The need to continuously investigate how undergraduate students can be supported to perform better in their introductory biology courses is important. For undergraduate students, especially non-biology majors, to succeed, they need to be exposed to activities and resources that support encoding, retention and recall of science content.
Individuals that attend and participate in this presentation will learn how concept mapping was implemented into freshmen level biology courses and the impacts on the overall recall and retention of material learned based off unit exam averages following two semesters. A discussion of qualitative data focusing on challenges and improvements from one semester to the next to further support students’ performance will also be discussed.
- Danilo M. Baylen, University of West Georgia, Carrollton, GA, USA
- Erin Duckett, University of West Georgia, Carrollton, GA, USA
- Runeshia Parker, University of West Georgia, Carrollton, GA, USA
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