Academic journal article Global Media Journal

# Integration of Biological Concepts Using Localized Gambling Games in Teaching Elementary Statistics

Academic journal article Global Media Journal

# Integration of Biological Concepts Using Localized Gambling Games in Teaching Elementary Statistics

## Article excerpt

Introduction

Both Science and Mathematics are indeed essential and each subject is considered to be of equally important co-existence. While Biology (as a sub-group of Science) includes a scholarly investigation of life and its marked relation with the environment, Mathematics on the other hand (specifically Statistics), involves processes of scientific measurement, evaluation and quantification of any phenomena in order to substantiate its occurrence.

The insufficiencies of quantitative awareness and approaches in teaching Biology have been observed over the years [1]. Thus, difficulties in utilizing concepts in Biology as an alternative subject matter in teaching Numerical courses are also evident. Most often than not, Mathematics and Biology are taught in near independence of each other [2]. This instructional strategy often gives the students analogous strands of learning competencies, however, are unable to comprehend how each subject area intertwines with each other. Learners find challenges applying their lesson from one subject to another and most likely could no blend their knowledge into a unified structure. Emerging conventional educational ingenuities essentially along coalescing laboratory processes with mathematical skills, yet it seems that most curricula focused on a single connection between systematic knowledge and scientific scheme, from which the validity of knowledge claims, mediated in terms of their reliability with data. Collecting data and obtaining results are generally part of science, but are not science itself. We visualize that the operational use of the complete scientific method will play a critical role in providing the compulsory underpinning for the incorporation of math and biology at several professional altitudes [3]. The American Association for Advancement Science (AAAS, 2011) [4] through the Vision and Change in Undergraduate Biology Education report suggested the need to concentrate on the core competencies of quantitative reasoning, modeling, and simulating complex systems. Undergraduate students should acquire how to rub in quantitative skills Biological themes and use quantitative reasoning to interpret data. Hence, students should be able to develop skills on the use of modeling and in reconnoitring systems with computational slants [5].

In response to the 21st century challenges of Mathematics and Science Education in the Philippines, a designed research conference was designed by the University of the Philippines - National Institute of for Science and Mathematics Education Development (UP-NISMED) [6] in gratitude of the significance of globalizing the developments, methodologies and schemes of concocting citizens who will be able to discourse and unravel local, national and global problems, as well as function correspondingly thriving. This is in recognition of an inordinate prerequisite to altercation notions on how to edify the young in terms of the knowledge and skills exemplified in science and mathematics, and at the same time take advantage of available technology. The conference was themed "Empowering the Future Generation through Science and Mathematics Education," and identifies the following academic objectives: 1) provide a forum to review issues, exchange ideas and share experiences on the development of Science and Mathematics education at all levels; 2) discuss developments in Information and Communication Technology (ICT) integration to improve learning of Science and Mathematics; 3) exchange ideas on continuing professional development as a means to sustain the development of high quality Science and Mathematics teachers; 4) encourage the sharing of knowledge, skills and experiences of experts working on new strategies to sustain Science and Mathematics education reforms in teaching and assessment; 5) strengthen professional networking among Science and Mathematics educators both locally and globally; and 6) maintain professional contacts to enhance cooperation among a consortium of international organizations and educational institutions to facilitate greater dissemination and exchange of expertise at an international level. …

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