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- W2041736148 abstract "In their Viewpoint “Introductory science and mathematics education for 21st-century biologists” (Special Issue on Mathematics in Biology, 6 Feb., p. 788), W. Bialek and D. Botstein propose that undergraduate biology students must undergo very rigorous quantitative coursework beyond calculus and differential equations sequences, so that they will be intellectually prepared for the challenges of 21st-century biology, where quantitative thinking is the essence of understanding living systems. Their prescription to eradicate this inadequacy among biology students is to develop a curriculum in introductory college-level classes where more emphasis is placed on quantitative thinking.Quantitative thinking is a process that cannot be achieved by students taking advanced mathematics courses alone; an environment that nurtures a culture of quantitative thinking in all science courses must be created. This quantitative culture must be an integral component of all science courses.To meet these challenges, we must revise our science curriculum. Physics, chemistry, mathematics, and other courses must integrate biological problems in their study work, and teachers must change their attitudes toward teaching to become more receptive to this interdisciplinary approach. Understanding living systems will require input from all fields of science. If we can achieve that, then we can develop our students to be inquisitive, productive, intellectually mature, critical thinkers ready for the challenges of the 21st century." @default.
- W2041736148 created "2016-06-24" @default.
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- W2041736148 date "2004-04-23" @default.
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- W2041736148 title "Teaching Quantitative Thinking" @default.
- W2041736148 doi "https://doi.org/10.1126/science.304.5670.518a" @default.
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