5. Inquiry-based learning: problem-posing, problem-solving, and persuasion

Preamble: This activity build on the idea in Activity 3 that "computer models/simulations with visual output are another one of the 'changes in... technology [that] have changed our needs and capacities for mathematical thinking'." Inquiry-based learning through the 3Ps is put forward in this activity as a best pedagogical practice in the spirit of CE2.

Preparation

• Read Peterson and Jungck, "Problem-posing."
• Review the basic principles of Mendelian genetics in any introductory biology book or wikipedia, https://en.wikipedia.org/wiki/Mendelian_inheritance#Mendel.27s_laws (viewed 7 Sep 17).
• Run the web version of the virtual genetics lab (a new version of Genetic Construction Kit [GCK]) using the jsVGL link (in the middle of the paragraph that begins "I've heard..." on the page http://vgl.umb.edu)

Goals

1. Understand and discuss guideline to use computers first and foremost to teach or learn things that are difficult to teach or learn with existing (non-computer-based) pedagogical approaches
2. Through working with the virtual genetics lab software, experience and learn the 3Ps model of student learning, which has been implemented in GCK and other biology education software compiled by the BioQuest consortium (http://www.bioquest.org)

Activity

1. Virtual science -- fruit fly mating using software
   (demonstration by instructor, 3Ps exploration by student (tip: describe what you see with each cross--do not expect the underlying biology to become clear by staring at a set of outcomes of crosses), peer-assistance/persuasion in breakout groups) (45 mins)
2. Discussion reviewing the experience in light of the 3P's model and its relation to development of mathematical thinking. (25 mins)
3. Plus-delta feedback on activity(5 mins)

References
Peterson, N. S. and J. R. Jungck (1988). "Problem-posing, problem-solving, and persuasion in biology." http://www.bioquest.org/note21.html (viewed 7 Sep 17)