Interdisciplinary Education--A Predator-Prey Model for Developing a Skill Set in Mathematics, Biology and Technology

Autor/in	van der Hoff, Quay
Titel	Interdisciplinary Education--A Predator-Prey Model for Developing a Skill Set in Mathematics, Biology and Technology
Quelle	In: International Journal of Mathematical Education in Science and Technology, 48 (2017) 6, S.928-938 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2017.1285061
Schlagwörter	Biology; Mathematics Instruction; Technology Education; Interdisciplinary Approach; Mathematical Models; Calculus; Graduate Study; Teaching Methods; Mathematical Concepts; Scientific Concepts; Algebra; College Mathematics; College Science; Science Instruction; Equations (Mathematics) + Suchen Sie Ihr Suchwort? Biologie; Mathematics lessons; Mathematikunterricht; Technisch-naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mathematical model; Mathematisches Modell; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Equations; Mathematics; Gleichungslehre
Abstract	The science of biology has been transforming dramatically and so the need for a stronger mathematical background for biology students has increased. Biological students reaching the senior or post-graduate level often come to realize that their mathematical background is insufficient. Similarly, students in a mathematics programme, interested in biological phenomena, find it difficult to master the complex systems encountered in biology. In short, the biologists do not have enough mathematics and the mathematicians are not being taught enough biology. The need for interdisciplinary curricula that includes disciplines such as biology, physical science, and mathematics is widely recognized, but has not been widely implemented. In this paper, it is suggested that students develop a skill set of ecology, mathematics and technology to encourage working across disciplinary boundaries. To illustrate such a skill set, a predator-prey model that contains self-limiting factors for both predator and prey is suggested. The general idea of dynamics, is introduced and students are encouraged to discover the applicability of this approach to more complex biological systems. The level of mathematics and technology required is not advanced; therefore, it is ideal for inclusion in a senior-level or introductory graduate-level course for students interested in mathematical biology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01