Evaluating an Open-Exam Approach to Engaging Students in Evolutionary Paradoxes: Cheating to Learn

Kenneth James Chapin; Peter Nonacs; Loren D. Hayes

doi:10.1525/abt.2017.79.2.144

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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

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The American Biology Teacher, 79(2):144-148 (2017). https://doi.org/10.1525/abt.2017.79.2.144

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.

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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

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