Sentence examples for systematics courses from inspiring English sources

Within systematics courses, there are two ways by which plant identification is commonly taught.

In fact, VL-PI was designed especially for the purpose of increasing study time in plant systematics courses, so it is entirely possible that the students did study more because of the assigned scripts.

They learned phylogenetic terminology during the first month of the plant systematics course.

The plant systematics course was organized primarily around phylogenetic tree-thinking.

I observed all lecture meetings for the plant systematics course (30 meeting dates of 90 minutes each).

Over the course of the semester, students enrolled in the plant systematics course were guided through numerous tree building activities, during and outside of class time.

Halverson (2011) explored undergraduate students' abilities to build trees and found improvements in some structural features following a semester-long upper-division plant systematics course.

To address this purpose, I asked the following research questions: (1) What are the trends in how students interpret, compare, and build phylogenetic representations throughout an upper-level plant systematics course?

During this plant systematics course, students were exposed to three instructional interventions challenging identified student tree-thinking difficulties (a 3D pipe cleaner activity (Halverson 2010b), a hypothetical plant activity (Halverson 2008), and an exercise comparing phylogenetic data (BioQUEST 2006)).

Two of these come directly from a review paper by Bull and Wichman (2001), a paper I highly recommend to educators and one that is required reading in my systematics course.

Participants included 27 full-time undergraduate students enrolled in the lecture section of an upper-level, plant systematics course at a Midwestern research-extensive university during the spring 2008 semester (Table 1).