Correlation between MCAT Biology Content Specifications and Topic Scope and Sequence of General Education College Biology Textbooks
| Autor: | Steven W. Rissing |
|---|---|
| Rok vydání: | 2013 |
| Předmět: |
Textbooks as Topic
Universities Computer science Medical school Public policy General education Articles Biology Biological Evolution General Biochemistry Genetics and Molecular Biology Education College Admission Test Scientific literacy Mathematics education Humans Core level Curriculum Students Competence (human resources) Schools Medical |
| Zdroj: | CBE Life Sciences Education |
| ISSN: | 1931-7913 |
| DOI: | 10.1187/cbe.13-02-0017 |
| Popis: | The topic scope and sequence of introductory majors and general education (GE) biology texts correlate with Medical College Admissions Test (MCAT) topic importance ratings. GE texts have higher MCAT term densities than introductory majors texts. Indirect impact of the MCAT on GE texts may detract from scientific literacy goals of GE courses. Most American colleges and universities offer gateway biology courses to meet the needs of three undergraduate audiences: biology and related science majors, many of whom will become biomedical researchers; premedical students meeting medical school requirements and preparing for the Medical College Admissions Test (MCAT); and students completing general education (GE) graduation requirements. Biology textbooks for these three audiences present a topic scope and sequence that correlates with the topic scope and importance ratings of the biology content specifications for the MCAT regardless of the intended audience. Texts for “nonmajors,” GE courses appear derived directly from their publisher's majors text. Topic scope and sequence of GE texts reflect those of “their” majors text and, indirectly, the MCAT. MCAT term density of GE texts equals or exceeds that of their corresponding majors text. Most American universities require a GE curriculum to promote a core level of academic understanding among their graduates. This includes civic scientific literacy, recognized as an essential competence for the development of public policies in an increasingly scientific and technological world. Deriving GE biology and related science texts from majors texts designed to meet very different learning objectives may defeat the scientific literacy goals of most schools’ GE curricula. |
| Databáze: | OpenAIRE |
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