Building mathematical models and biological insight in an introductory biology course

Abstract

A growing body of literature testifies to the importance of quantitative reasoning skills in the 21st-century biology curriculum, and to the learning benefits associated with active pedagogies. The process of modeling a biological system provides an approach that integrates mathematical skills and higher-order thinking with existing course content knowledge. We describe a general strategy for teaching model-building in an introductory biology course, using the example of a model of an infectious disease outbreak. Preliminary assessment data suggest that working through the formal process of model construction may help students develop their scientific reasoning and communication skills. © EDP Sciences, 2011.