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Multidisipliner Bir Bilim Olarak Biyomatematik ve Biyomatematik Eğitiminin Önemi

Yıl 2022, , 101 - 127, 10.06.2022
https://doi.org/10.55150/apjec.1089575

Öz

Matematiksel formül ve tekniklerle, biyolojik süreçleri modelleyerek biyolojik parametreleri hesaplayan, multidisipliner bir bilim olan biyomatematik (matematiksel biyoloji) araştırmalarının, gelecekteki eğitim anlayışına büyük etkide bulunacağı tahmin edilmektedir. Biyomatematik yetkinliğinin arttırılmasına yönelik araştırma ve eğitimler, yaşam bilimleri, matematik ve bilgisayar teknolojilerinin dahil olduğu disiplinlerarası eğitim reformlarını yönlendirebilir. Bu nedenle, uygulamalı matematik alanı altında, yeni bir multidisipliner bilimdalı olan biyomatematiğin, kapsamının ve eğitimindeki güncel yaklaşımlarının incelenmesi önem taşımaktadır. Bu derleme çalışmasının amacı, biyomatematiğin kapsamı ve eğitiminin incelenerek, gelişimi hakkında değerlendirmeler yapılmasıdır. Çalışmanın sonuçlarına göre, dünyada olduğu gibi Türkiye’de de güncel problemleri hızlı ve etkili biçimde çözebilmek için biyomatematik araştırmaları desteklenmeli, yaşam bilimleri, matematik ve bilgisayar alanlarındaki disiplinlerarası çalışmalar arttırılmalı, biyomatematik araştırma-uygulama alanları genişletilmeli, biyomatematik eğitim-öğretimi yüksek standartlarda gerçekleştirilmeli, biyomatematik eğitiminin lisansüstü-lisans eğitiminin yanısıra ilk-ortaöğretimde de yer bulması sağlanmalıdır. Fen bilimleri, matematik ve bilgisayar dersleri öğretim programları biyomatematik konu ve uygulamalarını kapsayacak şekilde yeniden düzenlenerek ders içerikleri, öğretim yöntemleri-öğretim materyalleri geliştirilmeli, FETEMM (STEM) etkinlikleri her eğitim seviyesinde başarıyla uygulanmalıdır. Ayrıca biyomatematik alanında uzman lisansüstü-lisans düzeyinde öğretim elemanı yetiştirilmesi yoluna gidilmeli, ayrıca hizmet öncesi ve hizmet içi biyoloji, fen, coğrafya, matematik ve bilgisayar öğretmen eğitimleri de verilmelidir. Hem üniversitelerde hem de ilk-orta öğretimde biyomatematik uygulamalarının arttırılması ve öğrencilerin yüksek öğretime yönlendirilmesi gerçekleştirilmelidir.

Destekleyen Kurum

Yok

Proje Numarası

Yok

Teşekkür

Yok

Kaynakça

  • [1]. Aikens, M. L. (2020). Meeting the Needs of A Changing Landscape: Advances and Challenges in Undergraduate Biology Education, Specıal Issue: Mathematical Biology Education, Bulletin of Mathematical Biology 82, 60. https://doi.org/10.1007/s11538-020-00739-6.
  • [2]. Akman, O., Eaton, C. D., Hrozencik, D., Jenkins, K. P. & Thompson, K. V. (2020). Building Community-Based Approaches to Systemic Reform in Mathematical Biology Education, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 109.
  • [3]. Bodine, E. N. Panoff, R. M. Voit, E. O., Weisstein, A. E. (2020). Agent-Based Modeling and Simulation in Mathematics and Biology Education, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 101.
  • [4]. Bressoud, D. M. (2020). Opportunities for Change in the First Two Years of College Mathematics, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 61.
  • [5]. Cozzens, M. & Roberts, F. S. (2020) Introductory College Mathematics for the Life Sciences: Has Anything Changed?, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 87.
  • [6]. Duralı, T. (1981). Biyoloji Felsefesine Giriş Denemesi, Felsefe Arkivi, 11, 161-184. İstanbul Üniversitesi Edebiyat Fakültesi Yayımları, İstanbul. https://www.teomandurali.com.tr/biyoloji-felsefesine-giris-denemesi-fa1981/(Erişim Tarihi 01.06.2021)
  • [7]. Eaton, C. D., LaMar, M. D. & McCarthyc M. L. (2020). 21st Century Reform Efforts in Undergraduate Quantitative Biology Education: Conversations, Initiatives, and Curriculum Change in the United States of America Letters In Biomathematics, 7(1), 55–66.
  • [8]. Enderling, H., Altrock, P. M., Andor, N., Basanta, D., Brown, J. S. Gatenby , R.A. Marusyk, A. Silva, K. A. R. A.·& Anderson, A. R. A. (2020). High School Internship Program in Integrated Mathematical Oncology (HIP IMO): Five‑Year Experience at Moffitt Cancer Center, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 91.
  • [9]. Gordon, R. (1993). Careers in theoretical biology. Carolina Tips 56(3), 9-11. https://web.archive.org/web/20190914233407/http://life.biology.mcmaster.ca/~brian/biomath/careers.theo.biol.html (Erişim Tarihi 07.01.2021).
  • [10]. Greer M. L., Akman O., Comar T. D., Hrozencik D. & Rubin J. E. (2020). Paying Our Dues: The Role of Professional Societies in the Evolution of Mathematical Biology Education, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 59.
  • [11]. Hoff, Q. & Harding, A. (2019). Elemental access to limit cycle existence in Biomath education, Biomath Communications, 6, 96-118.
  • [12]. Jungck J. R., Robeva R. & Gross L. J. (2020). Mathematical Biology Education: Changes, Communities, Connections, and Challenges, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 117.
  • [13]. Keleshteri, M. E. (2011). A Survey on Mathematical Modeling of Cancer Incidence Rates, Institute of Graduate Studies and Research Degree of Master of Science in Applied Mathematics and Computer Sciences Eastern Mediterranean University, Gazimağusa, North Cyprus.
  • [14]. Lee, S. & Clinedinst, L. S. (2020). Mathematical Biology: Expand, Expose, and Educate!, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 120.
  • [15]. Lehrer R. & Schauble, L. (2010). What Kind of Explanation is a Model? In Book: Instructional Explanations in the Disciplines (pp.9-22), Chapter 2. DOI: 10.1007/978-1-4419-0594-9_2.
  • [16]. Lehrer, R. Schauble, L. & Wisittanawat, P. (2020).Getting a Grip on Variability, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 106.
  • [17]. Longo, G. & Soto, A. M. (2016). Why do we need theories? Progress in Biophysics and Molecular Biology. From the Century of the Genome to the Century of the Organism: New Theoretical Approaches, 122(1), 4-10.
  • [18]. Macauley, M. & Youngs, N. (2020). The Case for Algebraic Biology: from Research to Education, , Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology 82:115.
  • [19]. Mayes, R. Long, T. Huffling, L., Reedy, A. & Williamson, B. (2020). Undergraduate Quantitative Biology Impact on Biology Preservice Teachers, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82:63.
  • [20]. Montévil, M. & Mossio, M. (2015). Biological organisation as closure of constraints, Journal of Theoretical Biology, Elsevier, 372, pp.179-91. ff10.1016/j.jtbi.2015.02.029ff. ffhal-01192916f.
  • [21]. Nasibov, F. & Kaçar, A. (2005). Matematik Ve Matematik Eğitimi Hakkında, Kastamonu Eğitim Dergisi, 13(2), 339-346.
  • [22]. Robeva, R. & Laubenbacher, R. (2009). Mathematical Biology Education: Beyond Calculus, Science, 325. 5940, 542-543.
  • [23]. Robeva, R. (2009). Desegregating Undergraduate Mathematics and Biology—Interdisciplinary Instruction with Emphasis on Ongoing Biomedical Research, Methods in Enzymology, 454, 305-321.
  • [24]. Robeva, R. (2010). Systems biology – old concepts, new science, new challenges, Frontiers Psychiatry, 1, 1-2.| DOI: 10.3389/fpsyt.2010.000011 1.|
  • [25]. Robeva, R. S. Jungck, J. R. & Gross, L. J. (2020). Changing the Nature of Quantitative Biology Education: Data Science as a Driver, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 127.
  • [26]. Seshaiyer, P. & Lenhart, S. (2020). Connecting with Teachers through Modeling in Mathematical Biology, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 98.
  • [27]. Seshaiyer, P. (2019). Multidisciplinary Education and Research in Biomathematics for Solving Global Challenges, Presentation for the Symposium on BEER, 4-6 October, University of Wisconsin, La Crosse.
  • [28]. Taşkıran, G. Bayık Temel, A. (2017). Tutkulu Bir İstatistikçi Florence Nightingale, Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 10(2), 113-120.
  • [29]. Url 1. Matematiğin Dalları, https://tr.wikipedia.org/wiki/Matemati%C4%9Fin_ dallar%C4%B1#Uygulamal%C4% B1_matematik (Erişim Tarihi 08.10.2021).
  • [30]. Url 2. Matematiksel ve Teorik Biyoloji, https://tr.wikipedia.org/wiki/Matematiksel _ve_teorik_biyoloji.
  • [31]. Url 3. "What is mathematical biology |Centre for Mathematical Biology | University of Bath".https://www.bath.ac.uk /research-centres/centre-for-mathematical-biology/ (Erişim Tarihi 20.12.2020).
  • [32]. Url 4. Matematiksel Biyoloji Nedir? https://mathematist.wordpress.com/2012/09/10/ matematiksel-biyoloji-nedir/ (Erişim Tarihi 22.12.2020).
  • [33]. Url 5. Uyanık, A. E. Matematik ve Biyoloji Arasında Köprü: Biyomatematik https://www.matematiksel.org/ matematik-ile-biyoloji-arasinda-bir-kopru-biyomatematik/ (Erişim Tarihi 22.12.2020).
  • [34]. Url 6. Robeva, R. (2016). Mind the Gap: Is Biomathematics Education Keeping up with Research? (15 October 2016), ISU ReD: Research and eData https://core.ac.uk/download/pdf/48842425.pdf Erişim Tarihi 08.10.2021).
  • [35]. Url 7. Biyomatematik Dersi Öğrenme Çıktıları, https://www.eskisehir.edu.tr/akademik /fakulteler/ders/146870/ biyomatematik/ders-ogrenme-ciktilari (Erişim Tarihi 08.10.2021).
  • [36]. Yüksek Öğretim Kurumu (YÖK) (2021). İstatistikler, https://istatistik.yok.gov.tr/ (Erişim Tarihi 6-8 Temmuz 2021).

Biomathematics as a Multidisciplinary Science and Importance of Biomathematics Education

Yıl 2022, , 101 - 127, 10.06.2022
https://doi.org/10.55150/apjec.1089575

Öz

It is estimated that biomathematics (mathematical biology) research, which is a multidisciplinary science that calculates biological parameters by modeling biological processes with mathematical formulas and techniques, will have a great impact on the understanding of education in the future. Research and training to increase biomathematics competence can drive interdisciplinary educational reforms, including life sciences, mathematics and computer technologies. For this reason, it is important to examine the scope and current approaches in the education of biomathematics, which is a new multidisciplinary science under the field of applied mathematics. The purpose of this review study is to examine the scope and education of biomathematics and to make evaluations about its development. According to the results of the study, biomathematics researches should be supported, interdisciplinary studies in life sciences, mathematics and computer fields should be increased, biomathematics research-application areas should be expanded, biomathematics education-teaching should be carried out at high standards, biomathematics education should be carried out in Turkey as well as in the world, in order to solve current problems quickly and effectively. It should be ensured that education takes place in primary and secondary education as well as graduate-undergraduate education. Science, mathematics and computer courses curricula should be rearranged to cover biomathematics topics and applications, course contents, teaching methods-teaching materials should be developed, and STEM activities should be successfully applied at every education level. In addition, graduate-undergraduate level instructors who are experts in the field of biomathematics should be trained, and pre-service and in-service biology, science, geography, mathematics and computer teacher training should be given. Biomathematics applications should be increased both in universities and in primary and secondary education and students should be directed to higher education.

Proje Numarası

Yok

Kaynakça

  • [1]. Aikens, M. L. (2020). Meeting the Needs of A Changing Landscape: Advances and Challenges in Undergraduate Biology Education, Specıal Issue: Mathematical Biology Education, Bulletin of Mathematical Biology 82, 60. https://doi.org/10.1007/s11538-020-00739-6.
  • [2]. Akman, O., Eaton, C. D., Hrozencik, D., Jenkins, K. P. & Thompson, K. V. (2020). Building Community-Based Approaches to Systemic Reform in Mathematical Biology Education, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 109.
  • [3]. Bodine, E. N. Panoff, R. M. Voit, E. O., Weisstein, A. E. (2020). Agent-Based Modeling and Simulation in Mathematics and Biology Education, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 101.
  • [4]. Bressoud, D. M. (2020). Opportunities for Change in the First Two Years of College Mathematics, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 61.
  • [5]. Cozzens, M. & Roberts, F. S. (2020) Introductory College Mathematics for the Life Sciences: Has Anything Changed?, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 87.
  • [6]. Duralı, T. (1981). Biyoloji Felsefesine Giriş Denemesi, Felsefe Arkivi, 11, 161-184. İstanbul Üniversitesi Edebiyat Fakültesi Yayımları, İstanbul. https://www.teomandurali.com.tr/biyoloji-felsefesine-giris-denemesi-fa1981/(Erişim Tarihi 01.06.2021)
  • [7]. Eaton, C. D., LaMar, M. D. & McCarthyc M. L. (2020). 21st Century Reform Efforts in Undergraduate Quantitative Biology Education: Conversations, Initiatives, and Curriculum Change in the United States of America Letters In Biomathematics, 7(1), 55–66.
  • [8]. Enderling, H., Altrock, P. M., Andor, N., Basanta, D., Brown, J. S. Gatenby , R.A. Marusyk, A. Silva, K. A. R. A.·& Anderson, A. R. A. (2020). High School Internship Program in Integrated Mathematical Oncology (HIP IMO): Five‑Year Experience at Moffitt Cancer Center, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 91.
  • [9]. Gordon, R. (1993). Careers in theoretical biology. Carolina Tips 56(3), 9-11. https://web.archive.org/web/20190914233407/http://life.biology.mcmaster.ca/~brian/biomath/careers.theo.biol.html (Erişim Tarihi 07.01.2021).
  • [10]. Greer M. L., Akman O., Comar T. D., Hrozencik D. & Rubin J. E. (2020). Paying Our Dues: The Role of Professional Societies in the Evolution of Mathematical Biology Education, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 59.
  • [11]. Hoff, Q. & Harding, A. (2019). Elemental access to limit cycle existence in Biomath education, Biomath Communications, 6, 96-118.
  • [12]. Jungck J. R., Robeva R. & Gross L. J. (2020). Mathematical Biology Education: Changes, Communities, Connections, and Challenges, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 117.
  • [13]. Keleshteri, M. E. (2011). A Survey on Mathematical Modeling of Cancer Incidence Rates, Institute of Graduate Studies and Research Degree of Master of Science in Applied Mathematics and Computer Sciences Eastern Mediterranean University, Gazimağusa, North Cyprus.
  • [14]. Lee, S. & Clinedinst, L. S. (2020). Mathematical Biology: Expand, Expose, and Educate!, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 120.
  • [15]. Lehrer R. & Schauble, L. (2010). What Kind of Explanation is a Model? In Book: Instructional Explanations in the Disciplines (pp.9-22), Chapter 2. DOI: 10.1007/978-1-4419-0594-9_2.
  • [16]. Lehrer, R. Schauble, L. & Wisittanawat, P. (2020).Getting a Grip on Variability, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 106.
  • [17]. Longo, G. & Soto, A. M. (2016). Why do we need theories? Progress in Biophysics and Molecular Biology. From the Century of the Genome to the Century of the Organism: New Theoretical Approaches, 122(1), 4-10.
  • [18]. Macauley, M. & Youngs, N. (2020). The Case for Algebraic Biology: from Research to Education, , Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology 82:115.
  • [19]. Mayes, R. Long, T. Huffling, L., Reedy, A. & Williamson, B. (2020). Undergraduate Quantitative Biology Impact on Biology Preservice Teachers, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82:63.
  • [20]. Montévil, M. & Mossio, M. (2015). Biological organisation as closure of constraints, Journal of Theoretical Biology, Elsevier, 372, pp.179-91. ff10.1016/j.jtbi.2015.02.029ff. ffhal-01192916f.
  • [21]. Nasibov, F. & Kaçar, A. (2005). Matematik Ve Matematik Eğitimi Hakkında, Kastamonu Eğitim Dergisi, 13(2), 339-346.
  • [22]. Robeva, R. & Laubenbacher, R. (2009). Mathematical Biology Education: Beyond Calculus, Science, 325. 5940, 542-543.
  • [23]. Robeva, R. (2009). Desegregating Undergraduate Mathematics and Biology—Interdisciplinary Instruction with Emphasis on Ongoing Biomedical Research, Methods in Enzymology, 454, 305-321.
  • [24]. Robeva, R. (2010). Systems biology – old concepts, new science, new challenges, Frontiers Psychiatry, 1, 1-2.| DOI: 10.3389/fpsyt.2010.000011 1.|
  • [25]. Robeva, R. S. Jungck, J. R. & Gross, L. J. (2020). Changing the Nature of Quantitative Biology Education: Data Science as a Driver, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 127.
  • [26]. Seshaiyer, P. & Lenhart, S. (2020). Connecting with Teachers through Modeling in Mathematical Biology, Special Issue: Mathematical Biology Education, Bulletin of Mathematical Biology, 82, 98.
  • [27]. Seshaiyer, P. (2019). Multidisciplinary Education and Research in Biomathematics for Solving Global Challenges, Presentation for the Symposium on BEER, 4-6 October, University of Wisconsin, La Crosse.
  • [28]. Taşkıran, G. Bayık Temel, A. (2017). Tutkulu Bir İstatistikçi Florence Nightingale, Dokuz Eylül Üniversitesi Hemşirelik Fakültesi Elektronik Dergisi, 10(2), 113-120.
  • [29]. Url 1. Matematiğin Dalları, https://tr.wikipedia.org/wiki/Matemati%C4%9Fin_ dallar%C4%B1#Uygulamal%C4% B1_matematik (Erişim Tarihi 08.10.2021).
  • [30]. Url 2. Matematiksel ve Teorik Biyoloji, https://tr.wikipedia.org/wiki/Matematiksel _ve_teorik_biyoloji.
  • [31]. Url 3. "What is mathematical biology |Centre for Mathematical Biology | University of Bath".https://www.bath.ac.uk /research-centres/centre-for-mathematical-biology/ (Erişim Tarihi 20.12.2020).
  • [32]. Url 4. Matematiksel Biyoloji Nedir? https://mathematist.wordpress.com/2012/09/10/ matematiksel-biyoloji-nedir/ (Erişim Tarihi 22.12.2020).
  • [33]. Url 5. Uyanık, A. E. Matematik ve Biyoloji Arasında Köprü: Biyomatematik https://www.matematiksel.org/ matematik-ile-biyoloji-arasinda-bir-kopru-biyomatematik/ (Erişim Tarihi 22.12.2020).
  • [34]. Url 6. Robeva, R. (2016). Mind the Gap: Is Biomathematics Education Keeping up with Research? (15 October 2016), ISU ReD: Research and eData https://core.ac.uk/download/pdf/48842425.pdf Erişim Tarihi 08.10.2021).
  • [35]. Url 7. Biyomatematik Dersi Öğrenme Çıktıları, https://www.eskisehir.edu.tr/akademik /fakulteler/ders/146870/ biyomatematik/ders-ogrenme-ciktilari (Erişim Tarihi 08.10.2021).
  • [36]. Yüksek Öğretim Kurumu (YÖK) (2021). İstatistikler, https://istatistik.yok.gov.tr/ (Erişim Tarihi 6-8 Temmuz 2021).
Toplam 36 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme
Yazarlar

Miraç Yılmaz 0000-0003-3200-2767

Necla Turanlı 0000-0001-8758-9054

Proje Numarası Yok
Yayımlanma Tarihi 10 Haziran 2022
Gönderilme Tarihi 17 Mart 2022
Kabul Tarihi 17 Nisan 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Yılmaz, M., & Turanlı, N. (2022). Multidisipliner Bir Bilim Olarak Biyomatematik ve Biyomatematik Eğitiminin Önemi. Akademik Platform Eğitim Ve Değişim Dergisi, 5(1), 101-127. https://doi.org/10.55150/apjec.1089575

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