Human Biology, 15th Edition
Book PrefaceHuman Biology, 15th Edition
Goals of the Fifteenth Edition
Humans are a naturally inquisitive species. As children, we become fascinated with life at a very early age. We want to know how our bodies work, why there are differences, and similarities, between ourselves and the other children around us. In other words, at a very early age, children are acting like biologists.
In many ways, today’s students in the science classroom face some of the same challenges their parents did decades ago. The abundance of new terms often overwhelms even the best prepared student, and the study of biological processes and methods of scientific thinking may convince some students that “science isn’t their thing.” The study of human biology creates an opportunity for teachers to instruct their students using the ultimate model organism—their own bodies. Whether this is their last science class or the first in a long career in allied health, the study of human biology is pertinent to everyone.
There are also challenges that are unique to the modern classroom. Today’s students are being exposed, almost on a daily basis, to exciting new discoveries and insights that, in many cases, were beyond our predictions even a few short years ago. It is our task, as instructors, not only to make these findings available to our students, but to enlighten students as to why these discoveries are important to their lives and society. At the same time, we must provide students with a firm foundation in those core principles on which biology is founded, and in doing so, provide them with the background to keep up with the many discoveries still to come.
In addition, this revision of Human Biology, Fifteenth Edition, had the following goals:
1. Updating of chapter openers, featured readings, and Connections content to focus on issues and topics important to this generation of students
2. Utilization of the data from the LearnSmart adaptive learning platforms to identify content areas within the text that students demonstrated difficulty in mastering
3. Refinement of digital assets to provide a more effective assessment of learning outcomes to enable instructors in the flipped, online, and hybrid teaching environments
4. Development of a new series of videos and websites to introduce relevancy and engage students in the content
The use of real world examples to demonstrate the importance of biology in the lives of students is widely recognized as an effective teaching strategy for the introductory biology classroom. Students want to learn about the topics they are interested in. The development of relevancy-based resources is a major focus for the authors of the Mader series of texts. Some examples of how we have increased the relevancy content of this edition include:
∙ A series of new chapter openers to introduce relevancy to the chapter. The authors chose topics that would be of interest to a nonscience major, and represent what would typically be found on a major news source.
∙ The development of new relevancy-based videos, BioNow, that offer relevant, applied classroom resources to allow students to feel that they can actually do and learn biology themselves.
∙ A website, RicochetScience.com, managed by Dr. Windelspecht, that provides updates on news and stories that are interesting to nonscience majors. The Biology101 project links these resources to the major topics of the text. The site also features videos and tutorial animations to assist the students in recognizing the relevancy of what they are learning in the classroom.
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|September 25, 2017|
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