Strategies to Build Observation Skills for Integrative and Organismal Biology Undergraduates: A Scoping Review

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ID: 320839
2026
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Ranked #12 of 26 articles by views in Integrative organismal biology (Oxford, England)

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Abstract
Abstract The ability to observe natural phenomena and connect those observations to theoretical concepts and processes is critical for knowledge integration and scientific inquiry in integrative and organismal biology. However, no published effort had reviewed evidence-based pedagogical methods for teaching scientific observation skills in integrative and organismal biology. This review found 53 papers with relevant pedagogical interventions for increasing observation skills from a diversity of disciplines (e.g., ecology, health sciences, and environmental sciences) and participant populations (pre-school through postgraduate). However, only two studies assessed interventions aimed at improving observation skills for undergraduate biology students. More research is needed to understand how these pedagogical strategies might translate to undergraduate integrative and organismal biology students. Pedagogical strategies fell into four main categories (manipulating the learning environment, scaffolding the observation process, and engaging with arts interpretation or creation), with arts interpretation showing particular promise for translation to integrative and organismal biology applications.
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openalex_W7168121383 Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors B. Goss, Kelly Goedde‐Matthews, Robert E. Furrow
Journal Integrative organismal biology (Oxford, England)
Year 2026
DOI
10.1093/iob/obag037
URL
https://doi.org/10.1093/iob/obag037
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