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Ratnayake A, Bansal A, Wong N, Saseetharan T, Prompiengchai S, Jenne A, Thiagavel J, Ashok A. All "wrapped" up in reflection: supporting metacognitive awareness to promote students' self-regulated learning. J Microbiol Biol Educ 2024; 25:e0010323. [PMID: 38661420 PMCID: PMC11044636 DOI: 10.1128/jmbe.00103-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2023] [Accepted: 10/25/2023] [Indexed: 04/26/2024]
Abstract
Self-regulated learning (SRL) is the process of utilizing effective strategies to acquire knowledge or skills and is influenced by motivation, metacognitive processing, and study-related behaviors. We hypothesized that by using survey tools that allow reflection on and refinement of students' study strategies, we could nurture metacognitive skill development, encourage positive motivation and study-related behaviors, and hence promote academic success. Undergraduate students in a semester-long, second-year biology course were provided with resources to promote SRL and three survey instruments that encouraged them to create study plans and reflect on the effectiveness of their study strategies. Using a student-partnered approach, we sought to investigate the role of metacognition, motivation, and study-related behaviors on academic performance by (i) identifying the self-regulated learning strategies most utilized by students, (ii) investigating the role of reflection in enhancing metacognitive processing and academic performance, and (iii) understanding whether students created and/or modified their study strategies as an outcome of self-regulation. Survey responses allowed us to understand the repertoire of study strategies used by students. Our analyses suggest that students demonstrated metacognitive skill development through the use of the resources and reflection instruments, as they accurately reported on the effectiveness of their study strategies and indicated future plans to shift study-related behaviors from passive to active reviewing techniques. Students across the grade spectrum perceived the reflection instruments as beneficial in identifying areas of improvement and developing long-term study habits, suggesting that these instruments were effective in promoting metacognitive skill development for a variety of student learners. We conclude that supporting students with resources that promote SRL and providing opportunities for timely reflection can promote metacognitive skill development, a key feature of academic success.
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Affiliation(s)
- Ayuni Ratnayake
- Department of Biological Sciences, University of Toronto Scarborough, Toronto, Ontario, Canada
| | - Aditi Bansal
- Department of Biological Sciences, University of Toronto Scarborough, Toronto, Ontario, Canada
| | - Natalie Wong
- Department of Biological Sciences, University of Toronto Scarborough, Toronto, Ontario, Canada
| | - Theluckshan Saseetharan
- Department of Biological Sciences, University of Toronto Scarborough, Toronto, Ontario, Canada
| | - Sapolnach Prompiengchai
- Department of Biological Sciences, University of Toronto Scarborough, Toronto, Ontario, Canada
| | - Amy Jenne
- Department of Chemistry, University of Toronto Scarborough, Toronto, Ontario, Canada
| | - Jeneni Thiagavel
- Department of Biological Sciences, University of Toronto Scarborough, Toronto, Ontario, Canada
| | - Aarthi Ashok
- Department of Biological Sciences, University of Toronto Scarborough, Toronto, Ontario, Canada
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2
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Hobusch U, Scheuch M, Heuckmann B, Hodžić A, Hobusch GM, Rammel C, Pfeffer A, Lengauer V, Froehlich DE. One Health Education Nexus: enhancing synergy among science-, school-, and teacher education beyond academic silos. Front Public Health 2024; 11:1337748. [PMID: 38585291 PMCID: PMC10995387 DOI: 10.3389/fpubh.2023.1337748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2023] [Accepted: 12/26/2023] [Indexed: 04/09/2024] Open
Abstract
Introduction The fact that the daily lives of billions of people were affected by the medical, social, and political aspects of the SARS-CoV-2 pandemic shows the need to anchor the understanding of One Health in society. Hence, promoting awareness and deepening the understanding of the interrelation between human health, animal health, and ecosystems must be accomplished through quality education, as advocated by UN Sustainable Development Goal 4. The often-questioned and discussed measures taken by governments to control the global pandemic between 2020 and 2023 can be seen as an opportunity to meet the educational needs of civil society solutions in multi-stakeholder settings between public, universities, and schools. Methods This paper focuses on the integration of One Health principles in educational frameworks, particularly within the context of the higher education teaching framework "Teaching Clinic." This master-level course in the domain of pre-service teacher education serves as a potent vehicle for facilitating One Health Education, bridging the gap between research, higher education, and schools. Through the presentation of two case studies, this article demonstrates how the Teaching Clinic approach fosters interdisciplinary perspectives and provides a dynamic learning environment for pre-service teachers, as well as for pupils involved in the educational process. Results In both cases, the integration of educational One Health school teaching-learning settings effectively enhanced pupils' understanding of complex topics and engaged them in active learning experiences. Pre-service teachers played a crucial role in developing, implementing, and evaluating these interventions. In Case I, pupils demonstrated proficiency in analyzing data and evaluating mathematical models, while in Case II, the chosen instructional approach facilitated One Health knowledge acquisition and enjoyment among pupils. These results underscore the potential of the One Health Teaching Clinic as a valuable educational framework for enhancing teaching and learning outcomes for pre-service teachers and fostering pupil engagement in socio-scientific One Health-related topics. Discussion The discussion delves into the significance of breaking down disciplinary silos and the crucial role of teacher education in promoting a holistic approach to education, emphasizing the intersectionality of One Health Education and Education for Sustainable Development. This article underpins the significance of collaborative efforts across multiple (scientific) disciplines and across secondary and tertiary education levels to reach a nexus. Moreover, it emphasizes the alignment of this approach with the 2030 Agenda, Education for Sustainable Development, and Sustainable Development Goals, highlighting the potential for collective action toward a more sustainable future.
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Affiliation(s)
- Ulrich Hobusch
- University College for Agricultural and Environmental Education, Vienna, Austria
- Centre for Teacher Education, University of Vienna, Vienna, Austria
| | - Martin Scheuch
- University College for Agricultural and Environmental Education, Vienna, Austria
- Austrian Educational Competence Centre for Biology, University of Vienna, Vienna, Austria
| | | | - Adnan Hodžić
- Division of Microbial Ecology, Centre for Microbiology and Environmental Systems Science, University of Vienna, Vienna, Austria
| | - Gerhard M. Hobusch
- Department of Orthopedics and Trauma-Surgery, Medical University of Vienna, Vienna, Austria
| | - Christian Rammel
- Austria Regional Centre of Expertise on Education for Sustainable Development Vienna (RCE Vienna), Vienna University of Economics and Business, Vienna, Austria
| | - Anna Pfeffer
- Centre for Teacher Education, University of Vienna, Vienna, Austria
| | | | - Dominik E. Froehlich
- Department of Education, Centre for Teacher Education, University of Vienna, Vienna, Austria
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3
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Lüking S, Wünsche S, Wilde M. The effect of basic psychological needs on the flow experience in a digital gamified learning setting. Front Psychol 2023; 14:1256350. [PMID: 37780166 PMCID: PMC10540191 DOI: 10.3389/fpsyg.2023.1256350] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2023] [Accepted: 08/29/2023] [Indexed: 10/03/2023] Open
Abstract
Introduction Digitalization and gamification offer numerous motivation-enhancing opportunities to design biology lessons. For example, digital, gamified learning settings can enhance lessons by offering intense experiences. Such lessons might offer the opportunity to witness flow during the learning activity. For learners, flow can be positively influenced by perceived autonomy, competence, and relatedness. However, previous research on biology lessons has not focused on the impacts of the basic need satisfaction on the flow experience in digital learning settings. Methods To address this research gap, using the topic of the locomotion systems of animals, we investigated students' perceived autonomy, competence, and relatedness as possible predictors of their flow experience while processing a digital, gamified learning environment. The teaching unit was thematically focused on the locomotion system of animals. Our sample consisted of 161 students (46.6% female) from sixth to eighth grade. Students' perceived satisfaction of their basic needs and their flow experience were evaluated. Results and Discussion Results confirmed perceived autonomy and perceived competence as predictors of students' flow experience. However, perceived relatedness had no impact on the flow experience. Our findings are in line with the current state of research and prove to be mostly consistent with previous results.
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Affiliation(s)
- Sarah Lüking
- Biology Didactics, Faculty of Biology, Bielefeld University, Bielefeld, Germany
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4
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Klymkowsky MW. Rethinking (again) Hardy-Weinberg and genetic drift in undergraduate biology. Front Genet 2023; 14:1199739. [PMID: 37359366 PMCID: PMC10285527 DOI: 10.3389/fgene.2023.1199739] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2023] [Accepted: 05/23/2023] [Indexed: 06/28/2023] Open
Abstract
Designing effective curricula is challenging. Content decisions can impact both learning outcomes and student engagement. As an example consider the place of Hardy-Weinberg equilibria (HWE) and genetic drift calculations in introductory biology courses, as discussed by Masel (2012). Given that population genetics, "a fairly arcane speciality", can be difficult to grasp, there is little justification for introducing introductory students to HWE calculations. It is more useful to introduce them to the behavior of alleles in terms of basic features of biological systems, and that in the absence of selection recessive alleles are no "weaker" or preferentially lost from a population than are dominant alleles. On the other hand, stochastic behaviors, such as genetic drift, are ubiquitous in biological systems and often play functionally significant roles; they can be introduced to introductory students in mechanistic and probabilistic terms. Specifically, genetic drift emerges from the stochastic processes involved in meiotic chromosome segregation and recombination. A focus on stochastic processes may help counteract naive bio-deterministic thinking and can reinforce, for students, the value of thinking quantitatively about biological processes.
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Kaiser LM, Polte S, Kirchhoff T, Großmann N, Wilde M. Dissection in biology education compared to alternative methods in terms of their influence on students' emotional experience. Front Psychol 2023; 14:1138273. [PMID: 37292500 PMCID: PMC10244783 DOI: 10.3389/fpsyg.2023.1138273] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Accepted: 05/03/2023] [Indexed: 06/10/2023] Open
Abstract
Introduction Dissecting animal organs is a method of biology teaching that offers a direct and authentic view into morphological structures and enables hands-on activity and multisensory experiences. However, the dissection process is often associated with certain (negative) emotions that might hinder successful learning. One such emotion that is particularly common during dissection is disgust. Experiencing disgust can negatively affect emotional experiences. Consequently, alternatives for dissection in biology lessons are being sought. Methods In this study, the method of dissection is compared with two common methods of teaching the anatomy of the mammalian eye: watching a video and working with an anatomical model. The focus of the comparison is on the influence on the following emotional qualities of experience: perceived disgust, perceived interest, well-being and boredom. Two hundred and eighteen students (Mage = 14.19, SDage = 1.02 years, 52% female) from secondary schools in Germany participated in a two-hour lesson on the anatomy of the mammalian eye using one of the three aforementioned teaching methods. Findings Our results show that perceived disgust was higher for the dissection group than in the ones that worked with a video or a model. We found that dissecting and watching a video led to a similar level of interest, well-being, and boredom. The anatomical model was perceived as less disgusting but more boring than the dissection. The detailed videos of a dissection seem to offer similar positive emotional experiences when compared to dissecting in class and may be an alternative approach when teachers have concerns about performing a real dissection.
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Affiliation(s)
- Lisa-Maria Kaiser
- Faculty of Biology, Biology Didactics, Bielefeld University, Bielefeld, Germany
| | - Sabrina Polte
- Faculty of Biology, Biology Didactics, Bielefeld University, Bielefeld, Germany
| | - Tim Kirchhoff
- Faculty of Biology, Biology Didactics, Bielefeld University, Bielefeld, Germany
- BiProfessional, Bielefeld University, Bielefeld, Germany
| | - Nadine Großmann
- Faculty of Mathematics and Natural Sciences, Institute for Biology Education, University of Cologne, Cologne, Germany
| | - Matthias Wilde
- Faculty of Biology, Biology Didactics, Bielefeld University, Bielefeld, Germany
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Sano T, Sampad MJN, Gonzalez-Ferrer J, Hernandez S, Vera-Choqqueccota S, Vargas PA, Urcuyo R, Duran NM, Teodorescu M, Haussler D, Schmidt H, Mostajo-Radji MA. Open-loop lab-on-a-chip technology enables remote computer science training in Latinx life sciences students. bioRxiv 2023:2023.04.28.538776. [PMID: 37205466 PMCID: PMC10187215 DOI: 10.1101/2023.04.28.538776] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
Despite many interventions, science education remains highly inequitable throughout the world. Among all life sciences fields, Bioinformatics and Computational Biology suffer from the strongest underrepresentation of racial and gender minorities. Internet-enabled project-based learning (PBL) has the potential to reach underserved communities and increase the diversity of the scientific workforce. Here, we demonstrate the use of lab-on-a-chip (LoC) technologies to train Latinx life science undergraduate students in concepts of computer programming by taking advantage of open-loop cloud-integrated LoCs. We developed a context-aware curriculum to train students at over 8,000 km from the experimental site. We showed that this approach was sufficient to develop programming skills and increase the interest of students in continuing careers in Bioinformatics. Altogether, we conclude that LoC-based Internet-enabled PBL can become a powerful tool to train Latinx students and increase the diversity in STEM.
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Affiliation(s)
- Tyler Sano
- Department of Electrical and Computer Engineering, University of California Santa Cruz, Santa Cruz, CA, 95064
| | | | - Jesus Gonzalez-Ferrer
- Department of Biomolecular Engineering, University of California Santa Cruz, Santa Cruz, CA, 95060
- Genomics Institute, University of California Santa Cruz, Santa Cruz, CA, 95060
- Live Cell Biotechnology Discovery Lab, University of California Santa Cruz, Santa Cruz, CA, 95060
| | - Sebastian Hernandez
- Department of Electrical and Computer Engineering, University of California Santa Cruz, Santa Cruz, CA, 95064
- Genomics Institute, University of California Santa Cruz, Santa Cruz, CA, 95060
- Live Cell Biotechnology Discovery Lab, University of California Santa Cruz, Santa Cruz, CA, 95060
- Centro de Electroquímica y Energía Química (CELEQ), Universidad de Costa Rica, San José, 11501 2060, Costa Rica
| | - Samira Vera-Choqqueccota
- Department of Biomolecular Engineering, University of California Santa Cruz, Santa Cruz, CA, 95060
- Genomics Institute, University of California Santa Cruz, Santa Cruz, CA, 95060
- Live Cell Biotechnology Discovery Lab, University of California Santa Cruz, Santa Cruz, CA, 95060
| | - Paola A Vargas
- Biotechnology, Universidad Católica Boliviana San Pablo, Santa Cruz de la Sierra, Bolivia
| | - Roberto Urcuyo
- Centro de Electroquímica y Energía Química (CELEQ), Universidad de Costa Rica, San José, 11501 2060, Costa Rica
| | | | - Mircea Teodorescu
- Department of Electrical and Computer Engineering, University of California Santa Cruz, Santa Cruz, CA, 95064
- Department of Biomolecular Engineering, University of California Santa Cruz, Santa Cruz, CA, 95060
- Genomics Institute, University of California Santa Cruz, Santa Cruz, CA, 95060
- Live Cell Biotechnology Discovery Lab, University of California Santa Cruz, Santa Cruz, CA, 95060
| | - David Haussler
- Department of Biomolecular Engineering, University of California Santa Cruz, Santa Cruz, CA, 95060
- Genomics Institute, University of California Santa Cruz, Santa Cruz, CA, 95060
- Live Cell Biotechnology Discovery Lab, University of California Santa Cruz, Santa Cruz, CA, 95060
| | - Holger Schmidt
- Department of Electrical and Computer Engineering, University of California Santa Cruz, Santa Cruz, CA, 95064
| | - Mohammed A Mostajo-Radji
- Genomics Institute, University of California Santa Cruz, Santa Cruz, CA, 95060
- Live Cell Biotechnology Discovery Lab, University of California Santa Cruz, Santa Cruz, CA, 95060
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Balinado LO, Dapula KJC. Inclusion of COVID-19 as a topic in an undergraduate biotechnology course. Biochem Mol Biol Educ 2022; 50:631-632. [PMID: 36053882 PMCID: PMC9539130 DOI: 10.1002/bmb.21670] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Revised: 06/10/2022] [Accepted: 07/11/2022] [Indexed: 06/15/2023]
Abstract
The novelty of the COVID-19 disease has paved the way to numerous scientific studies that aim to further understand its biology, and to different strategies that disseminate this information to promote public awareness. One of the strategies that the academe can employ is the inclusion of COVID-19 as a topic in a basic biotechnology course. This not just helps students better understand this disease, but it also makes them an effective medium in the dissemination of relevant COVID-19 knowledge.
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Affiliation(s)
- Lloyd O. Balinado
- Department of Biological Sciences, College of Arts and SciencesCavite State UniversityIndangPhilippines
| | - Karl John C. Dapula
- Department of Biological Sciences, College of Arts and SciencesCavite State UniversityIndangPhilippines
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8
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Porter SG, Smith TM. Teaching Team Science Through Hackathons. OMICS 2022; 26:521-522. [PMID: 36000961 DOI: 10.1089/omi.2022.0102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Affiliation(s)
| | - Todd M Smith
- Digital World Biology LLC, Seattle, Washington, USA
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9
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Kulkarni A. Preparation and Testing of Food Freshness Indicators: an Application-Oriented Learning Module Integrating Basic Concepts of Microbiology and Chemistry Laboratory. J Microbiol Biol Educ 2022; 23:e00063-22. [PMID: 36061321 PMCID: PMC9429953 DOI: 10.1128/jmbe.00063-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/02/2022] [Accepted: 07/05/2022] [Indexed: 06/15/2023]
Abstract
We describe a novel 4-day food microbiology laboratory learning module for a first-year, introductory undergraduate course. In the module, the students test the suitability of four different pH indicator dyes as freshness indicators for dairy products. The concepts of serial dilutions, microbial growth, microbial metabolism, pH as well as pKa, and basic microbial laboratory practices are a part of the designed activity. It is a relatively inexpensive module and can be executed with little infrastructural support. It can be delivered as a stand-alone structured inquiry. The associated variables and applications indicate that the activity can perhaps be developed into a more elaborate course-based undergraduate research experience, or CURE.
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Affiliation(s)
- Anuttama Kulkarni
- Homi Bhabha Centre for Science Education, Tata Institute of Fundamental Research, Mumbai, Maharashtra, India
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10
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Kirchhoff T, Wilde M, Großmann N. "I've Always Thought That I Was Not Good at Experiments…"-The Benefit of Non-formal Learning in Terms of Students' Perceived Competence. Front Psychol 2022; 13:882185. [PMID: 35664201 PMCID: PMC9157186 DOI: 10.3389/fpsyg.2022.882185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Accepted: 04/15/2022] [Indexed: 11/29/2022] Open
Abstract
Outreach science labs have been established as non-formal out-of-school learning environments in the fields of science, technology, engineering, and mathematics. Previous research has suggested that visiting an outreach science lab can be beneficial in terms of student motivation. Nevertheless, the current research on these out-of-school learning environments lacks studies that investigate important variables for the development of self-determined student motivation, such as perceived competence. In our study, we investigated the moderating effect of the learning environment on the relationship between students' contextual competence perceptions and their situational competence experiences regarding experimentation. For this purpose, 119 students in the first year of the upper secondary school participated in an experimental course on enzymology at an outreach science lab (n = 60) and in their biology classroom at school (n = 59). Our results showed that the relationship between students' contextual competence perceptions and their situational competence experiences during experimentation is moderated by the learning environment. The analyses revealed that students with a higher contextual competence perception showed comparable situational experiences of competence in both learning environments. In contrast, the students who perceived themselves as less competent at a contextual level benefited from experimenting at the outreach science lab in terms of their situational competence experiences.
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Affiliation(s)
- Tim Kirchhoff
- Faculty of Biology, Biology Didactics, Bielefeld University, Bielefeld, Germany
| | - Matthias Wilde
- Faculty of Biology, Biology Didactics, Bielefeld University, Bielefeld, Germany
| | - Nadine Großmann
- Faculty of Biology, Biology Didactics, Bielefeld University, Bielefeld, Germany
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11
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Dolenšek J, Kos T, Stožer A, Špernjak A. Teachers perception of the use on a low-cost pulse rate sensor for biology education. Adv Physiol Educ 2022; 46:238-245. [PMID: 35143359 DOI: 10.1152/advan.00088.2021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/21/2021] [Accepted: 02/02/2022] [Indexed: 06/14/2023]
Abstract
Information and Communication Technology (ICT) is a commonly used concept in schools, implemented in laboratory work in the form of various digital devices. We evaluated the ICT implementation in cardiovascular physiology in Slovenian primary school education. Surprisingly, we showed a relatively low acceptance rate in biology classes: only 42.8% of involved Slovenian biology teachers used a pulse rate (PR) measuring device. As a part of a Slovenian Project, students designed, developed, and manufactured a device capable of low-cost, automatic, noninvasive, and straightforward PR sampling in real time. The device was named Fingerbeeper, and teachers' perceptions of its efficacy and efficiency were evaluated in the elementary school biology lessons, comparing its ease of use with other commercially available devices: the systems from Vernier, Biopac, and the Gear Sport Samsung smartwatch. The most preferred system was the system from Vernier (36.4%), followed by the Fingerbeeper (29.1%), the system from Biopac (18.2%), and the smartwatch (16.3%). Teachers provided their opinion on the efficiency of the Fingerbeeper in terms of cost compared with the other three measurement devices. Its perception of efficiency was comparable to the other commercially available devices while having the estimated cost of only a few percent of the Biopac or Vernier systems. Considering the general low funding in the public primary schools in Slovenia, the bias toward Fingerbeeper seemed rational, outweighing the superior performance of the commercial systems. Further research and improvement of such low-cost and high-efficiency devices, also in general terms, would lead to broader acceptance and implementation of the ICT in curricula.
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Affiliation(s)
- Jurij Dolenšek
- Faculty of Medicine, University of Maribor, Maribor, Slovenia
- Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia
| | - Tina Kos
- Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia
| | - Andraž Stožer
- Faculty of Medicine, University of Maribor, Maribor, Slovenia
| | - Andreja Špernjak
- Faculty of Natural Sciences and Mathematics, University of Maribor, Maribor, Slovenia
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12
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Green NH, Walter M, Anderton BN. The Explorer's Guide to Biology: A Free Multimedia Educational Resource to Promote Deep Learning and Understanding of the Scientific Process. J Microbiol Biol Educ 2022; 23:e00257-21. [PMID: 35496701 PMCID: PMC9053048 DOI: 10.1128/jmbe.00257-21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Accepted: 12/31/2021] [Indexed: 06/14/2023]
Abstract
Here, we describe a new open-access digital resource for teaching and learning life science, The Explorer's Guide to Biology (available at explorebiology.org). Biology can often feel like a daunting subject where learners must comprehend a sea of facts before they can participate in meaningful discussions regarding core biology concepts or biological research. In truth, developing an intellectual framework by learning how scientists solve complex biological questions may be more valuable than memorizing a sea of facts. Yet, there is a lack of free educational resources that address this issue or attempt to provide learners with context for the knowledge they are gaining. Our goal is to offer learners a more exciting and accurate window into the life sciences. Our content is designed to help learners educate themselves by engaging with stories of discovery that highlight the process of science. This strategy not only provides an intellectual framework for the content presented but also provides the learner with an accurate view of the process of science. We leverage multiple modes of content delivery (such as videos, images, text, interactive activities, and just-in-time assessments) to create an engaging learning experience and an easily adaptable teaching resource. The resource is targeted for undergraduate or AP high school-level life science educators and learners, however, it is designed so anyone who is interested in learning about life science can engage with the content with little to no prior knowledge.
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Affiliation(s)
- Noah H. Green
- The Science Communication Lab, Berkeley, California, USA
| | - Mike Walter
- The Science Communication Lab, Berkeley, California, USA
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13
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Nichols SC, Xia YY, Parco M, Bailey EG. Participation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching. J Microbiol Biol Educ 2022; 23:00281-21. [PMID: 35496681 PMCID: PMC9053025 DOI: 10.1128/jmbe.00281-21] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Accepted: 11/16/2021] [Indexed: 05/07/2023]
Abstract
Studies have documented that men's voices are generally heard more than women's voices in face-to-face undergraduate biology classes, and some performance gaps have also been documented. Some of the few studies on gender equity in traditional online biology education suggest that women participate more and perform better in asynchronous online courses compared to men. While much is known about emergency remote teaching during the COVID-19 pandemic exacerbating existing inequities generally, studies are needed about the impact of specific emergency remote teaching practices on specific groups such as women. In this study, we performed an in-depth investigation of three life sciences classrooms that utilized synchronous online lectures during the pandemic. We observed each class throughout the semester, quantified participation behaviors, and investigated the role of student gender. We also compared final course grades by gender. On average, we found that men participated more than women both verbally and by chat. These differences were not significant for each class individually, but the differences align with the face-to-face patterns seen in this population previously. Our results also hint that men's chat comments may be more likely to be acknowledged than women's chats by peers. We found evidence of greater performance disparities favoring men than seen previously before the pandemic, but not in all classes. We discuss implications for instructors conducting emergency remote teaching as well as the need for larger studies to test the replicability of our results.
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Affiliation(s)
| | - Yongyong Y. Xia
- Department of Biology, Brigham Young University, Provo, Utah, USA
| | - Mikaylie Parco
- Department of Biology, Brigham Young University, Provo, Utah, USA
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Aptyka H, Großschedl J. Analyzing pre-service biology teachers’ intention to teach evolution using the theory of planned behavior. Evolution 2022; 15:16. [PMID: 36415648 PMCID: PMC9673228 DOI: 10.1186/s12052-022-00175-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Accepted: 10/25/2022] [Indexed: 11/19/2022]
Abstract
Background Even though evolution is the overarching principle that connects all areas of biology, a significant proportion of pre-service teachers do not intend to teach evolution, minimize the teaching of evolution, or teach alternative ideas in biology classes. To prevent adverse teaching practices and promote effective pre-service teacher education, we aimed to identify and analyze variables that foster or hinder their behavioral intentions to teach evolution. Method We adopted a behavioral psychology research perspective and developed a research model based on the theory of planned behavior to examine behavioral intentions for teaching evolution in biology classrooms. We extended the model with additional variables that have been delineated by teacher education research as essential determinants for the behavioral intention to teach evolution. We proposed several hypotheses suggesting that the attitude toward teaching evolution, subjective norms, perceived behavioral control, personal religious faith, perceived usefulness, and knowledge about evolution determine a person’s behavioral intention. We conducted a quantitative cross-sectional study in teacher education to test the hypotheses and surveyed N = 339 pre-service biology teachers using an online questionnaire. We analyzed the data using a two-stage structural equation model. Results We were able to confirm all proposed hypotheses. The most important results revealed that pre-service teachers’ knowledge about and perceived usefulness of evolution are only moderately pronounced. Moreover, the subjective norm is a predictor not only of behavioral intention but also of the attitude toward teaching evolution. The variable of perceived behavior control partly moderates the relationship between knowledge about evolution and behavioral intention. Additionally, perceived usefulness is an important and marginally stronger predictor of a person’s attitude than personal religious faith. Conclusion The extended model of the theory of planned behavior has highlighted the need for educational programs to increase knowledge about and the perceived usefulness of evolution even stronger. The findings delineated the effects of essential determinants on behavioral intentions and provided information about the necessary levers of teacher education. Supplementary Information The online version contains supplementary material available at 10.1186/s12052-022-00175-1.
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Affiliation(s)
- Helena Aptyka
- grid.6190.e0000 0000 8580 3777Institute for Biology Education, Faculty of Mathematics and Natural Sciences, University of Cologne, Herbert-Lewin-Straße 10, 50931 Cologne, Germany
| | - Jörg Großschedl
- grid.6190.e0000 0000 8580 3777Institute for Biology Education, Faculty of Mathematics and Natural Sciences, University of Cologne, Herbert-Lewin-Straße 10, 50931 Cologne, Germany
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15
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Abstract
As most other aspects of life, education was strongly affected by the lockdowns imposed to slow down the spread of the COVID-19 pandemic. Teachers at all levels of education suddenly faced the challenge of adapting their courses to online versions. This posed various problems, from the pedagogical and psychological components of having to teach and learn online to the technical problems of internet connectivity and especially of rethinking hands-on activities. The latter point was especially important for subjects who involve very practical learning, for which teachers had to find out alternative activities that the students could carry out at home. In the subjects dealing with natural sciences, impaired access to instrumentation and reagents was a major limitation, but the community turned out very resourceful. Here I demonstrate this resourcefulness for the case of undergraduate chemistry and biology courses, focusing on how do-it-yourself open technologies, smartphone-based instruments and simulations, at-home chemistry with household reagents, online video material, and introductory programming and bioinformatics, which helped to overcome these difficult times and likely even shape the future of science education.
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Affiliation(s)
- Luciano A Abriata
- Laboratory for Biomolecular Modeling, École Polytechnique Fédérale de Lausanne and Swiss Institute of Bioinformatics, Lausanne, Switzerland.,Protein Production and Structure Core Facility, École Polytechnique Fédérale de Lausanne, Lausanne, Switzerland
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16
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Daemicke AK, Galt NJ, Samonds KE, Bergan-Roller HE. Challenging endocrinology students with a critical-thinking workbook. Adv Physiol Educ 2020; 44:72-79. [PMID: 32057267 DOI: 10.1152/advan.00101.2019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
A central goal of science education is to help students develop higher order thinking skills to enable them to face the challenges of life. Accordingly, science instructors are now urged to craft their classrooms such that they serve as not only spaces for disseminating information, but also an arena through which students are encouraged to think scientifically and develop critical-thinking skills. This project aimed to develop a workbook that helps postsecondary students learn endocrinology and engages them in critical thinking. Each of the five chapters focuses on a different topic rooted within core biological concepts relevant to endocrinology. Such topics were identified on cross-referencing seminal reports on science education. Tenants of Numrich's Sequence of Critical-Thinking Tasks were used to guide the development of chapter sections with the intent of engaging students in critical thinking over time by way of practice and scaffolded guidance. Chapter sections of modeling, event sequencing, clinical application, research and communication, and simulation, target different skills presented in Numrich's framework. Students' learning, experiences, and behaviors were used to evaluate the workbook and inform the revision of the workbook into the publicly available second edition.
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Affiliation(s)
- Alexandra K Daemicke
- Department of Biological Sciences, Northern Illinois University, DeKalb, Illinois
| | - Nicholas J Galt
- Department of Science, Valley City State University, Valley City, North Dakota
| | - Karen E Samonds
- Department of Biological Sciences, Northern Illinois University, DeKalb, Illinois
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17
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Affiliation(s)
- Sandra G Porter
- 1 Digital World Biology, LLC, Seattle, Washington.,2 Austin Community College Bio-Link Regional Center, Austin, Texas
| | - Todd M Smith
- 1 Digital World Biology, LLC, Seattle, Washington
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18
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Sieg AK, Teibtner R, Dreesmann D. Don't Know Much about Bumblebees?-A Study about Secondary School Students' Knowledge and Attitude Shows Educational Demand. Insects 2018; 9:E40. [PMID: 29642610 PMCID: PMC6023494 DOI: 10.3390/insects9020040] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/30/2018] [Revised: 03/27/2018] [Accepted: 04/05/2018] [Indexed: 11/23/2022]
Abstract
Many insects are threatened with extinction, which in the case of pollinating insects could lead to declining pollination services and reduced ecosystem biodiversity. This necessitates rethinking how we deal with nature in general. Schools are ideal places in which to instill a willingness to behave in an environmentally-friendly way. Whereas scientific studies and school textbooks stress the importance of honeybees as pollinators, the role of bumblebees is either underestimated or neglected. The aim of this study was to provide information concerning student knowledge and attitudes, which are important factors of an individual's environmental awareness. A questionnaire with closed and open questions was developed, which also included drawing and species identification tasks. We surveyed 870 German secondary school students between 9 and 20 years of age. Our results indicate limited knowledge of bumblebees by students of all grades. Knowledge increased with higher grades but only with a small effect size. The attitude of students towards bumblebees was generally positive; however, this positivity declined with increasing grade of the participants. This correlation also had a small effect size. Our results are discussed, with a particular focus on future educational demand.
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Affiliation(s)
- Anne-Kathrin Sieg
- Department of Biology Education, Institute of Organismic and Molecular Evolution, Johannes Gutenberg University, D-55099 Mainz, Germany.
| | - Rudolf Teibtner
- Department of Biology Education, Institute of Organismic and Molecular Evolution, Johannes Gutenberg University, D-55099 Mainz, Germany.
| | - Daniel Dreesmann
- Department of Biology Education, Institute of Organismic and Molecular Evolution, Johannes Gutenberg University, D-55099 Mainz, Germany.
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19
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Sharp D. Biochemist-tree: Using modular origami to understand the integration of intermediary metabolism. Biochem Mol Biol Educ 2013; 41:309-314. [PMID: 24019166 DOI: 10.1002/bmb.20711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/18/2013] [Accepted: 04/30/2013] [Indexed: 06/02/2023]
Abstract
Intermediary metabolism can be a complex area to study due to the inherent modularity of the catabolic biochemical processes. This article outlines a novel, cost-effective, and universally applicable teaching activity to enhance students understanding of the inter-relationship between the key processes of intermediary metabolism. A simple origami model, the "Biochemist-Tree" has been developed as a learning activity for intermediary metabolism, and its implementation was assessed. This modular origami model involves folding individual layers of the model, which must then be constructed into a "tree" with the metabolic process flowing correctly from macromolecules to ATP production from the electron transport chain/oxidative phosphorylation. Forty-eight students were provided with the activity as a revision tutorial exercise toward the end of a module on the introduction to biochemistry. The findings from this study show that the students found the activity to be interesting (>75%), scientifically useful (95%), and would recommend other students (85%) using this for their revision of catabolic metabolism. The novel nature of the exercise meant that it was engaging for the students and one that they also felt improved the understanding of the integration of the metabolic processes included. Further to being a one-off test of student understanding, the inclusion of key molecular structures and pathway steps helps to further embed these as a reference sources for revision.
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Affiliation(s)
- Duncan Sharp
- Biomedicine, Faculty of Health and Social Sciences, Leeds Metropolitan University, Leeds LS1 3HE, United Kingdom
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20
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Abstract
Biology education research has now reached a level of maturity where the expectation is that researchers will assess the effectiveness of their innovation on student learning. This may include an examination of affective outcomes, such as student attitudes and beliefs, as well as student understanding of discipline-based content. A variety of tools are available to generate assessment data, each with certain advantages and disadvantages. They include not only quantitative measures, which lend themselves to familiar statistical analyses, but also qualitative techniques that can provide a rich understanding of complex outcomes. This article describes some of the most commonly used assessment techniques, their advantages and disadvantages, and typical ways such information is reported.
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Affiliation(s)
- Marshall D Sundberg
- Department of Biological Sciences, Emporia State University, Emporia, Kansas 66801, USA.
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