Understanding How Students Use Physical Ideas in Introductory Biology Courses

TL;DR

This study explores how students and instructors perceive and utilize physics concepts and mathematical tools in an introductory biology course that integrates physics topics like thermodynamics and fluid flow.

Contribution

It provides initial insights into the integration of physics in biology education and highlights epistemological challenges faced by students and instructors.

Findings

Students' responses to physics integration vary widely.

Instructors' use of physics influences student understanding.

Preliminary data suggests need for further research on interdisciplinary teaching.

Abstract

The University of Maryland (UMD) Biology Education and Physics Education Research Groups are investigating students' views on the role of physics in introductory biology courses. This paper presents data from an introductory course that addresses the fundamental principles of organismal biology and that incorporates several topics directly related to physics, including thermodynamics, diffusion, and fluid flow. We examine how the instructors use mathematics and physics in this introductory biology course and look at two students' responses to this use. Our preliminary observations are intended to start a discussion about the epistemological issues resulting from the integration of the science disciplines and to motivate the need for further research.