About this paper

Appears in:
Pages: 841-850
Publication year: 2014
ISBN: 978-84-617-2484-0
ISSN: 2340-1095

Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain

ENHANCING STUDENT LEARNING OF PHYSICS AND ITS CONTRIBUTION TO CELL BIOLOGY THROUGH INFORMATION TECHNOLOGY AND ACTIVITY-BASED PEDAGOGY

L. Gapter, C. Udalagama, Z.H. Lim, L. Sellou, A. Dewanto, A.M. Lee

National University of Singapore (SINGAPORE)
Technological advances in science and medicine have frequently arisen from the fusion of ideas between different scientific disciplines. Towards this end, the Integrated Science Curriculum (ISC) was developed within the Special Programme in Science (SPS) at the National University of Singapore (NUS). A key objective of the ISC is to teach the science of nature at different scales using concepts in Biology, Chemistry, Mathematics and Physics. “The Cell” is one of four modules within the ISC; the curriculum emphasizes the basic physical principles and theories that are universal to all life forms. Most students lack prior exposure to every scientific discipline before they enter the SPS, and many students struggle with concepts related to physics and how the associated mathematics are used to model dynamic biological systems such as a cell. To improve their understanding, we have developed active learning methods and technological tools to both deliver and reinforce the lecture content. As a first measure, each of the four ISC modules uses MathematicaTM as a pedagogical tool. In The Cell module, students are exposed to the physical principles underlying cellular dynamics (such as diffusion of molecules within a cell) in a standard lecture followed by active hands-on experimentation in the laboratory. After gathering their data, students then mine it for results using Mathematica and by applying the principles covered in lecture. This talk is about our experiences and results consolidated over four terms The Cell module has been offered. We also include ideas about the possible future expansion of information technology in our pedagogy to include flipped lectures and web-based assessment.
@InProceedings{GAPTER2014ENH,
author = {Gapter, L. and Udalagama, C. and Lim, Z.H. and Sellou, L. and Dewanto, A. and Lee, A.M.},
title = {ENHANCING STUDENT LEARNING OF PHYSICS AND ITS CONTRIBUTION TO CELL BIOLOGY THROUGH INFORMATION TECHNOLOGY AND ACTIVITY-BASED PEDAGOGY},
series = {7th International Conference of Education, Research and Innovation},
booktitle = {ICERI2014 Proceedings},
isbn = {978-84-617-2484-0},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {17-19 November, 2014},
year = {2014},
pages = {841-850}}
TY - CONF
AU - L. Gapter AU - C. Udalagama AU - Z.H. Lim AU - L. Sellou AU - A. Dewanto AU - A.M. Lee
TI - ENHANCING STUDENT LEARNING OF PHYSICS AND ITS CONTRIBUTION TO CELL BIOLOGY THROUGH INFORMATION TECHNOLOGY AND ACTIVITY-BASED PEDAGOGY
SN - 978-84-617-2484-0/2340-1095
PY - 2014
Y1 - 17-19 November, 2014
CI - Seville, Spain
JO - 7th International Conference of Education, Research and Innovation
JA - ICERI2014 Proceedings
SP - 841
EP - 850
ER -
L. Gapter, C. Udalagama, Z.H. Lim, L. Sellou, A. Dewanto, A.M. Lee (2014) ENHANCING STUDENT LEARNING OF PHYSICS AND ITS CONTRIBUTION TO CELL BIOLOGY THROUGH INFORMATION TECHNOLOGY AND ACTIVITY-BASED PEDAGOGY, ICERI2014 Proceedings, pp. 841-850.
User:
Pass: