Translator Disclaimer
1 February 2017 Evaluating an Open-Exam Approach to Engaging Students in Evolutionary Paradoxes: Cheating to Learn
Kenneth James Chapin, Peter Nonacs, Loren D. Hayes
Author Affiliations +
Abstract

Game theory is used in biology to understand why otherwise rational individuals make nonintuitive decisions regarding cooperation and competition. Recently, biology teachers engaged their students in game theory curricula by presenting them with a real-world game theory challenge: the opportunity to cheat on a game theory exam. Here we present a guide for other teachers to employ this provocative and educational classroom exercise, and discuss the results of the Cheating to Learn exercise in a biology class.

© 2017 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints.
Kenneth James Chapin, Peter Nonacs, and Loren D. Hayes "Evaluating an Open-Exam Approach to Engaging Students in Evolutionary Paradoxes: Cheating to Learn," The American Biology Teacher 79(2), 144-148, (1 February 2017). https://doi.org/10.1525/abt.2017.79.2.144
Published: 1 February 2017
JOURNAL ARTICLE
5 PAGES

This article is only available to subscribers.
It is not available for individual sale.
+ SAVE TO MY LIBRARY

SHARE
ARTICLE IMPACT
RIGHTS & PERMISSIONS
Get copyright permission
Back to Top