La Física en la formación de los biólogos. Balance crítico de una experiencia de cinco años en un grado en Biología

Abstract

The goal of this paper is to show and analyse the results of a teaching and learning experience in the introductory Physics course for a Biology degree in a Spanish public university. Starting from a discussion about the initial design of the course that was evolving along five years, we make a critical reading of what was achieved and what was not and about its causes. Finally, we ponder over the potential usefulness of positive and negative learned lessons for other Biology degrees. We contextualize our analysis in the ongoing debate on the education and training needed by future biologists, which is being specially intense and organized in the United Stated. In this context we wonder what the main purpose of the introductory physics course of most Life Sciences degrees curricula should be and we provide evidence on the adequacy of the chosen pedagogical strategy to achieve this goal, i.e. from biology to physics (top-to-down). The combination of the above approach with a system of continuous assessment reflecting the students’ progress, was shown to be effective for overcoming the two main student challenges in the course i.e. to minimise withdrawal and to stimulate effort in order to reach the learning objectives for the course. The analysis also suggests ways to try to overcome the current difficulties, most of them accessible to any teacher with the only support of his Department.