Avaliação de alguns currículos interdisciplinares

UFERSA,
1-‐3/12/2014
Carlos
Alberto
dos
Santos
Professor
Visitante
Sênior
Univ.
Federal
da
Integração
La=no-‐Americana
Professor
do
Programa
de
PG
em
Ensino
de
Ciências
e
Tecnologia
–
UTFPR
(Ponta
Grossa)
carlos.alberto@ufrgs.br

UFERSA,
1-‐3/12/2014
María
Ausenda:
h;p://www.rieoei.org/rie_contenedor.php?
numero=experiencias23&Jtulo=Conceitos
%20transversais%20e%20estruturantes%20no
%20ensino%20da%20Biologia

+
biologia
/
-‐
Rsica
/
-‐
química
+
Rsica
/
-‐
biologia
/
-‐
química
+
química
/
-‐
biologia
/
-‐
Rsica
UFERSA,
1-‐3/12/2014

Apesar
do
Ttulo,
Licenciatura
em
Ciências
da
Natureza,
trata-‐se
de
uma
Licenciatura
em
Biologia
com
mais
conteúdos
de
Rsica
e
química
do
que
os
usuais.
UFERSA,
1-‐3/12/2014

UFERSA,
1-‐3/12/2014
Grade
curricular
lembra
estrutura
mulJdisciplinar

2009
UFERSA,
1-‐3/12/2014

2009
UFERSA,
1-‐3/12/2014
A
escolha
de
eixos
dá
ideia
de
interdisciplinaridade,
mas
a
grade
curricular
tem
um
formato
disciplinar.
Portanto,
parece
tratar-‐se
de
um
curso
mulJdisciplinar

2009
UFERSA,
1-‐3/12/2014
Este
bloco
sugere
um
tratamento
interdisciplinar
generalista,
apropriado
para
uma
abordagem
inicial,
uma
espécie
de
contextualização,
mas
.
.
.

2009
Logo
aparecem
sinais
de
mulJdisciplinaridade.
Esses
componentes
curriculares
poderiam
ser
tratados
com
abordagem
interdisciplinar,
mas
as
ementas
sugerem
abordagem
disciplinar.
UFERSA,
1-‐3/12/2014

2009
UFERSA,
1-‐3/12/2014
E
a
conversão
de
energia
no
processo
da
fotossíntese

UFERSA,
1-‐3/12/2014
h;ps://www.cascience.org/csta/pdf/IntSci_Levels1_4.pdf

INTEGRATED
SCIENCE-‐
LEVEL
1
PROPOSED
INSTRUCTIONAL
SEQUENCE
Semester
1—The
interacJon
of
ma;er
and
energy
define
the
Earth's
systems
The
periodicity
of
elements
is
a
method
of
organizing
the
components
of
ma;er.
This
periodicity
allows
scienJsts
to
predict
and/or
demonstrate
how
chemicals
will
react
when
combined
together
with
the
absorpJon
or
release
of
energy.
Following
from
an
understanding
of
atomic
structure
and
interacJon,
the
ideas
of
electromagneJsm
and
wave
mechanics
are
introduced.
The
vibraJon
of
electrons
gives
rise
to
the
enJre
electromagneJc
spectrum.
The
movement
of
the
electrons
is
the
foundaJon
of
electricity
and
magneJsm.
The
same
principles
of
wave
mechanics
in
electromagneJc
waves
hold
true
for
those
waves
that
are
mechanical
in
nature.
The
earthquakes
in
California
are
a
result
of
the
moJon
of
large
plates
of
land
and
emit
waves
and
energy
that
are
responsible
for
natural
hazards.
A
knowledge
of
atomic
and
molecular
structure
will
provide
understanding
of
the
chemical
and
physical
characterisJcs
of
rocks
that
comprise
the
lithosphere.
UFERSA,
1-‐3/12/2014

INTEGRATED
SCIENCE-‐
LEVEL
1
PROPOSED
INSTRUCTIONAL
SEQUENCE
Semester
2—Systems
of
the
Earth
impact
the
biosphere
Biogeochemical
cycles
impact
life
on
Earth.
To
understand
these
impacts,
an
examinaJon
of
the
biological,
physical,
and
chemical
properJes
of
ma;er
in
the
biogeochemical
cycles
needs
to
be
established.
The
stability
of
life
on
earth
is
closely
linked
to
the
water,
oxygen,
carbon,
and
nitrogen
cycles.
Knowledge
of
these
chemical
cycles
will
assist
in
assessing
changes
that
can
affect
the
dynamic
equilibrium
of
the
Earth's
bioJc
community.
Organic
evoluJon
and
shios
in
bioJc
communiJes
occur
in
the
context
of
the
Earth’s
constantly
changing
environments.
UFERSA,
1-‐3/12/2014

INTEGRATED
SCIENCE-‐
LEVEL
2
PROPOSED
INSTRUCTIONAL
SEQUENCE
Semester
1—The
formaJon
and
moJon
of
planets
A.
The
interacJon
of
ma;er
and
energy
result
in
a
dynamic
solar
system
that
can
be
explained
by
the
universal
laws
of
physics.
Forces
affect
planetary
systems,
and
universal
laws
of
energy
and
moJon
explain
the
movement
of
planets
and
all
other
objects.
Universal
laws
can
be
observed
by
studying
simple
systems,
and
Newton’s
laws
of
moJon
help
to
explain
simple
and
universal
systems.
Inherent
in
any
useful
study
of
moJon
is
the
concept
of
force,
and
Newton’s
laws
provide
a
solid
foundaJon
upon
which
to
analyze
forces.
There
is
an
important
relaJonship
between
the
universal
law
of
gravitaJon
and
the
effect
of
gravity
on
an
object
at
the
surface
of
the
Earth.
CelesJal
and
earth
systems
are
affected
by
the
same
forces
as
explained
by
Newton’s
Laws.
UFERSA,
1-‐3/12/2014

INTEGRATED
SCIENCE-‐
LEVEL
2
PROPOSED
INSTRUCTIONAL
SEQUENCE
Semester
1—The
formaJon
and
moJon
of
planets
B.
The
interacJon
of
ma;er
and
energy
results
in
a
dynamic
earth
system.
Energy
affects
Earth
as
a
system;
the
uneven
heaJng
of
Earth
causes
air
movements,
and
oceans
and
the
water
cycle
influence
weather.
Heat
energy
is
transferred
by
radiaJon,
conducJon,
and
convecJon,
and
radiaJon
from
the
sun
is
responsible
for
winds
and
ocean
currents,
which
in
turn
influence
weather
and
climate.
Geologic
and
climaJc
changes
are
part
of
an
evolving
earth
system.
UFERSA,
1-‐3/12/2014

INTEGRATED
SCIENCE-‐
LEVEL
2
PROPOSED
INSTRUCTIONAL
SEQUENCE
Semester
2—The
dynamic
Earth
supports
life
A.
The
chemical
structure
of
inorganic
and
organic
ma;er
forms
the
basis
of
life
on
Earth,
and
the
laws
of
chemistry
apply
to
both
non-‐living
and
living
systems.
The
cell
can
be
viewed
as
a
package
of
chemicals
that
interact
according
to
basic
laws
of
chemistry.
The
cell
is
composed
of
a
major
solvent
(water)
into
which
are
dissolved
a
variety
of
solutes.
The
chemicals
contained
within
a
cell
are
subject
to
kineJc
molecular
theory
and
the
law
of
the
conservaJon
of
ma;er.
Methods
of
chemistry,
including
those
of
chromatography
and
disJllaJon,
inform
our
understanding
of
the
biochemical
systems
within
the
cell.
UFERSA,
1-‐3/12/2014

INTEGRATED
SCIENCE-‐
LEVEL
2
PROPOSED
INSTRUCTIONAL
SEQUENCE
Semester
2—The
dynamic
Earth
supports
life
B.
The
unique
properJes
of
carbon
and
water
contribute
to
the
fundamental
structure
and
funcJons
of
cells.
There
are
many
organic
molecules
essenJal
to
the
structure
and
funcJon
of
a
cell.
The
four
major
groups
of
macromolecules
that
form
the
basis
of
life
are
carbohydrates,
proteins,
lipids,
and
nucleic
acids.
These
macromolecules
are
the
structural
and
funcJonal
building
blocks
of
cell
membranes
and
organelles.
UFERSA,
1-‐3/12/2014

INTEGRATED
SCIENCE-‐
LEVEL
3
PROPOSED
INSTRUCTIONAL
SEQUENCE
Semester
1—Universal
laws
of
nature
A.
Certain
universal
laws
of
nature
govern
the
composiJon
of
ma;er.
These
include
the
theory
and
applicaJon
of
the
law
of
conservaJon
of
ma;er,
in
terms
of
both
number
and
mass,
the
kineJc
molecular
theory
parJcularly
as
applied
to
the
study
of
gases,
and
the
concept
of
the
mole.
B.
Certain
universal
laws
of
nature
govern
the
moJon
and
energy
of
parJcles
of
ma;er.
These
universaliJes
include
the
theory
and
applicaJon
of
the
laws
of
conservaJon
of
momentum
and
energy,
two-‐dimensional
moJon,
laws
of
electricity
and
magneJsm,
and
further
amplificaJon
of
the
kineJc
molecular
theory.
C.
The
universal
laws
of
composiJon,
moJon,
and
energy
can
be
applied
to
specific
natural
phenomena.
These
phenomena
include
the
greenhouse
effect,
the
ozone
layer,
and
the
photosyntheJc-‐respiratory
cycles.
UFERSA,
1-‐3/12/2014

INTEGRATED
SCIENCE-‐
LEVEL
3
PROPOSED
INSTRUCTIONAL
SEQUENCE
Semester
2—Understanding
universal
laws
will
allow
us
to
analyze
processes
of
and
changes
in
living
systems.
A.
Living
systems
must
maintain
homeostaJc
equilibrium
and
do
so
through
the
delicate
balance
of
chemical
processes.
B.
AdaptaJons
can
be
traced
to
cellular
processes
and
to
the
geneJc
level.
The
study
of
geneJcs
helps
us
to
understand
both
micro
and
macroevoluJon.
C.
GeneJc
engineering
is
a
method
of
arJficially
inducing
change
among
living
organisms.
UFERSA,
1-‐3/12/2014

INTEGRATED
SCIENCE-‐
LEVEL
4
PROPOSED
INSTRUCTIONAL
SEQUENCE
Semester
1—Human
body
systems
The
human
body
is
studied
from
a
systems
perspecJve
spanning
molecular
interacJons
within
the
cell
to
the
relaJonships
among
organs.
Students
examine
the
molecular
machinery
common
to
living
organisms
and
apply
this
understanding
to
improving
the
quality
of
life.
At
the
macro
level
the
complexity
of
the
human
body
is
invesJgated
with
a
parJcular
focus
on
vision.
Internal
feedback
loops
that
help
our
bodies
survive
stressful
and
changing
environmental
condiJons
are
examined
at
the
cellular
and
organ
levels.
UFERSA,
1-‐3/12/2014

INTEGRATED
SCIENCE-‐
LEVEL
4
PROPOSED
INSTRUCTIONAL
SEQUENCE
Semester
2—Understanding
the
past
to
create
a
sustainable
future
Students
and
teacher
explore
the
history
of
the
solar
system.
They
examine
the
evidence
that
pinpoints
the
formaJon
of
the
solar
system
and
its
evoluJon
through
Jme.
Students
and
teacher
study
the
Earth’s
energy
budget
and
the
effects
of
the
sun
on
the
Earth’s
surface.
They
examine
the
law
of
conservaJon
of
energy
and
the
second
law
of
thermodynamics
to
be;er
understand
how
to
crao
a
sustainable
future.
UFERSA,
1-‐3/12/2014

Development
and
ImplementaJon
of
Genuinely
Interdisciplinary
Undergraduate
Courses
and
Curricula
Will
Both
Prepare
Students
for
Careers
as
New
Biology
Researchers
and
Educate
a
New
GeneraJon
of
Science
Teachers
Who
Will
Be
Well
Versed
in
New
Biology
Approaches
UFERSA,
1-‐3/12/2014

Nossa
proposta
de
Licenciatura
Interdisciplinar
em
Ciências
da
Natureza,
apresentada
à
Comissão
de
Implantação
da
Unila
em
2009,
contempla
grande
parte
das
idéias
expostas
no
material
a
seguir.
UFERSA,
1-‐3/12/2014

UFERSA,
1-‐3/12/2014
h;p://dels.nas.edu/resources/staJc-‐assets/materials-‐based-‐on-‐
reports/reports-‐in-‐brief/bio2010_final.pdf

Research
in
biology
has
undergone
a
major
transformaJon
in
the
last
10
to
15
years.
Three
powerful
innovaJons
–
recombinant
DNA,
new
instrumentaJon
and
the
digital
revoluJon
–
have
combined
to
make
biomedical
research
more
quanJtaJve
and
more
closely
connected
to
concepts
in
the
physical,
mathemaJcal
and
informaJon
sciences.
UFERSA,
1-‐3/12/2014
No
entanto
.
.
.

undergraduate
biology
educaJon
is
sJll
geared
to
the
biology
of
the
past.
Although
most
colleges
and
universiJes
require
biology
majors
to
enroll
in
courses
in
math,
chemistry
and
physics,
these
subjects
are
not
well
integrated
into
biology
courses.
UFERSA,
1-‐3/12/2014

Biology
in
Context:
An
Interdisciplinary
Curriculum
The
modern
biologist
uses
a
wide
array
of
advanced
techniques,
such
as
measuring
instruments,
novel
imaging
systems,
computer
analysis,
and
modeling
that
are
rooted
in
the
physical
and
informaJon
sciences.
Focused
laser
beams
allow
manipulaJons
of
single
molecules.
X-‐ray
sources
are
used
to
determine
three-‐dimensional
structures
of
proteins.
FuncJonal
magneJc
resonance
imagers
map
acJvated
regions
of
the
brain.
Computers
now
play
a
central
role
in
the
acquisiJon,
storage,
analysis,
interpretaJon
and
visualizaJon
of
vast
quanJJes
of
biological
data.
UFERSA,
1-‐3/12/2014

Biology
in
Context:
An
Interdisciplinary
Curriculum
Understanding
and
applying
these
techniques
requires
access
to
a
broader
range
of
concepts
and
skill
than
past
generaJons,
much
of
it
outside
the
tradiJonal
realm
of
biology
educaJon.
Numerous
studies
and
workshops
have
addressed
the
growing
body
of
research
at
the
intersecJon
of
biology
with
other
disciplines,
further
supporJng
the
need
for
more
interdisciplinary
educaJon.
Already,
mulJdisciplinary
projects
are
emphasized
in
solicitaJons
for
research
grants.
UFERSA,
1-‐3/12/2014

Living
systems
are
far
from
equilibrium.
They
uJlize
energy,
largely
derived
from
photosynthesis,
which
is
stored
in
high-‐energy
bonds
or
ionic
concentraJon
gradients.
The
release
of
this
energy
is
coupled
to
thermodynamically
unfavorable
reacJons
to
drive
biological
processes.
UFERSA,
1-‐3/12/2014
Central
Concepts
in
Biology

Central
Concepts
in
Math
and
Computer
Science
The
elucidaJon
of
the
human
genome
has
opened
new
vistas
and
highlighted
the
increasing
importance
of
mathemaJcs
and
computer
science
in
biology.
The
current
intense
interest
in
geneJc,
metabolic
and
neural
networks
reflects
the
need
of
biologists
to
view
and
understand
the
coordinated
acJviJes
of
large
numbers
of
components
of
the
complex
systems
underlying
life.
UFERSA,
1-‐3/12/2014

Central
Concepts
in
Chemistry
Chemistry
has
always
been
an
important
sister
science
to
biology,
biochemistry,
and
medicine.
Today,
modern
molecular
and
cell
biology
focuses
on
understanding
the
chemistry
of
genes
and
of
cell
structure.
In
the
applied
area,
chemistry
is
central
to
modern
agriculture,
and
biomedical
engineering
draws
on
chemistry
for
new
materials.
A
thorough
grounding
in
general
and
organic
chemistry
has
historically
required
four
semesters
of
chemistry
courses,
but
could
require
fewer
following
an
integrated
restructuring.
UFERSA,
1-‐3/12/2014

There
is
a
set
of
basic
physics
concepts
on
which
an
understanding
of
biology
can
be
built
and
that
can
be
of
aid
in
using
increasingly
sophisJcated
instrumentaJon.
The
typical
calculus-‐based
introductory
physics
course,
which
allocates
a
major
block
of
Jme
to
electromagneJc
theory
and
to
many
details
of
classical
mechanics,
is
ooen
the
only
opJon
for
biology
students.
The
course
emphasizes
exactly
solvable
problems
rather
than
the
kinds
of
problems
common
in
the
life
sciences.
IllustraJons
involving
modern
biology
are
rarely
given,
and
computer
simulaJons
are
usually
absent.
UFERSA,
1-‐3/12/2014
Central
Concepts
in
Physics

The
report
provides
a
list
of
physics
concepts
that
life
science
majors
should
master
including
moJon,
dynamics
and
force
laws;
conservaJon
laws
and
global
constraints;
thermal
processes
at
the
molecular
level;
waves,
light,
opJcs
and
imaging;
and
collecJve
behavior
and
systems
far
from
equilibrium.
A
redesigned
physics
course
focused
on
these
concepts
would
help
biology
students
see
how
physicists
think
and
how
physics
informs
biology.
UFERSA,
1-‐3/12/2014
Central
Concepts
in
Physics

Energizing
the
Curriculum:
New
Content
and
Approaches
Successful
interdisciplinary
teaching
will
require
both
new
materials
and
approaches.
The
need
for
teaching
materials
that
will
inform,
enlighten
and
empower
the
next
generaJon
of
researchers
is
crucial.
New
course
designs
and
materials
that
encompass
the
highly
interdisciplinary
character
of
biology
can
accelerate
the
learning
process
and
enable
students
to
exercise
their
talents
earlier
in
their
careers.
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1-‐3/12/2014

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h;ps://professionals.collegeboard.com/profdownload/cbscs-‐
science-‐standards-‐2009.pdf

The
College
Board
is
a
mission-‐driven
not-‐for-‐
profit
organizaJon
that
connects
students
to
college
success
and
opportunity
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The
College
Board
45
Columbus
Avenue
New
York,
NY
10023
h;ps://www.collegeboard.org/

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Modelo
Ausubeliano

EvoluJon
EvoluJon
is
a
series
of
changes,
some
gradual
and
some
sporadic,
that
account
for
the
present
form
and
funcJon
of
objects,
organisms,
and
natural
and
designed
systems.
The
general
idea
of
evoluJon
is
that
the
present
arises
from
materials
and
forms
of
the
past
and
demonstrates
changes
in
the
universe.
UFERSA,
1-‐3/12/2014
Unifying
Concepts

Scale
Some
objects,
processes
and
events
involve
physical
dimensions,
numbers,
Jme
intervals
and
speeds
whose
ranges
of
magnitude
vary
significantly
(e.g.,
subatomic
to
planetary
size;
milliseconds
to
billions
of
years).
As
a
result,
models
are
used
to
represent
phenomena
that
extend
beyond
the
everyday
experiences
of
humans.
UFERSA,
1-‐3/12/2014
Unifying
Concepts

Equilibrium
The
term
“equilibrium”
is
used
to
describe
states
in
which
there
is
no
apparent
change
in
the
system
over
Jme.
For
example,
a
system
in
which
two
masses
are
balanced
is
at
equilibrium
because
there
is
no
net
change
(in
force,
energy
or
mass)
occurring.
The
term
“equilibrium”
is
also
used
when
a
system
(e.g.,
a
chemical
reacJon)
is
at
dynamic
equilibrium
(i.e.,
when
two
or
more
opposing
processes
proceed
at
the
same
rate,
although
there
is
no
net
energy
change).
.
.
.
UFERSA,
1-‐3/12/2014
Unifying
Concepts

Equilibrium
A
system
at
equilibrium
or
dynamic
equilibrium
will
remain
unchanged
unless
the
condiJons
in
the
system
are
changed,
at
which
Jme
the
system
will
respond
by
moving
to
a
new
equilibrium
state.
The
term
“equilibrium”
is
also
used
for
steady
state
or
homeostaJc
systems
(ooen
biological,
e.g.,
cells,
organisms
or
ecosystems).
Even
though
a
homeostaJc
system
appears
to
be
unchanging,
unlike
dynamic
equilibrium,
a
homeostaJc
system
requires
a
constant
input
of
energy
and/or
ma;er
to
maintain
the
system.
UFERSA,
1-‐3/12/2014
Unifying
Concepts

Ma;er
and
Energy
The
universe
consists
of
ma;er
and
energy.
The
part
of
the
universe
that
is
being
studied
is
called
a
system.
The
invesJgaJon
of
systems
of
ma;er
and
energy
acknowledges
boundaries
that
allow
one
to
study
changes
in
the
system.
Ma;er
in
a
system
cycles
through
changes.
Energy
in
a
system
transforms
from
one
form
to
another
and
transfers
from
one
locaJon,
across
the
boundary
of
a
system,
to
another
locaJon.
Ma;er
and
energy
in
systems
are
neither
created
nor
destroyed
but
may
change
form.
UFERSA,
1-‐3/12/2014
Unifying
Concepts

InteracJon
InteracJon
is
a
statement
of
causality
in
science:
Two
objects
or
systems
interact
when
they
act
on
or
influence
each
other
to
cause
some
effect.
The
effect
is
an
observable
change
(e.g.,
change
in
moJon,
shape,
mass,
temperature,
state
or
funcJon)
to
one
or
both
objects
or
systems.
Everyday
events
and
processes
usually
involve
mulJple
interacJons
occurring
simultaneously
and/or
chains
of
interacJons.
The
duraJon
of
events
and
processes
varies
from
very
short
to
very
long.
UFERSA,
1-‐3/12/2014
Unifying
Concepts

Form
and
FuncJon
Form
and
funcJon
are
complementary
aspects
of
objects,
organisms
and
systems
in
the
natural
and
designed
world.
The
form
(i.e.,
shape,
composiJon,
symmetry,
orientaJon
in
space)
of
an
object
or
system
is
frequently
related
to
use,
operaJon
or
funcJon.
FuncJon
frequently
relies
on
form.
Understanding
of
form
and
funcJon
applies
to
different
levels
of
organizaJon.
FuncJon
can
be
explained
in
terms
of
form,
and
form
can
be
explained
in
terms
of
funcJon.
UFERSA,
1-‐3/12/2014
Unifying
Concepts

Models
as
ExplanaJons,
Evidence
and
RepresentaJons
A
model
represents
an
object,
system,
event
or
idea,
and
may
describe
and/or
predict
the
behavior
of
objects,
systems
or
events.
In
the
course
of
scienJfic
discovery,
models
are
developed,
modified
or
abandoned
based
on
the
available
evidence.
Models
and
representaJons
play
a
criJcal
role
in
the
development
of
scienJfic
ideas
and
understanding.
UFERSA,
1-‐3/12/2014
Unifying
Concepts

UFERSA,
1-‐3/12/2014
Exemplo
4
h;p://www.ncbi.nlm.nih.gov/pubmed/23737624

FoundaJonal
concept
4
Complex
living
organisms
transport
materials,
sense
their
environment,
process
signals,
and
respond
to
changes
using
processes
understood
in
terms
of
physical
principles.
4A.
TranslaJonal
moJon,
forces,
work,
energy,
and
equilibrium
in
living
systems
4B.
Importance
of
fluids
for
the
circulaJon
of
blood,
gas
movement,
and
gas
exchange
4C.
Electrochemistry
and
electrical
circuits
and
their
UFERSA,
1-‐3/12/2014
elements

FoundaJonal
concept
4
Complex
living
organisms
transport
materials,
sense
their
environment,
process
signals,
and
respond
to
changes
using
processes
understood
in
terms
of
physical
principles.
4D.
How
light
and
sound
interact
with
ma;er
UFERSA,
1-‐3/12/2014
4E.
Atoms,
nuclear
decay,
electronic
structure,
and
atomic
chemical
behavior
ScienJfic
inquiry
and
reasoning
skill.
ScienJfic
reasoning
and
evidence-‐based
problem
solving
ScienJfic
inquiry
and
reasoning
skill.
Reasoning
about
the
design
and
execuJon
of
research
ScienJfic
inquiry
and
reasoning
skill
4.
Data-‐based
and
staJsJcal
reasoning

UFERSA,
1-‐3/12/2014
THE
NATIONAL
EXPERIMENT
IN
UNDERGRADUATE
SCIENCE
EDUCATION
(NEXUS)
COLLABORATION
University
of
Maryland,
College
Park
Linking
the
physical
and
biological
sciences
in
the
undergraduate
biology
curriculum:
redesigning
the
undergraduate
physics
curriculum
for
the
biological
science
student.
Purdue
University
Development
of
an
undergraduate
chemistry
curriculum
and
associated
learning
resources
for
the
life
sciences:
redesigning
undergraduate
chemistry
for
the
biological
science
student.

UFERSA,
1-‐3/12/2014
THE
NATIONAL
EXPERIMENT
IN
UNDERGRADUATE
SCIENCE
EDUCATION
(NEXUS)
COLLABORATION
University
of
Maryland,
BalJmore
County
Experiments
exploring
the
use
of
quanJtaJve
modeling
core
competency
development
in
select
foundaJonal
courses:
the
introducJon
of
mathemaJcal
modeling
in
core
undergraduate
introductory
biology
courses
for
life
sciences
students.

UFERSA,
1-‐3/12/2014
THE
NATIONAL
EXPERIMENT
IN
UNDERGRADUATE
SCIENCE
EDUCATION
(NEXUS)
COLLABORATION
University
of
Miami
Teaching
and
assessing
the
ScienJfic
FoundaJons
for
Future
Physicians
competencies
for
entering
medical
students:
the
development
of
capstone
case
studies
for
integraJng
and
assessing
the
competencies
of
biological
science
students.

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