How can we improve problem-solving in undergraduate biology? Applying lessons from 30 years of physics education research

TL;DR

This paper explores how physics education research can inform biology teaching by emphasizing authentic problem-solving skills, aiming to improve undergraduate biology students' ability to tackle complex biological problems effectively.

Contribution

It demonstrates how physics curricula focusing on process skills can be adapted to biology education to enhance problem-solving abilities in undergraduates.

Findings

Physics problem-solving skills are applicable to biology problems.

Research-validated physics curricula improve students' problem-solving skills.

Biology education can benefit from physics education research insights.

Abstract

If students are to successfully grapple with authentic, complex biological problems as scientists and citizens, they need practice solving such problems during their undergraduate years. Physics education researchers have investigated student problem solving for the last three decades. Although physics and biology problems differ in structure and content, the instructional purposes align closely: explaining patterns and processes in the natural world and making predictions about physical and biological systems. In this paper, we discuss how research-supported approaches developed by physics education researchers can be adopted by biologists to enhance student problem-solving skills. First, we compare the problems that biology students are typically asked to solve with authentic, complex problems. We then describe the development of research-validated physics curricula emphasizing process skills in problem solving. We show that solving authentic, complex biology problems requires many of the same skills that practicing physicists and biologists use in representing problems, seeking relationships, making predictions, and verifying or checking solutions. We assert that acquiring these skills can help biology students become competent problem solvers. Finally, we propose how biology scholars can apply lessons from physics education in their classrooms and inspire new studies in biology education research. (To appear in Cell Biology Education - Life Sciences Education)