Blackawton bees

Taking hobbyists seriously: The reef tank hobby and knowledge production in serious leisure

Studies of communities that produce knowledge about the natural world have largely focused on groups working with or for academic scientists and conforming to the epistemic values of academic knowledge production. This paper details a community that produces natural knowledge outside of those parameters. The reef hobbyist community, a group that works with aquariums as a form of non-professional leisure, has developed historical narratives, publishing standards, and recognized forms of expertise that are not shared by academic scientists. However, their goal is to produce knowledge about coral systems and their hobby has resulted in a wealth of knowledge about coral husbandry. In this paper, I identify the structure of this community, highlight several prominent groups that make up the network of reef hobbyists, and trace the ways that they produce knowledge about the marine environment through their actions. This paper contributes to discussions about diverse ways of knowing and differing forms of knowledge production in the history and philosophy of science. By examining the history and practices of a well-developed knowledge community outside of academic science, I hope to call attention to the ways that philosophers and historians have centered academic science and its structure and use of knowledge, even in conversations about non-professional knowledge producers. This paper pushes scholars to think more deeply about the way knowledge is developed in non-academic groups.

A Buzz for Sustainability and Conservation: The Growing Potential of Citizen Science Studies on Bees

Expanding involvement of the public in citizen science projects can benefit both volunteers and professional scientists alike. Recently, citizen science has come into focus as an important data source for reporting and monitoring United Nations Sustainable Development Goals (SDGs). Since bees play an essential role in the pollination ecosystem service, citizen science projects involving them have a high potential for attaining SDGs. By performing a systematic review of citizen science studies on bees, we assessed how these studies could contribute towards SDG reporting and monitoring, and also verified compliance with citizen science principles. Eighty eight studies published from 1992 to 2020 were collected. SDG 15 (Life on Land) and SDG 17 (Partnerships) were the most outstanding, potentially contributing to targets related to biodiversity protection, restoration and sustainable use, capacity building and establishing multi stakeholder partnerships. SDG 2 (Zero Hunger), SDG 4 (Quality Education), and SDG 11 (Sustainable Cities and Communities) were also addressed. Studies were found to produce new knowledge, apply methods to improve data quality, and invest in open access publishing. Notably, volunteer participation was mainly restricted to data collection. Further challenges include extending these initiatives to developing countries, where only a few citizen science projects are underway.

Anthropocene Crisis: Climate Change, Pollinators, and Food Security

In this paper, we propose a new approach—understood as a whole-of-community approach—to address a dualistic and dysfunctional human/nature relationship. Of particular concern is the decline in health and numbers of the insects that pollinate an estimated 90 percent of the Earth’s flora and an estimated 35 percent of global crop volume. Specifically, bees provide the majority of biotic pollination and play a critical role in food crop pollination. Multiple factors are contributing to this growing problem including a changing climate. In 2016, the International Commission on Stratigraphy agreed that the concept of the Anthropocene—the human epoch—is of sufficient scale to be considered part of the geological time scale. This indicates that these crises are not random or passive—they are largely the direct result of human activities. Despite decades of awareness of these socio-ecological issues, they continue to worsen. In addition, the growing awareness of the critical role of pollinators is creating a new understanding of our interconnectedness with the “natural” world. We introduce the Bee City movement as a way to operationalize a whole-of-community approach. Individual action is critical, but addressing pollinator health in these forums legitimizes and provides an institutional space for otherwise fringe, or even marginalized, activities and more coherent spaces for habitat creation.

RETHINKING ACTIVE LEARNING AS A PARADIGM OF OUR TIMES: TOWARDS POETICIZING AND HUMANIZING NATURAL SCIENCES IN THE AGE OF STEM

Though practiced since ancient times, active learning has emerged as the dominant educational paradigm in the 1990s. Methodologically, it is more suitable to teach critical thinking skills compared to the classical lecturing approach. On the other hand, most university settings, including those focusing heavily on STEM (Science-Engineering-Technology-Mathematics), have embraced it unreservedly, offering no forums to analyze its pros and cons and thus provide conditions for its progress. This constitutes a fundamental paradox. In this essay, specific drawbacks associated with the practical applications of this educational paradigm are discussed. They include the promotion of mediocrity through classroom "democratization"; the suppression of solitary reflections and introspectiveness, along with the creative potentials associated therewith; the inhibition of extraordinariness through excessive teamwork; and the incompatibility with the dominant learning assessment strategies. It is argued that the absorption of ideas stemming from domains distant from pedagogy and one's field of research are needed to revitalize the current state of active learning practice. Proposed solutions include the revival of the magic of live lecturing through training teachers in spoken poetry and performance arts; integrating research projects into teaching time; and restructuring the concept of the classroom toward a space and context more reflective of life and more conducive to the learning experience. Continued discussion over the weaknesses of active learning practices are needed to ensure the unhindered progress of this teaching methodology that is currently unrivaled in its popularity and prospect.

Cultivating the social-emotional imagination in gifted education: insights from educational neuroscience

Evidence from education, psychology, and neuroscience suggests that investing in the development of the social-emotional imagination is essential to cultivating giftedness in adolescents. Nurturing these capacities may be especially effective for promoting giftedness in students who are likely to lose interest and ambition over time. Giftedness is frequently equated with high general intelligence as measured by IQ tests, but this narrow conceptualization does not adequately capture students' abilities to utilize their talents strategically to fully realize their future possible selves. The brain's default mode network is thought to play an important role in supporting imaginative thinking about the self and others across time. Because this network's functioning is temporarily attenuated when individuals engage in task- and action-oriented focus (mindsets thought to engage the brain's executive attention network), we suggest that consistently focusing students on tasks requiring immediate action could undermine long-term cultivation of giftedness. We argue that giftedness-especially in science, technology, engineering, and mathematics (STEM)-can be cultivated by encouraging adolescents' intellectual curiosity and supporting their ability to connect schoolwork to a larger purpose. Improving STEM and gifted education may depend upon a shift from knowledge transmission and regimented evaluation to creative exploration, intentional reflectiveness, and mindful switching between task focus and imagining.

Next-generation training: publishing student scientists' research

Too often, young students fail to translate their childhood curiosity into a passion for scientific discovery. The Journal of Emerging Investigators (JEI) aims to stimulate scientific curiosity in middle and high school students by providing them with an opportunity to publish their science projects in an open-access, peer-reviewed journal.

Original research in the classroom: why do zebrafish spawn in the morning?

As part of an upper level undergraduate developmental biology course at the University of Minnesota Duluth, we developed a unit in which students carried out original research as part of a cooperative class project. Students had the opportunity to gain experience in the scientific method from experimental design all of the way through to the preparation of publication on their research that included text, figures, and tables. This kind of inquiry-based learning has been shown to have many benefits for students, including increased long-term learning and a better understanding of the process of scientific discovery. In our project, students designed experiments to explore why zebrafish typically spawn in the first few hours after the lights come on in the morning. The results of our experiments suggest that spawning still occurs when the dark-to-light transition is altered or absent. This is consistent with the work of others that demonstrates that rhythmic spawning behavior is regulated by an endogenous circadian clock. Our successes and failures carrying out original research as part of an undergraduate course should contribute to the growing approaches for using zebrafish to bring the excitement of experimental science to the classroom.

The SpikerBox: a low cost, open-source bioamplifier for increasing public participation in neuroscience inquiry

Although people are generally interested in how the brain functions, neuroscience education for the public is hampered by a lack of low cost and engaging teaching materials. To address this, we developed an open-source tool, the SpikerBox, which is appropriate for use in middle/high school educational programs and by amateurs. This device can be used in easy experiments in which students insert sewing pins into the leg of a cockroach, or other invertebrate, to amplify and listen to the electrical activity of neurons. With the cockroach leg preparation, students can hear and see (using a smartphone oscilloscope app we have developed) the dramatic changes in activity caused by touching the mechanosensitive barbs. Students can also experiment with other manipulations such as temperature, drugs, and microstimulation that affect the neural activity. We include teaching guides and other resources in the supplemental materials. These hands-on lessons with the SpikerBox have proven to be effective in teaching basic neuroscience.