Quantitative reasoning is one of the core competencies identified as a priority for transforming the undergraduate biology curriculum. However, first-year biology majors often lack confidence in their quantitative skills. We revised an introductory biology lab to emphasize the teaching of basic laboratory calculations, utilizing multiple teaching tools, including online prelab quizzes, minilab lectures, calculation worksheets, and online video tutorials. In addition, we implemented a repetitive assessment approach whereby three types of basic calculations-unit conversions, calculating molar concentrations, and calculating dilutions-were assessed on all quizzes and exams throughout the semester. The results showed that learning improved for each of the three quantitative problem types assessed and that these learning gains were statistically significant, both from first assessment to midterm and, notably, from midterm to final. Additionally, the most challenging problem type for students, calculating molar concentrations, showed the greatest normalized learning gains in the second half of the semester. The latter result suggests that persistent assessment resulted in continued learning even after formal, in-class teaching of these approaches had ended. This approach can easily be applied to other courses in the curriculum and, given the learning gains achieved, could provide a powerful means to target other quantitative skills.
Keywords: calculations; introductory biology; laboratory course; quantitative; undergraduate.
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