Biological Science, Third Canadian Edition Plus Mastering Biology with Pearson eText -- Access Card Package

Product Description NOTE: Before purchasing, check with your instructor to ensure you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, and registrations are not transferable. To register for and use Pearson's MyLab & Mastering products, you may also need a Course ID, which your instructor will provide. Biological Science, Third Canadian Edition, brings together Scott Freeman’s pioneering active learning approach with carefully selected coverage of Canadian issues and research. Each page of the book is designed in the spirit of active learning, asking students to apply critical thinking skills as they learn key concepts. Accounts of researchers designing and analyzing real experiments, carefully punctuated by thoughtful questions and exercises, train introductory students in the process of DOING biology. 0134883845 / 9780134883847 Biological Science, Third Canadian Edition Plus MasteringBiology with Pearson eText -- Access Card Package Package consists of: 0133942988 / 9780133942989 Biological Science, Third Canadian Edition0134694015 / 9780134694016 MasteringBiology with Pearson eText -- Standalone Access Card -- for Biological Science, Third Canadian Edition About the Author About the Canadian Authors MIKE HARRINGTON completed his B.Sc. and Ph.D. in the Zoology Department of the University of British Columbia. His graduate work on Drosophila chromatin structure combined classical and molecular genetics. He is presently a Faculty Lecturer in the Biological Sciences Department at the University of Alberta. He teaches cell biology at the first- and second-year levels and genetics at the second-, third-, and fourth-year levels. His teaching goals are (1) to find ways to incorporate current scientific research into introductory courses, (2) to develop new ways to expand a course’s boundaries with online material, and (3) to use clicker classroom response systems to teach content with questions.JOAN SHARP received her B.A. and B.Sc. from McGill University and her M.Sc. from the University of British Columbia. She is a Teaching Professor at Simon Fraser University, where she teaches Biology of Everyday Life, Introduction to Biology, General Biology, and Vertebrate Biology. Her teaching and research interests include a number of areas: (1) Argumentation is a key component of critical thinking and scientific reasoning. Effective argumentation requires the selection and evaluation of evidence in order to articulate and defend a carefully thought-out position. Development of this essential scientific skill may benefit from a supportive learning environment in which students are prompted with a controversial question and provided with explicit instruction on argumentation. (2) Case studies engage students with key concepts by using meaningful real-world scenarios. The use of clickers allows the implementation of case studies in large lecture courses, facilitating small group discussion and increasing student learning. (3) Prior or newly acquired misconceptions interfere with student success in building meaningful biological understanding. It is important to understand common misconceptions and to develop activities that allow students to address and correct their misconceptions. Concept inventories can be used to measure students’ learning gains to assess the success of teaching strategies targeting student misconceptions. Students’ written work can serve as a starting point to address areas of misunderstanding and to help students refine and express biological ideas.