reduced to a very much lower level, e.g. class Equisitopsida for the land plants, with the major divisions within the class assigned to subclasses and superorders.[3]
The class was considered the highest level of the taxonomic hierarchy until George Cuvier's embranchements, first called Phyla by Ernst Haeckel,[4] were introduced in the early nineteenth century.
49
BIOLOGY INDEPENDENT STUDY
1.0-3.0 Units
BIOL 49 provides well-qualified students with an opportunity to explore a subject in greater depth, to familiarize them with some basic research techniques, to interest them in possible career areas, and to take advantage of special academic interests. Emphasis shall be on individual research projects, library research, and preparation of research papers, and/or presentations. There is no prescribed course outline. Students develop a research project, have it approved by the sponsoring instructor and appropriate division chairperson, and then submit and/or present the finished project. Registration is open to any student at GCC who has successfully completed at least one college-level course in biology, and/or is admitted to Independent Study by the faculty advisor. A student is limited to one Independent Study per semester or intersession, no more than 12 units credit toward the AA Degree or Certificate, and no more than 6 units per division. The units received may be acceptable for college transfer subject to the approval of the individual college. Laboratory 3-9 hours.
101
GENERAL BIOLOGY
4.0 Units
BIOL 101 is the first half of a one-year course designed for biological science majors. It covers fundamental biological principles and processes including: the scientific method, biochemistry, metabolism, cell respiration, photosynthesis, molecular biology, cell structure and function, mitosis and meiosis, Mendelian genetics, molecular genetics, and gene regulation. Lecture 3 hours/Laboratory 3 hours.
102
GENERAL BIOLOGY II
5.0 Units
BIOL 102 provides a continuation of the study of fundamental biological processes introduced in Biology 101. The course includes the anatomy and physiology of plants and animals, animal development, population genetics, evolutionary theory, origin of life, ecological principles, conservation biology, and sytematics. The course also includes an extensive survey of biodiversity covering the evolution, anatomy and physiology of the major prokaryotic and eukaryotic phyla.
Lecture 3 hours/Laboratory 6 hours.
123HĀ
HONORS EVOLUTIONĀ
3.0 UnitsĀ
BIOL 123H examines the history of life on earth, and the mechanisms that have led to the diversity we see today. Topics to be covered include a brief history of evolutionary thought, adaptive vs. neutral evolution (natural selection and genetic drift), biogeography, the origin of life, population genetics and speciation, an exploration of the fossil record and modern systematics, and recent work in the fields of sexual selection, behavior, development, and human evolution. The Honors course will be enhanced in one or more of the following ways: students will complete a research paper and/or presentation on a topic in evolutionary biology not covered in lecture, and/or essay questions on exams based on supplemental readings. Lecture 3 hours. Recommended Preparation: ENGL 100, or ESL 151 or equivalent.
140
INTRODUCTION TO BIOTECHNOLOGY
4.0 Units
BIOL 140 is a general introduction of biology as it relates to the field of biotechnology. Topics include the fundamental chemical processes common in prokaryotic and eukaryotic biology, chemistry of bio-molecules (proteins, enzymes, nucleic acids and lipids), cellular and molecular biology, basic immunology, and classical and molecular genetics with an emphasis on gene expression and genetic engineering. Lecture content also includes the history, business and ethics of biotechnology. The laboratory addresses basic skills and techniques common to the biotechnology industry. Laboratory topics include the measurement of activity and quantity of proteins, growth and manipulation of bacteria, genetic engineering and antibody methods. This course is intended for, but not limited to, students majoring in biotechnology and as a general education option for all students, including non-majors.
141
APPLIED BIOTECHNOLOGY I WITH LABORATORY
4.0 Units
BIOL 141 prepares students for the biotechnology industry by emphasizing the core concepts practiced in a bioscience laboratory. Topics include laboratory math, basic chemistry of buffers, laboratory safety, quality control, biological molecules, gene expression, cell structure and molecular biology techniques. This course introduces students to standard biotechnology laboratory skills including laboratory measurements, preparation of media and solutions, data collection and evaluation, basic separation methods, molecular techniques, aseptic techniques and documentation. Good communication and collaborative work are emphasized. This course is intended for, but not limited to, students preparing for a career in biotechnology. Lecture 2 hours/Laboratory 6 hours.
145
BIOLOGY OF BIRDS
2.0 Units
BIOL 145 is an introductory survey course dealing with the identification, classification, ecology, anatomy, physiology and behavior of birds. Course study emphasizes the natural history of local birds as well as representative bird groups from around the world.
146
Marine Mammals
2.0 Units
BIOL146 is an introductory survey course covering the identification, classification, ecology, anatomy, physiology and behavior of marine mammals. Course study emphasizes the natural history and conservation of local marine mammals as well as representative groups from around the world.
298Ā
UNDERGRADUATE RESEARCH IN MICROBIOLOGY AND MOLECULAR BIOLOGYĀ
3.0 UnitsĀ
BIOL 298 is intended to give undergraduate students hands-on experience in microbiology and molecular biology research while working collaboratively in a laboratory setting with a faculty-led team of students on various projects. It allows the student to practice and apply various scientific techniques and methods (e.g. wet lab skills) and concepts learned in biology (e.g. molecular biology, microbiology, genomics, and bioinformatics). Students are expected to apply knowledge from prerequisite courses, to use their problem solving skills in carrying out assigned projects, and to write up and present the results of their research on-campus Lecture 1 hour/Laboratory 6 hours.
This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology.
One way to examine student perceptions about biology is on a continuum of novice-to-expert level. Hammer (1994) proposed that differences between how experts and novices view a discipline can be characterized into three main areas: 1) content and structure of knowledge, 2) source of knowledge, and 3) problem-solving approaches. In the first area, content and structure of knowledge, experts believe knowledge is structured around a coherent framework of concepts, while novices believe knowledge comprises isolated facts that are not interrelated. In the second area, source of knowledge, experts believe knowledge about the world is established by experiments that describe nature, while novices believe knowledge is handed down by authority and do not see a connection to the real world. Finally, with regard to problem-solving approaches, experts rely on concept-based strategies that are widely applicable to multiple problem-solving situations, while novices will often apply pattern-matching to memorized problems and focus on surface features, rather than underlying concepts. Examination of all three of these areas demonstrates that experts not only have a deeper conceptual knowledge of a discipline, but they also hold more sophisticated views about how scientific knowledge is obtained, expanded, and structured, as well as how to approach unsolved problems. e24fc04721
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