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Wilson KJ, Chatterjee AK. Modeling in molecular genetics allows students to make connections between biological scales. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2024; 52:70-81. [PMID: 37792392 DOI: 10.1002/bmb.21790] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/16/2022] [Revised: 08/28/2023] [Accepted: 09/18/2023] [Indexed: 10/05/2023]
Abstract
Students often see college courses as the presentation of disconnected facts, especially in the life sciences. Student-created Structure Mechanism/Relationship Function (SMRF) models were analyzed to understand students' abilities to make connections between genotype, phenotype, and evolution. Students were divided into two sections; one section received instructions that included a specific gene as an example related to larger issues like human disease or the environment. The other section was only given generic examples, like gene X and phenotype Y. Coding of exam models and a comprehensive (extensive) model reveled students were able to make links and work within and between biological scales of organization. Modeling provided a way to show and allow students to practice and demonstrate the ability to build step-by-step causal relationships that link ideas together. We also observed a small differing with students receiving the specific prompt performing better than students receiving generic prompt at the point in the semester where linking across many biological scales was required to be successful.
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Affiliation(s)
- Kristy J Wilson
- School of Sciences and Mathematics, Marian University, Indianapolis, Indiana, USA
| | - Allison K Chatterjee
- Office of Collaborative Academic Programs, Indiana University, Bloomington, Indiana, USA
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2
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Flowers S, Holder KH, Rump GK, Gardner SM. Missed connections: Exploring features of undergraduate biology students' knowledge networks relating gene regulation, cell-cell communication, and phenotypic expression. CBE LIFE SCIENCES EDUCATION 2023; 22:ar44. [PMID: 37751503 PMCID: PMC10756040 DOI: 10.1187/cbe.22-03-0041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/04/2022] [Revised: 08/09/2023] [Accepted: 08/16/2023] [Indexed: 09/28/2023]
Abstract
Explaining biological phenomena requires understanding how different processes function and describing interactions between components at various levels of organization over time and space in biological systems. This is a desired competency yet is a complicated and often challenging task for undergraduate biology students. Therefore, we need a better understanding of their integrated knowledge regarding important biological concepts. Informed by the theory of knowledge integration and mechanistic reasoning, in this qualitative case study, we elicited and characterized knowledge networks of nine undergraduate biology students. We investigated students' conceptions of and the various ways they connect three fundamental subsystems in biology: 1) gene regulation, 2) cell-cell communication, and 3) phenotypic expression. We found that only half of the conceptual questions regarding the three subsystems were answered correctly by the majority of students. Knowledge networks tended to be linear and unidirectional, with little variation in the types of relationships displayed. Students did not spontaneously express mechanistic connections, mainly described undefined, cellular, and macromolecular levels of organization, and mainly discussed unspecified and intracellular localizations. These results emphasize the need to support students' understanding of fundamental concepts, and promoting knowledge integration in the classroom could assist students' ability to understand biological systems.
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Affiliation(s)
- Sharleen Flowers
- Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
| | - Kal H. Holder
- Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
| | - Gabrielle K. Rump
- Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
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3
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DeWolf S, Van den Bogaard M, Hart RB, Hartman S, Boury N, Phillips GJ. Changing colors and understanding: the use of mutant chromogenic protein and informational suppressor strains of Escherichia coli to explore the central dogma of molecular biology. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:e00094-23. [PMID: 38107993 PMCID: PMC10720536 DOI: 10.1128/jmbe.00094-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/13/2023] [Accepted: 09/22/2023] [Indexed: 12/19/2023]
Abstract
The central dogma of molecular biology is a key concept for undergraduate students in the life sciences as it describes the flow of information in living systems from gene-to-gene product. However, despite often being covered in many introductory life science courses, students may still have misconceptions surrounding the central dogma even as they move on to advanced courses. Active learning strategies such as laboratory activities can be useful in addressing such misconceptions. In the laboratory exercise presented here, senior undergraduate students explore the intricacies of nonsense suppressor mutations to challenge their understanding of the central dogma. The students introduce a plasmid carrying a nonfunctional chromogenic protein gene due to a nonsense mutation in a codon encoding the chromophore to various nonsense suppressor strains of Escherichia coli. Students then observe distinct chromogenic phenotypes, depending on the suppressor strain. Students showed a moderate increase in understanding of the central dogma. While the central dogma remains a challenging concept, active learning strategies like the one presented here can help reduce conceptual errors.
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Affiliation(s)
- Sarah DeWolf
- Department of Veterinary Microbiology and Preventative Medicine, Iowa State University, Ames, Iowa, USA
| | - Maartje Van den Bogaard
- Department of Plant Pathology, Entomology, and Microbiology, Iowa State University, Ames, Iowa, USA
| | - Rachael Brady Hart
- Undergraduate Program in Genetics, Iowa State University, Ames, Iowa, USA
| | - Sparrow Hartman
- Undergraduate Program in Biological and Premedical Illustration, Iowa State University, Ames, Iowa, USA
| | - Nancy Boury
- Department of Plant Pathology, Entomology, and Microbiology, Iowa State University, Ames, Iowa, USA
| | - Gregory J. Phillips
- Department of Veterinary Microbiology and Preventative Medicine, Iowa State University, Ames, Iowa, USA
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Sebesta AJ, Bray Speth E. Breaking the mold: Study strategies of students who improve their achievement on introductory biology exams. PLoS One 2023; 18:e0287313. [PMID: 37399176 DOI: 10.1371/journal.pone.0287313] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Accepted: 06/04/2023] [Indexed: 07/05/2023] Open
Abstract
Students' use of learning strategies (i.e., what students do when studying) is linked to their achievement in undergraduate science, technology, engineering, and math (STEM) courses, and several study strategies have been individually associated with course and exam grades in multiple contexts. In this study, we surveyed students in a learner-centered, large-enrollment introductory biology course about their study strategies. We aimed to identify groups of strategies that students often reported together, possibly reflecting broader approaches to studying. Exploratory factor analysis revealed three groups of study strategies frequently co-reported (which we named housekeeping strategies, use of course materials, and metacognitive strategies). These strategy groups map onto a model of learning that associates specific suites of strategies to phases of learning, which correspond to different levels of cognitive and metacognitive engagement. Consistent with previous work, only some study strategies were significantly associated with exam scores: students reporting higher use of course materials and of metacognitive strategies earned higher scores on the first course exam. Students who improved on the subsequent course exam reported increasing their use of housekeeping strategies and of course materials. Our findings contribute to a deeper understanding of students' approaches to studying in introductory college biology and of the relationships between study strategies and achievement. This work may support instructors in adopting intentional classroom practices to foster students' development as self-regulated learners, able to identify expectations and criteria for success and to implement appropriate and effective study strategies.
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Affiliation(s)
- Amanda J Sebesta
- Department of Biology, Saint Louis University, St. Louis, MO, United States of America
| | - Elena Bray Speth
- Department of Biology, Saint Louis University, St. Louis, MO, United States of America
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Sievers M, Reemts C, Dickinson KJ, Mukerji J, Beltran IB, Theobald EJ, Velasco V, Freeman S. Assessing how well students understand the molecular basis of evolution by natural selection. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:212-220. [PMID: 36420772 DOI: 10.1002/bmb.21697] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 10/05/2022] [Accepted: 11/07/2022] [Indexed: 06/16/2023]
Abstract
Researchers have called for undergraduate courses to update teaching frameworks based on the Modern Synthesis with insights from molecular biology, by stressing the molecular underpinnings of variation and adaptation. To support this goal, we developed a modified version of the widely used Assessing Conceptual Reasoning of Natural Selection (ACORNS) instrument. The expanded tool, called the E-ACORNS, is explicitly designed to test student understanding of the connections among genotypes, phenotypes, and fitness. E-ACORNS comprises a slight modification to the ACORNS open-response prompts and a new scoring rubric. The rubric is based on five core concepts in evolution by natural selection, with each concept broken into elements at the novice, intermediate, and expert-level understanding. Initial tests of the E-ACORNS showed that (1) upper-level undergraduates can score responses reliably and quickly, and (2) students who were just starting an introductory biology series for majors do not yet grasp the molecular basis of phenotypic variation and its connection to fitness.
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Affiliation(s)
- Matt Sievers
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Connor Reemts
- Department of Biology, University of Washington, Seattle, Washington, USA
| | | | - Joya Mukerji
- Department of Biology, University of Washington, Seattle, Washington, USA
- Department of Biological Sciences, California State University, Sacramento, California, USA
| | | | - Elli J Theobald
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Vicente Velasco
- Department of Biology, University of Washington, Seattle, Washington, USA
| | - Scott Freeman
- Department of Biology, University of Washington, Seattle, Washington, USA
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Cheng L, Lu L, Chen Z, Ma D, Xi Z. Multiple-Gene Regulation for Enhanced Antitumor Efficacy with Branch-PCR-Assembled TP53 and MYC Gene Nanovector. MOLECULES (BASEL, SWITZERLAND) 2022; 27:molecules27206943. [PMID: 36296536 PMCID: PMC9609172 DOI: 10.3390/molecules27206943] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/02/2022] [Revised: 10/13/2022] [Accepted: 10/14/2022] [Indexed: 11/06/2022]
Abstract
Multiple proteins are involved in network regulation through the crosstalk of different signaling pathways in cancers. Here, we propose a novel strategy of genome therapy with branch-PCR-assembled gene nanovectors to perform network-based gene regulation at multiple levels for cancer therapy. To validate network-based multiplex-gene regulation for genome therapy, we chose to simultaneously target one tumor suppressor gene (TP53) and one oncogene (MYC) in two different signaling pathways. The results showed that, compared to gene nanovectors targeting single genes (NP-TP53 and NP-shMYC), branch-PCR-assembled gene nanovectors simultaneously expressing p53 proteins and MYC shRNA arrays (NP-TP53-shMYC) showed enhanced antitumor efficacy in both MDA-MB-231 cancer cells and an MDA-MB-231-tumor-bearing mouse model. These findings indicate the feasibility and effectiveness of genome therapy in cancer therapy.
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Affiliation(s)
| | | | | | - Dejun Ma
- Correspondence: (D.M.); (Z.X.); Tel.: +86-022-23504782 (Z.X.)
| | - Zhen Xi
- Correspondence: (D.M.); (Z.X.); Tel.: +86-022-23504782 (Z.X.)
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Momsen J, Speth EB, Wyse S, Long T. Using Systems and Systems Thinking to Unify Biology Education. CBE LIFE SCIENCES EDUCATION 2022; 21:es3. [PMID: 35499820 PMCID: PMC9508906 DOI: 10.1187/cbe.21-05-0118] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/07/2021] [Revised: 02/11/2022] [Accepted: 03/17/2022] [Indexed: 11/20/2022]
Abstract
As biological science rapidly generates new knowledge and novel approaches to address increasingly complex and integrative questions, biology educators face the challenge of teaching the next generation of biologists and citizens the skills and knowledge to enable them to keep pace with a dynamic field. Fundamentally, biology is the science of living systems. Not surprisingly, systems is a theme that pervades national reports on biology education reform. In this essay, we present systems as a unifying paradigm that provides a conceptual framework for all of biology and a way of thinking that connects and integrates concepts with practices. To translate the systems paradigm into concrete outcomes to support instruction and assessment in the classroom, we introduce the biology systems-thinking (BST) framework, which describes four levels of systems-thinking skills: 1) describing a system's structure and organization, 2) reasoning about relationships within the system, 3) reasoning about the system as a whole, and 4) analyzing how a system interacts with other systems. We conclude with a series of questions aimed at furthering conversations among biologists, biology education researchers, and biology instructors in the hopes of building support for the systems paradigm.
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Affiliation(s)
- Jennifer Momsen
- Department of Biological Sciences, North Dakota State University, Fargo, ND 58108
| | | | - Sara Wyse
- Biological Sciences, Bethel University, St. Paul, MN 55112
| | - Tammy Long
- Department of Plant Biology. Michigan State University, East Lansing, MI 48824
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Newman DL, Coakley A, Link A, Mills K, Wright LK. Punnett Squares or Protein Production? The Expert-Novice Divide for Conceptions of Genes and Gene Expression. CBE LIFE SCIENCES EDUCATION 2021; 20:ar53. [PMID: 34546102 PMCID: PMC8715778 DOI: 10.1187/cbe.21-01-0004] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Revised: 07/26/2021] [Accepted: 08/13/2021] [Indexed: 05/09/2023]
Abstract
Concepts of molecular biology and genetics are difficult for many biology undergraduate students to master yet are crucial for deep understanding of how life works. By asking students to draw their ideas, we attempted to uncover the mental models about genes and gene expression held by biology students (n = 23) and experts (n = 18) using semistructured interviews. A large divide was identified between novice and expert conceptions. While experts typically drew box-and-line representations and thought about genes as regions of DNA that were used to encode products, students typically drew whole chromosomes rather than focusing on gene structure and conflated gene expression with simple phenotypic outcomes. Experts universally described gene expression as a set of molecular processes involving transcription and translation, whereas students often associated gene expression with Punnett squares and phenotypic outcomes. Follow-up survey data containing a ranking question confirmed students' alignment of their mental models with the images uncovered during interviews (n = 156 undergraduate biology students) and indicated that Advanced students demonstrate a shift toward expert-like thinking. An analysis of 14 commonly used biology textbooks did not show any relationship between Punnett squares and discussions of gene expression, so it is doubtful students' ideas originate directly from textbook reading assignments. Our findings add to the literature about mechanistic reasoning abilities of learners and provide new insights into how biology students think about genes and gene expression.
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Affiliation(s)
- Dina L. Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Aeowynn Coakley
- Department of Biological Sciences, San José State University, San José, CA 95192
- Department of Curriculum and Instruction and Department of Chemistry, University of Arkansas, Fayetteville, AR 72701
| | - Aidan Link
- Department of Curriculum and Instruction and Department of Chemistry, University of Arkansas, Fayetteville, AR 72701
| | - Korinne Mills
- Department of Curriculum and Instruction and Department of Chemistry, University of Arkansas, Fayetteville, AR 72701
- School of Arts and Sciences, Florida Southern College, Lakeland, FL 33801
| | - L. Kate Wright
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
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9
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Krassowski M, Das V, Sahu SK, Misra BB. State of the Field in Multi-Omics Research: From Computational Needs to Data Mining and Sharing. Front Genet 2020; 11:610798. [PMID: 33362867 PMCID: PMC7758509 DOI: 10.3389/fgene.2020.610798] [Citation(s) in RCA: 178] [Impact Index Per Article: 35.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Accepted: 11/20/2020] [Indexed: 12/24/2022] Open
Abstract
Multi-omics, variously called integrated omics, pan-omics, and trans-omics, aims to combine two or more omics data sets to aid in data analysis, visualization and interpretation to determine the mechanism of a biological process. Multi-omics efforts have taken center stage in biomedical research leading to the development of new insights into biological events and processes. However, the mushrooming of a myriad of tools, datasets, and approaches tends to inundate the literature and overwhelm researchers new to the field. The aims of this review are to provide an overview of the current state of the field, inform on available reliable resources, discuss the application of statistics and machine/deep learning in multi-omics analyses, discuss findable, accessible, interoperable, reusable (FAIR) research, and point to best practices in benchmarking. Thus, we provide guidance to interested users of the domain by addressing challenges of the underlying biology, giving an overview of the available toolset, addressing common pitfalls, and acknowledging current methods' limitations. We conclude with practical advice and recommendations on software engineering and reproducibility practices to share a comprehensive awareness with new researchers in multi-omics for end-to-end workflow.
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Affiliation(s)
- Michal Krassowski
- Nuffield Department of Women’s & Reproductive Health, University of Oxford, Oxford, United Kingdom
| | - Vivek Das
- Novo Nordisk Research Center Seattle, Inc, Seattle, WA, United States
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10
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Wilson K. Scaffolding Activities Increase Performance and Lower Frustration with Genotype-to-Evolution Models in Molecular Genetics. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-64. [PMID: 33294098 PMCID: PMC7669285 DOI: 10.1128/jmbe.v21i3.2033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/07/2019] [Accepted: 07/15/2020] [Indexed: 06/12/2023]
Abstract
Conceptual modeling was introduced in molecular genetics so students could integrate topics and apply molecular reasoning and mechanisms to phenotype, inheritance, and population dynamics. Structure Mechanism Relationship Function (SMRF) models were introduced. SMRF models focus on the function of a specified system using structures/nouns in boxes and processes/relationships/verbs on arrows. This SMRF model formatting enables discussion, feedback, and assessment. Scaffolding activities were introduced to provide students with support for modeling and were intended to decrease or prevent students’ frustration, intimidation, and discouragement during the learning process. Comparing a semester without scaffolding activities to semesters with scaffolding results indicate the following benefits: 1) better performance on modeling on first exam, 2) less student resistance towards modeling, and 3) better use of class time. This article has the training activity for SMRF modeling, scaffolding activities, a grading rubric, and selection of adaptable question prompts to make conceptual modeling more accessible to instructors.
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Affiliation(s)
- Kristy Wilson
- Department of Biology, Marian University, Indianapolis, IN 46222
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Haskel-Ittah M, Duncan RG, Yarden A. Students' Understanding of the Dynamic Nature of Genetics: Characterizing Undergraduates' Explanations for Interaction between Genetics and Environment. CBE LIFE SCIENCES EDUCATION 2020; 19:ar37. [PMID: 32822276 PMCID: PMC8711817 DOI: 10.1187/cbe.19-11-0221] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Revised: 06/25/2020] [Accepted: 07/05/2020] [Indexed: 06/11/2023]
Abstract
The idea of the interaction between genes and environment in the formation of traits is an important component of genetic literacy, because it explains the plastic nature of phenotypes. However, most studies in genetics education characterize challenges in understanding and reasoning about genetic phenomena that do not involve modulation by the environment. Therefore, we do not know enough to inform the development of effective instructional materials that address the influences of environmental factors on genes and traits, that is, phenotypic plasticity. The current study explores college students' understanding of phenotypic plasticity. We interviewed biological sciences undergraduates who are at different stages of their undergraduate studies and asked them to explain several phenomena that involved phenotypic plasticity. Analysis of the interviews revealed two types of mechanistic accounts: one type described the interaction as involving the environment directly acting on a passive organism; while the other described the interaction as mediated by a sensing-and-responding mechanism. While both accounts are plausible, the second account is critical for reasoning about phenotypic plasticity. We also found that contextual features of the phenomena may affect the type of account generated. Based on these findings, we recommend focusing instruction on the ways in which organisms sense and respond.
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Affiliation(s)
- Michal Haskel-Ittah
- Department of Science Teaching, Weizmann Institute of Science, Rehovot 76100, Israel
| | - Ravit Golan Duncan
- Graduate School of Education and the School of Environmental and Biological Sciences, Rutgers University, New Brunswick, NJ 08901; Visiting Faculty Program Fellow at the Weizmann Institute of Science, Rehovot 76100
| | - Anat Yarden
- Department of Science Teaching, Weizmann Institute of Science, Rehovot 76100, Israel
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Procko C, Morrison S, Dunar C, Mills S, Maldonado B, Cockrum C, Peters NE, Huang SSC, Chory J. Big Data to the Bench: Transcriptome Analysis for Undergraduates. CBE LIFE SCIENCES EDUCATION 2019; 18:ar19. [PMID: 31074696 PMCID: PMC6755220 DOI: 10.1187/cbe.18-08-0161] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/11/2018] [Revised: 01/28/2019] [Accepted: 02/06/2019] [Indexed: 06/09/2023]
Abstract
Next-generation sequencing (NGS)-based methods are revolutionizing biology. Their prevalence requires biologists to be increasingly knowledgeable about computational methods to manage the enormous scale of data. As such, early introduction to NGS analysis and conceptual connection to wet-lab experiments is crucial for training young scientists. However, significant challenges impede the introduction of these methods into the undergraduate classroom, including the need for specialized computer programs and knowledge of computer coding. Here, we describe a semester-long, course-based undergraduate research experience at a liberal arts college combining RNA-sequencing (RNA-seq) analysis with student-driven, wet-lab experiments to investigate plant responses to light. Students derived hypotheses based on analysis of RNA-seq data and designed follow-up studies of gene expression and plant growth. Our assessments indicate that students acquired knowledge of big data analysis and computer coding; however, earlier exposure to computational methods may be beneficial. Our course requires minimal prior knowledge of plant biology, is easy to replicate, and can be modified to a shorter, directed-inquiry module. This framework promotes exploration of the links between gene expression and phenotype using examples that are clear and tractable and improves computational skills and bioinformatics self-efficacy to prepare students for the "big data" era of modern biology.
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Affiliation(s)
- Carl Procko
- Plant Biology Laboratory, Salk Institute for Biological Studies, La Jolla, CA 92037
- Department of Biology, University of San Diego, San Diego, CA 92110
| | - Steven Morrison
- Department of Biology, University of San Diego, San Diego, CA 92110
| | - Courtney Dunar
- Department of Biology, University of San Diego, San Diego, CA 92110
| | - Sara Mills
- Department of Biology, University of San Diego, San Diego, CA 92110
| | | | - Carlee Cockrum
- Department of Biology, University of San Diego, San Diego, CA 92110
| | | | | | - Joanne Chory
- Plant Biology Laboratory, Salk Institute for Biological Studies, La Jolla, CA 92037
- Howard Hughes Medical Institute, Salk Institute for Biological Studies, La Jolla, CA 92037
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Wahlberg SJ, Gericke NM. Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks' Descriptions of Protein Synthesis: A Matter of Context? CBE LIFE SCIENCES EDUCATION 2018; 17:ar41. [PMID: 30183569 PMCID: PMC6234811 DOI: 10.1187/cbe.17-12-0274] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Revised: 06/21/2018] [Accepted: 06/29/2018] [Indexed: 06/08/2023]
Abstract
This study investigates how the domain-specific language of molecular life science is mediated by the comparative contexts of chemistry and biology education. We study upper secondary chemistry and biology textbook sections on protein synthesis to reveal the conceptual demography of concepts central to the communication of this subject. The term "conceptual demography" refers to the frequency, distribution, and internal relationships between technical terms mediating a potential conceptual meaning of a phenomenon. Data were collected through a content analysis approach inspired by text summarization and text mining techniques. Chemistry textbooks were found to present protein synthesis using a mechanistic approach, whereas biology textbooks use a conceptual approach. The chemistry texts make no clear distinction between core terms and peripheral terms but use them equally frequently and give equal attention to all relationships, whereas biology textbooks focus on core terms and mention and relate them to each other more frequently than peripheral terms. Moreover, chemistry textbooks typically segment the text, focusing on a couple of technical terms at a time, whereas biology textbooks focus on overarching structures of the protein synthesis. We argue that it might be fruitful for students to learn protein synthesis from both contexts to build a meaningful understanding.
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Affiliation(s)
- Sara J. Wahlberg
- Department of Engineering and Chemical Sciences, Karlstad University, 65188 Karlstad, Sweden
| | - Niklas M. Gericke
- Department of Environmental and Life Sciences, Karlstad University, 65188 Karlstad, Sweden
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14
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Haskel-Ittah M, Yarden A. Students' Conception of Genetic Phenomena and Its Effect on Their Ability to Understand the Underlying Mechanism. CBE LIFE SCIENCES EDUCATION 2018; 17:ar36. [PMID: 29953325 PMCID: PMC6234820 DOI: 10.1187/cbe.18-01-0014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/23/2018] [Revised: 04/03/2018] [Accepted: 04/10/2018] [Indexed: 06/08/2023]
Abstract
Understanding genetic mechanisms affords the ability to provide causal explanations for genetic phenomena. These mechanisms are difficult to teach and learn. It has been shown that students sometimes conceive of genes as traits or as trait-bearing particles. We termed these "nonmechanistic" conceptions of genetic phenomena because they do not allow the space required for a mechanism to exist in the learner's mind. In this study, we investigated how ninth- and 12th-grade students' conceptions of genetic phenomena affect their ability to learn the underlying mechanisms. We found that ninth- and 12th-grade students with nonmechanistic conceptions are less successful at learning the mechanisms leading from gene to trait than students with mechanistic conceptions. Our results suggest that nonmechanistic conceptions of a phenomenon may create a barrier to learning the underlying mechanism. These findings suggest that an initial description of a phenomenon should hint at a mechanism even if the mechanism would be learned only later.
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Kohn KP, Underwood SM, Cooper MM. Connecting Structure-Property and Structure-Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student Perceptions. CBE LIFE SCIENCES EDUCATION 2018; 17:ar33. [PMID: 29786475 PMCID: PMC5998324 DOI: 10.1187/cbe.18-01-0004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/04/2018] [Revised: 02/14/2018] [Accepted: 02/15/2018] [Indexed: 06/08/2023]
Abstract
While many university students take science courses in multiple disciplines, little is known about how they perceive common concepts from different disciplinary perspectives. Structure-property and structure-function relationships have long been considered important explanatory concepts in the disciplines of chemistry and biology, respectively. Fourteen university students concurrently enrolled in introductory chemistry and biology courses were interviewed to explore their perceptions regarding 1) the meaning of structure, properties, and function; 2) the presentation of these concepts in their courses; and 3) how these concepts might be related. Findings suggest that the concepts of structure and properties were interpreted similarly between chemistry and biology, but students more closely associated the discussion of structure-property relationships with their chemistry courses and structure-function with biology. Despite receiving little in the way of instructional support, nine students proposed a coherent conceptual relationship, indicating that structure determines properties, which determine function. Furthermore, students described ways in which they connected and benefited from their understanding. Though many students are prepared to make these connections, we would encourage instructors to engage in cross-disciplinary conversations to understand the shared goals and disciplinary distinctions regarding these important concepts in an effort to better support students unable to construct these connections for themselves.
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Affiliation(s)
- Kathryn P. Kohn
- Department of Chemistry, Michigan State University, East Lansing, MI 48824-1322
| | - Sonia M. Underwood
- Department of Chemistry and Biochemistry and STEM Transformation Institute, Florida International University, Miami, FL 33199-2516
| | - Melanie M. Cooper
- Department of Chemistry, Michigan State University, East Lansing, MI 48824-1322
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16
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Sebesta AJ, Bray Speth E. How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology. CBE LIFE SCIENCES EDUCATION 2017; 16:16/2/ar30. [PMID: 28495934 PMCID: PMC5459248 DOI: 10.1187/cbe.16-09-0269] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/08/2016] [Revised: 12/21/2016] [Accepted: 12/28/2016] [Indexed: 05/03/2023]
Abstract
In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, "expert" learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students' lifelong learning skills.
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17
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Wright LK, Catavero CM, Newman DL. The DNA Triangle and Its Application to Learning Meiosis. CBE LIFE SCIENCES EDUCATION 2017; 16:16/3/ar50. [PMID: 28798212 PMCID: PMC5589430 DOI: 10.1187/cbe.17-03-0046] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2017] [Revised: 06/05/2017] [Accepted: 06/08/2017] [Indexed: 05/24/2023]
Abstract
Although instruction on meiosis is repeated many times during the undergraduate curriculum, many students show poor comprehension even as upper-level biology majors. We propose that the difficulty lies in the complexity of understanding DNA, which we explain through a new model, the DNA triangle The DNA triangle integrates three distinct scales at which one can think about DNA: chromosomal, molecular, and informational Through analysis of interview and survey data from biology faculty and students through the lens of the DNA triangle, we illustrate important differences in how novices and experts are able to explain the concepts of ploidy, homology, and mechanism of homologous pairing Similarly, analysis of passages from 16 different biology textbooks shows a large divide between introductory and advanced material, with introductory books omitting explanations of meiosis-linked concepts at the molecular level of DNA. Finally, backed by textbook findings and feedback from biology experts, we show that the DNA triangle can be applied to teaching and learning meiosis. By applying the DNA triangle to topics on meiosis we present a new framework for educators and researchers that ties concepts of ploidy, homology, and mechanism of homologous pairing to knowledge about DNA on the chromosomal, molecular, and informational levels.
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Affiliation(s)
- L Kate Wright
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Christina M Catavero
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Dina L Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
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18
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Fiedler D, Tröbst S, Harms U. University Students' Conceptual Knowledge of Randomness and Probability in the Contexts of Evolution and Mathematics. CBE LIFE SCIENCES EDUCATION 2017; 16:16/2/ar38. [PMID: 28572180 PMCID: PMC5459256 DOI: 10.1187/cbe.16-07-0230] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Revised: 03/16/2017] [Accepted: 03/20/2017] [Indexed: 06/02/2023]
Abstract
Students of all ages face severe conceptual difficulties regarding key aspects of evolution-the central, unifying, and overarching theme in biology. Aspects strongly related to abstract "threshold" concepts like randomness and probability appear to pose particular difficulties. A further problem is the lack of an appropriate instrument for assessing students' conceptual knowledge of randomness and probability in the context of evolution. To address this problem, we have developed two instruments, Randomness and Probability Test in the Context of Evolution (RaProEvo) and Randomness and Probability Test in the Context of Mathematics (RaProMath), that include both multiple-choice and free-response items. The instruments were administered to 140 university students in Germany, then the Rasch partial-credit model was applied to assess them. The results indicate that the instruments generate reliable and valid inferences about students' conceptual knowledge of randomness and probability in the two contexts (which are separable competencies). Furthermore, RaProEvo detected significant differences in knowledge of randomness and probability, as well as evolutionary theory, between biology majors and preservice biology teachers.
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Affiliation(s)
- Daniela Fiedler
- Department of Biology Education, Leibniz Institute for Science and Mathematics Education at Kiel University, 24118 Kiel, Germany
| | - Steffen Tröbst
- Institute of Educational Sciences at Kiel University, 24118 Kiel, Germany
| | - Ute Harms
- Department of Biology Education, Leibniz Institute for Science and Mathematics Education at Kiel University, 24118 Kiel, Germany
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19
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Peffer M, Renken M. Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/es11. [PMID: 27881446 PMCID: PMC5132378 DOI: 10.1187/cbe.15-12-0252] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/11/2015] [Revised: 04/15/2016] [Accepted: 04/26/2016] [Indexed: 05/24/2023]
Abstract
Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges. Some such challenges originate from differences in theoretical and methodological approaches across lines of work. Thus, aims at developing successful interdisciplinary research programs raise important considerations regarding methodologies for studying biology learning, strategies for approaching collaborations, and training of early-career scientists. Our goal here is to describe two fields important to understanding learning in biology, discipline-based education research and the learning sciences. We discuss differences between each discipline's approach to biology education research and the benefits and challenges associated with incorporating these perspectives in a single research program. We then propose strategies for building productive interdisciplinary collaboration.
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Affiliation(s)
- Melanie Peffer
- Educational Psychology, Special Education, and Communication Disorders, Georgia State University, Atlanta, GA 30303
| | - Maggie Renken
- Educational Psychology, Special Education, and Communication Disorders, Georgia State University, Atlanta, GA 30303
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