Introducing Chaos Theory: A Life Sciences Students’ Perspective

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dc.contributor.authorPerea Martins, João E. M.
dc.contributor.authorOyanedel, Eduardo
dc.contributor.authorCampos-Soto, Ricardo
dc.date.accessioned2024-11-05T15:50:24Z
dc.date.available2024-11-05T15:50:24Z
dc.date.issued2024-10-18
dc.description.abstractThis article details a concise in-class workshop to introduce life science students to basic chaos theory concepts, which is a modern subject and has high potential for applications in life sciences and other fields, justifying its knowledge. The teaching approach is based on a pragmatic strategy that uses only the essential mathematical and computing concepts required to reach the learning outcome, which this article explains step-by-step and, therefore, at least in expectation, even students or professors with no previous software knowledge could understand them. The proposed educational approach uses a meaningful learning approach, and population growth models as an educational anchor subject, which is a common subject for life science students and may be intuitive for students from other areas. Feedback from 70 students surveyed after the workshop yielded positive results, and 72.9% of the students expressed confidence in explaining basic chaos theory concepts following the session, and 94.7% stated they would recommend it to their peers, which underscores the present proposal feasibility.
dc.identifier.issn2458-9322
dc.identifier.other10.24331/ijere.1502724
dc.identifier.urihttps://hdl.handle.net/20.500.12536/2183
dc.language.isoen
dc.sourceInternational Journal of Educational Research Review
dc.subjectScience teaching
dc.subjectChaos theory
dc.subjectPopulation growth
dc.subjectButterfly effect
dc.titleIntroducing Chaos Theory: A Life Sciences Students’ Perspective
dc.typeArtículo de revista
uvm.escuelaEscuela de Ciencias Agrícolas y Veterinarias
uvm.escuelaDirección General de Investigación y Postgrado
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