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Sample records for biology student council

  1. Highlights from the Third International Society for Computational Biology Student Council Symposium at the Fifteenth Annual International Conference on Intelligent Systems for Molecular Biology

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    Corpas Manuel

    2007-11-01

    Full Text Available Abstract In this meeting report we give an overview of the 3rd International Society for Computational Biology Student Council Symposium. Furthermore, we explain the role of the Student Council and the symposium series in the context of large, international conferences.

  2. Highlights from the Fourth International Society for Computational Biology Student Council Symposium at the Sixteenth Annual International Conference on Intelligent Systems for Molecular Biology

    Directory of Open Access Journals (Sweden)

    Gehlenborg Nils

    2008-10-01

    Full Text Available Abstract In this meeting report we give an overview of the talks and presentations from the Fourth International Society for Computational Biology (ISCB Student Council Symposium held as part of the annual Intelligent Systems for Molecular Biology (ISMB conference in Toronto, Canada. Furthermore, we detail the role of the Student Council (SC as an international student body in organizing this symposium series in the context of large, international conferences.

  3. Highlights from the eleventh ISCB Student Council Symposium 2015

    DEFF Research Database (Denmark)

    Wilkins, Katie; Hassan, Mehedi; Francescatto, Margherita; Jespersen, Jakob Berg; Gonzalo Parra, R.; Cuypers, Bart; DeBlasio, Dan; Junge, Alexander; Jigisha, Anupama; Rahman, Farzana

    This report summarizes the scientific content and activities of the annual symposium organized by the Student Council of the International Society for Computational Biology (ISCB), held in conjunction with the Intelligent Systems for Molecular Biology (ISMB) / European Conference on Computational...

  4. The regional student group program of the ISCB student council: stories from the road.

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    Geoff Macintyre

    Full Text Available The International Society for Computational Biology (ISCB Student Council was launched in 2004 to facilitate interaction between young scientists in the fields of bioinformatics and computational biology. Since then, the Student Council has successfully run events and programs to promote the development of the next generation of computational biologists. However, in its early years, the Student Council faced a major challenge, in that students from different geographical regions had different needs; no single activity or event could address the needs of all students. To overcome this challenge, the Student Council created the Regional Student Group (RSG program. The program consists of locally organised and run student groups that address the specific needs of students in their region. These groups usually encompass a given country, and, via affiliation with the international Student Council, are provided with financial support, organisational support, and the ability to share information with other RSGs. In the last five years, RSGs have been created all over the world and organised activities that have helped develop dynamic bioinformatics student communities. In this article series, we present common themes emerging from RSG initiatives, explain their goals, and highlight the challenges and rewards through specific examples. This article, the first in the series, introduces the Student Council and provides a high-level overview of RSG activities. Our hope is that the article series will be a valuable source of information and inspiration for initiating similar activities in other regions and scientific communities.

  5. Highlights from the 1st ISCB Latin American Student Council Symposium 2014

    OpenAIRE

    Parra, R. Gonzalo; Simonetti, Franco L.; Hasenahuer, Marcia A; Olguin-Orellana, Gabriel J; Shanmugam, Avinash K

    2015-01-01

    This report summarizes the scientific content and activities of the first edition of the Latin American Symposium organized by the Student Council of the International Society for Computational Biology (ISCB), held in conjunction with the Third Latin American conference from the International Society for Computational Biology (ISCB-LA 2014) in Belo Horizonte, Brazil, on October 27, 2014.

  6. Council of International Student Organizations hosts International Week

    OpenAIRE

    Dickerson, Susan

    2005-01-01

    Virginia Tech's Council of International Student Organizations (CISO) along with the Cranwell International Center will be hosting its annual International Week, April 8-15. This will be the 46th year of the event held to promote cultural awareness and celebrate international diversity at Virginia Tech and throughout the local community.

  7. Computational Skills for Biology Students

    Science.gov (United States)

    Gross, Louis J.

    2008-01-01

    This interview with Distinguished Science Award recipient Louis J. Gross highlights essential computational skills for modern biology, including: (1) teaching concepts listed in the Math & Bio 2010 report; (2) illustrating to students that jobs today require quantitative skills; and (3) resources and materials that focus on computational skills.

  8. Greek Secondary School Students' Views about Biology

    Science.gov (United States)

    Mavrikaki, Evangelia; Koumparou, Helen; Kyriakoudi, Margarita; Papacharalampous, Irene; Trimandili, Maria

    2012-01-01

    This paper aims to give a picture of Greek students' views about biology and some of the factors that affect them. A questionnaire measuring students' intrinsic motivation to learn biology, individual interest in biology and perceived difficulty of biology, along with information about students' gender, level, parents' occupation and educational…

  9. Landscape architecture student Christina Hicks receives recognition in James River Green Building Council's 2009 Green Spaces Competition

    OpenAIRE

    Chadwick, Heather Riley

    2009-01-01

    Christina Hicks of Stafford, Va., a fifth-year landscape architecture student, is the Honor Winner of the 2009 James River Green Building Council's (JRGBC) Green Spaces Competition in the student division.

  10. An Example of Democracy Education in Primary Schools: School Student Councils (Case of Elazığ City

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    Mehmet Nuri GÖMLEKSİZ

    2010-01-01

    Full Text Available The aim of this descriptive study is to determine the opinions of primary schoolteachers and members of student councils about the efficiency level of the student councils inprimary schools. For the purpose of the study, a 20-item Likert-type scale was developed bythe researchers. Cronbach Alpha reliability coefficient of the scale was calculated to be .94.245 students and 199 primary school teachers were included in the study. Independent groupsT-test, One way Anova and LSD tests were utilized to analyze the data. Both the teachers’and the students’ views were evaluated in terms of socio-economic levels of the schools. Theresults of the study indicated that both the teachers and the students found student council activities effective and useful. Findings also revealed that teachers and students had positiveopinions toward student councils. It is suggested that student council activities be maintained.Additionally, some useful implications are discussed based on the research findings in orderto conduct student councils effectively.

  11. Diversity of Students' Beliefs about Biological Evolution

    Science.gov (United States)

    Clores, Michael A.; Limjap, Auxencia A.

    2006-01-01

    The purpose of this study was to determine the beliefs about biological evolution held by college freshman students in one Catholic university in the Philippines. After 4 weeks of constructivist-inspired instruction, interviews and journal entries revealed that the students have diverse beliefs about the theory of evolution. They posited…

  12. A model for promoting democracy by using the corporate culture of secondary school student councils in North-eastern Thailand

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    Nongkran Anukul

    2015-11-01

    Full Text Available This research aims to investigate the history of secondary school student councils in North-eastern Thailand (Isan, to study the present conditions and problems of secondary school student councils in Isan and to study a model for promoting democracy by using the corporate culture of secondary school student councils in Isan. The study area encompassed Kalasin Province, including Somdetpittayakom School in Somdet District and Yangtaladwittayakarn School in Yangtalat District, Mahasarakham Province, including Sarakhampittayakhom School in Muang District and Kantarawichai School in Kantarawichai District, and Khon Kaen Province, including Kallayanawat School in Muang District and Nampong Suksa School in Nampong District. This research employed interview, observation and focus groups as data collection tools with a purposive sample of student councils in secondary schools in Isan. Data was verified and validated using a triangulation method and analyzed by descriptive analysis. Research results show that the student councils in the secondary schools of Isan were established to promote democracy among youth. Students gained knowledge, understanding of the democratic system, experience in student administration and governance by students for students. It was also found that student council activities in secondary schools give students opportunities to know about their roles, acceptance, respect rights and duties, use intellect to solve problems, have faith in the democratic system, develop morality and ethics and preserve and disseminate traditions and culture according to the principles of Dharma. Current problems with student councils include no student interest in duties and no relationship between the elected leaders and their constituency. Selfishness, dishonesty and ignorance are the causes of non-transparent school councils with no responsibility, no response to student needs, lack of rights, justice and effectiveness, lacking of creative

  13. From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

    OpenAIRE

    Chiel, Hillel J.; McManus, Jeffrey M.; Shaw, Kendrick M

    2010-01-01

    We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” tex...

  14. On the Cultivation of Students' Interests in Biology Teaching

    Science.gov (United States)

    Li, Yan

    2011-01-01

    This paper introduces the importance of middle school students' interests in learning biology. Considering the psychological characteristics of middle school students, this paper suggests several practical ways for inspiring students' interests in learning biology.

  15. Biology Student Teachers' Conceptual Frameworks regarding Biodiversity

    Science.gov (United States)

    Dikmenli, Musa

    2010-01-01

    In recent years, biodiversity has received a great deal of attention worldwide, especially in environmental education. The reasons for this attention are the increase of human activities on biodiversity and environmental problems. The purpose of this study is to investigate biology student teachers' conceptual frameworks regarding biodiversity.…

  16. Student Teachers' Approaches to Teaching Biological Evolution

    Science.gov (United States)

    Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

    2015-01-01

    Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution…

  17. The Relationships between Epistemic Beliefs in Biology and Approaches to Learning Biology among Biology-Major University Students in Taiwan

    Science.gov (United States)

    Lin, Yi-Chun; Liang, Jyh-Chong; Tsai, Chin-Chung

    2012-01-01

    The aim of this study was to investigate the relationships between students' epistemic beliefs in biology and their approaches to learning biology. To this end, two instruments, the epistemic beliefs in biology and the approaches to learning biology surveys, were developed and administered to 520 university biology students, respectively. By and…

  18. What Makes Biology Learning Difficult and Effective: Students' Views

    Science.gov (United States)

    Cimer, Atilla

    2012-01-01

    The present study aims to determine the biological topics that students have difficulties learning, the reasons why secondary school students have difficulties in learning biology, and ways to improve the effectiveness of students' biology learning. For these purposes, a self-administered questionnaire including three open-ended questions was…

  19. Student Teachers' Approaches to Teaching Biological Evolution

    Science.gov (United States)

    Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

    2015-06-01

    Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

  20. Learning Partnerships Between Undergraduate Biology Students and Younger Learners

    OpenAIRE

    Lee Abrahamsen

    2009-01-01

    In two upper-level elective biology courses and one beginning-level general biology course, college students participated in Learning Partnerships with middle or high school classes to study some aspect of biology. The goals were to enhance learning by providing resources to middle and high school students and teachers and by encouraging college students to consider teaching as a learning tool and a possible career goal. The college students designed lessons, activities, and laboratories that...

  1. Biological Determinism and the Ideological Roots of Student Classification.

    Science.gov (United States)

    Selden, Steven

    1983-01-01

    Reviews works of several eugenists and student classifiers, focusing upon how earlier notions of differential biological worth were refined and reintroduced as bases for educational policy. Proposes that contemporary educators' emphasis upon student classification ignores historical relationships between biological determinism, student…

  2. A systematic classification of student misconceptions in biological evolution

    OpenAIRE

    Yasri, Pratchayapong

    2014-01-01

    The paper considers student understandings of particular aspects of biological evolution from the perspective of misconceptions. Although lists of misconceptions and possible categories have been proposed in educational research studies, individual misconceptions have not been categorised systematically. This paper therefore explores student misconceptions in biological evolution in greater detail. It synthesises existing categorisation schemes for misconceptions and categorise each misconcep...

  3. Biological age and rates of senescence of organism of students

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    Loshits'ka T.I.

    2010-07-01

    Full Text Available Correlations of biological and passport age of student young people are considered. In an experiment took part 25 students by age 17-19 years. The calculation of their biological age is conducted. The rates of senescence of organism of students are appraised. Indexes which have the strongest connection with the index of biological age are certain. The got results are compared to information of researchers of other regions of Ukraine. The prospects of health work are offered on physical education for adjustment of difference between biological and passport age.

  4. Student Teachers' Conceptions of Teaching Biology

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2014-01-01

    The purpose of this qualitative study was to investigate prospective biology teachers' conceptions of teaching biology and identify how these conceptions revealed their strategies for helping their future students' learning of biology. The study utilized drawings, narratives and interviews to investigate the nature of the prospective…

  5. Anxiety of primary school students in the biology class

    OpenAIRE

    Stražar, Klavdija

    2014-01-01

    The thesis deals with anxiety among primary school students in biology class. Examination and evaluation process as well as public exposure of students often provokes a slightly increased anxiety which negatively impacts the learning process. The present research studied the level of anxiety in students during the assessment of knowledge and other achievements in biology class in elementary school. The empirical analysis took place in April 2014 at an elementary school in Ljubljana and involv...

  6. Biological Dialogues: How to Teach Your Students to Learn Fluency in Biology

    Science.gov (United States)

    May, S. Randolph; Cook, David L.; May, Marilyn K.

    2013-01-01

    Biology courses have thousands of words to learn in order to intelligently discuss the subject and take tests over the material. Biological fluency is an important goal for students, and practical methods based on constructivist pedagogies can be employed to promote it. We present a method in which pairs of students write dialogues from…

  7. pClone: Synthetic Biology Tool Makes Promoter Research Accessible to Beginning Biology Students

    Science.gov (United States)

    Campbell, A. Malcolm; Eckdahl, Todd; Cronk, Brian; Andresen, Corinne; Frederick, Paul; Huckuntod, Samantha; Shinneman, Claire; Wacker, Annie; Yuan, Jason

    2014-01-01

    The "Vision and Change" report recommended genuine research experiences for undergraduate biology students. Authentic research improves science education, increases the number of scientifically literate citizens, and encourages students to pursue research. Synthetic biology is well suited for undergraduate research and is a growing area…

  8. The Molecular Biology Capstone Assessment: A Concept Assessment for Upper-Division Molecular Biology Students

    Science.gov (United States)

    Couch, Brian A.; Wood, William B.; Knight, Jennifer K.

    2015-01-01

    Measuring students' conceptual understandings has become increasingly important to biology faculty members involved in evaluating and improving departmental programs. We developed the Molecular Biology Capstone Assessment (MBCA) to gauge comprehension of fundamental concepts in molecular and cell biology and the ability to apply these concepts in…

  9. Student and instructor perceptions of the use of inquiry practices in a Biology Survey Laboratory course

    Science.gov (United States)

    Fayer, Lisbeth Ann

    The level of inquiry in science education has been the subject of a great deal of research by organizations such as The National Resource Council, The National Science Teachers Association, and The National Science Resources Center. Although inquiry has been promulgated as best practice, most colleges have not included inquiry science instruction in their coursework. The purpose of this study was to determine the perceptions of the level of inquiry, which students and instructors in a Biology Survey Laboratory I course consider the most supportive of student learning at a small, rural, Midwestern university. A survey instrument developed using the Inquiry Level Rubric designed by Buck et al., (2008) and the Likert Scale (1932) was used to collect data from 192 Biology Survey Laboratory I course students and their two instructors. The instrument consisted of 36 five-point Likert scale items followed by four demographic questions. A total of 190 (99.0%) students' surveys contained usable information for statistical analyses. Semi-structured instructor interviews were completed after the survey. Descriptive statistics including means and standard deviations were analyzed to determine the perceptions of students and their instructors regarding the best level of inquiry to learn biology. Inferential statistical analysis with independent t tests were utilized to determine if there were statistically significant differences between education majors and non-education majors, underrepresented groups and students typically represented in the science fields, and students with high versus low inquiry experience K--12. Qualitative phenomenological data were collected and analyzed from instructor interviews. Descriptive analyses revealed that students perceived that they would learn best with Open or Authentic inquiry levels, while instructors' perceptions leaned towards Open or Guided inquiry levels in the Biology Survey Laboratory I course (Buck et al., 2008). Inferential data

  10. pClone: Synthetic Biology Tool Makes Promoter Research Accessible to Beginning Biology Students

    OpenAIRE

    Campbell, A. Malcolm; Eckdahl, Todd; Cronk, Brian; Andresen, Corinne; Frederick, Paul; Huckuntod, Samantha; Shinneman, Claire; Wacker, Annie; Yuan, Jason

    2014-01-01

    The Vision and Change report recommended genuine research experiences for undergraduate biology students. Authentic research improves science education, increases the number of scientifically literate citizens, and encourages students to pursue research. Synthetic biology is well suited for undergraduate research and is a growing area of science. We developed a laboratory module called pClone that empowers students to use advances in molecular cloning methods to discover new promoters for use...

  11. Improving the academic performance of university biology students

    Science.gov (United States)

    Reese, Latasha Shireen

    Studies indicated that teaching styles and learning styles of students play a very important role in the academic success of students. A lack of knowledge about teaching styles and learning styles often complicates the challenge of learning and, therefore, affects the academic achievement of students. The research site at a college had a retention rate of 70% of its biology majors and needed to improve the retention rate of the biology program. The purpose of this study was to improve the academic performance of university biology students through a multicomponent program, the Student Retention Engagement Program. The 3 components included students and teachers understanding students' learning styles, teachers acquiring knowledge of learner-based teaching methodology, and peer mentoring. In the implementation of this applied dissertation, the researcher sought to increase the grade point averages of 100 Biology 103 students from 2.25 to at least an overall 2.50 out of a 4.00 point grade point average scale. After implementation of the intervention strategies. the overall retention ratc of biology majors was also targeted to improve from 70% to at least 75%. The focus of the dissertation was on the outcomes associated with implementing successful teaching and learning strategies with the biology students. In 1 component of the Student Retention Engagement Program, biology teachers learned to identify their preferred teaching styles through a teaching perspectives inventory administered during a professional development program. A training program focused on utilizing teaching strategies for specific student learning styles was implemented. Another component involved training and using upper class peer mentors. The supervisors of the Office of Retention selected upper class participants who held a 3.0 or higher grade point average. A learning style inventory was administered to the upper class peer mentors and participating students. The results helped to identify

  12. Student Perceived and Determined Knowledge of Biology Concepts in an Upper-Level Biology Course

    Science.gov (United States)

    Ziegler, Brittany; Montplaisir, Lisa

    2014-01-01

    Students who lack metacognitive skills can struggle with the learning process. To be effective learners, students should recognize what they know and what they do not know. This study examines the relationship between students' perception of their knowledge and determined knowledge in an upper-level biology course utilizing a pre/posttest…

  13. Prop demonstrations in biology lectures facilitate student learning and performance.

    Science.gov (United States)

    Tamari, Farshad; Bonney, Kevin M; Polizzotto, Kristin

    2015-05-01

    Science students can benefit from visual aids. In biology lectures, visual aids are usually limited to tables, figures, and PowerPoint presentations. In this IRB-approved study, we examined the effectiveness of the use of five prop demonstrations, three of which are at the intersection of biology and chemistry, in three community college biology courses. We hypothesized that students' performance on test questions is enhanced by the use of prop demonstrations. Consistent with our hypothesis, we showed that students learn more effectively and perform better on questions that relate to demonstrations than on questions related to lessons that do not have a demonstration component. PMID:25949751

  14. Designing an Introductory Physics Course for Biological Science Students

    Science.gov (United States)

    Heller, Kenneth

    2009-05-01

    For the past four years the School of Physics and Astronomy at the University of Minnesota has been revising its Introductory Physics Course specifically targeted to biological science and pre-medical students. The course design process includes determining the reasons that introductory physics is required by the biology faculty and determining how or if to satisfy their goals. The resulting course must substantially satisfy the goals of the biology faculty, be an introductory physics course that stresses the application of fundamental principles and relates them to complex situations typical in biology, be of interest to beginning biology students, and be teachable by ordinary physics professors. The design process for the content and the pedagogy of the course will be described as will the resulting course structure. Student performance measures for the revised course will also be given.

  15. Psychological markers associated with successful scientific work of biology students

    OpenAIRE

    Dina Ramendik

    2011-01-01

    The paper report results from a psychological study of 90 biology students (Moscow State University) and five doctors of biology. Faculty expert opinions were used to determine ten most successful performers and ten poor performers among students. They were compared by several cognitive and personal factors. The paper shows that success in scientific work is connected not with separate cognitive, communicative and personal characteristics, but with their system interaction. When this interact...

  16. A Bioethics Course for Biology and Science Education Students.

    Science.gov (United States)

    Bryant, John; la Velle, Linda Baggott

    2003-01-01

    Points out the importance of awareness among biologists and biology teachers of the ethical and social implications of their work. Describes the bioethics module established at the University of Exeter mainly targeting students majoring in biology and science education. (Contains 18 references.) (Author/YDS)

  17. Relationships between Attitude and Achievement among College Biology Students.

    Science.gov (United States)

    Mitchell, Harold E.; Simpson, Ronald D.

    1982-01-01

    Investigated (1) changes in community college students' (N=208) attitudes toward introductory biology, school, and academic self and (2) relationships between attitudes/achievement (measured by Nelson Biology Test and course grade). Data indicated that while cognitive behavior was changed during the course, attitudes either stayed the same or…

  18. The impact of biology on risk assessment -- Workshop of the National Research Council`s board on radiation effects research. Meeting report

    Energy Technology Data Exchange (ETDEWEB)

    Fry, R.J.M. [Oak Ridge National Lab., TN (United States); Grosovsky, A. [Univ. of California, Riverside, CA (United States); Hanawalt, P.C. [Stanford Univ., CA (United States). Dept. of Biological Sciences; Jostes, R.F. [National Academy of Sciences, Washington, DC (United States). Board on Radiation Effects Research; Little, J.B. [Harvard School of Public Health, Boston, MA (United States). Dept. of Cancer Biology; Morgan, W.F. [Univ. of California, San Francisco, CA (United States). Dept. of Radiation Oncology; Oleinick, N.L. [Case Western Reserve Univ., Cleveland, OH (United States); Ullrich, R.L. [Univ. of Texas Medical Branch, Galveston, TX (United States). Dept. of Radiation Therapy

    1997-12-31

    The linear, nonthreshold extrapolation from a dose-response relationship for ionizing radiation derived at higher doses to doses for which regulatory standards are proposed is being challenged by some scientists and defended by others. It appears that the risks associated with exposures to doses of interest are below the risks that can be measured with epidemiologic studies. Therefore, many have looked to biology to provide information relevant to risk assessment. The workshop reported here, ``The Impact of biology on Risk Assessment,`` was planned to address the need for further information by bringing together scientists who have been working in key fields of biology and others who have been contemplating the issues associated specifically with this question. The goals of the workshop were to summarize and review the status of the relevant biology, to determine how the reported biologic data might influence risk assessment, and to identify subjects on which more data is needed.

  19. Understanding How Students Use Physical Ideas in Introductory Biology Courses

    OpenAIRE

    Watkins, Jessica; Hall, Kristi; Redish, Edward; Cooke, Todd

    2010-01-01

    The University of Maryland (UMD) Biology Education and Physics Education Research Groups are investigating students' views on the role of physics in introductory biology courses. This paper presents data from an introductory course that addresses the fundamental principles of organismal biology and that incorporates several topics directly related to physics, including thermodynamics, diffusion, and fluid flow. We examine how the instructors use mathematics and physics in this introductory bi...

  20. Comparison of Biology Student Performance in Quarter and Semester Systems

    Science.gov (United States)

    Gibbens, Brian; Williams, Mary A.; Strain, Anna K.; Hoff, Courtney D. M.

    2015-01-01

    Curricula at most colleges and universities in the United States are scheduled according to quarters or semesters. While each schedule has several potential advantages over the other, it is unclear what effect each has on student performance. This study compares biology student performance during the two and a half years before and after the 1999…

  1. Muslim Egyptian and Lebanese Students' Conceptions of Biological Evolution

    Science.gov (United States)

    BouJaoude, Saouma; Wiles, Jason R.; Asghar, Anila; Alters, Brian

    2011-01-01

    In this study, we investigated distinctions among the diversity of religious traditions represented by Lebanese and Egyptian Muslim high school students regarding their understanding and acceptance of biological evolution and how they relate the science to their religious beliefs. We explored secondary students' conceptions of evolution among…

  2. Biology Students Building Computer Simulations Using StarLogo TNG

    Science.gov (United States)

    Smith, V. Anne; Duncan, Ishbel

    2011-01-01

    Confidence is an important issue for biology students in handling computational concepts. This paper describes a practical in which honours-level bioscience students simulate complex animal behaviour using StarLogo TNG, a freely-available graphical programming environment. The practical consists of two sessions, the first of which guides students…

  3. Prop Demonstrations in Biology Lectures Facilitate Student Learning and Performance

    Directory of Open Access Journals (Sweden)

    Farshad Tamari

    2015-02-01

    Full Text Available Science students can benefit from visual aids. In biology lectures, visual aids are usually limited to tables, figures, and PowerPoint presentations. In this IRB-approved study, we examined the effectiveness of the use of five prop demonstrations, three of which are at the intersection of biology and chemistry, in three community college biology courses. We hypothesized that students’ performance on test questions is enhanced by the use of prop demonstrations. Consistent with our hypothesis, we showed that students learn more effectively and perform better on questions that relate to demonstrations than on questions related to lessons that do not have a demonstration component.

  4. pGLO Mutagenesis: A Laboratory Procedure in Molecular Biology for Biology Students

    Science.gov (United States)

    Bassiri, Eby A.

    2011-01-01

    A five-session laboratory project was designed to familiarize or increase the laboratory proficiency of biology students and others with techniques and instruments commonly used in molecular biology research laboratories and industries. In this project, the EZ-Tn5 transposon is used to generate and screen a large number of cells transformed with…

  5. Operationalising UN security council resolution 1540: an overview of select practical activities in the chemical and biological weapon-related areas

    International Nuclear Information System (INIS)

    The UN member states are continuing to take measures to inter alia establish and effectively implement controls to prevent the proliferation of nuclear, biological and chemical weapons and their means of delivery in accordance with United Nations Security Council Resolution 1540 (2004). The resolution also encourages enhanced international cooperation on such efforts, including by working through the 1540 Committee. Most analyses on the implementation of the resolution have focused on nuclear issues. This presentation provides an overview of select practical activities in the chemical and biological weapon-related areas, including chemical product classification and identification, biosafety and biosecurity practices and criminal prosecutions for unauthorised chemical transfers.(author)

  6. Structural Biology for A-Level Students

    Science.gov (United States)

    Philip, Judith

    2013-01-01

    The relationship between the structure and function of proteins is an important area in biochemistry. Pupils studying A-level Biology are introduced to the four levels of protein structure (primary, secondary, tertiary and quaternary) and how these can be used to describe the progressive folding of a chain of amino acid residues to a final,…

  7. Student Evaluation of Teachers and Administrators. Oregon School Study Council Bulletin, Vol. 18, No. 8.

    Science.gov (United States)

    Halbert, Susan J.

    In mid-1973, the Educational Research Service found that nearly one out of four districts surveyed had some form of student evaluation of teachers. Research indicates that informational feedback from students is an effective means of influencing teacher behavior--sometimes more effective than supervisory feedback. In considering student evaluation…

  8. Teaching Tree-Thinking to Undergraduate Biology Students

    OpenAIRE

    Meisel, Richard P.

    2010-01-01

    Evolution is the unifying principle of all biology, and understanding how evolutionary relationships are represented is critical for a complete understanding of evolution. Phylogenetic trees are the most conventional tool for displaying evolutionary relationships, and “tree-thinking” has been coined as a term to describe the ability to conceptualize evolutionary relationships. Students often lack tree-thinking skills, and developing those skills should be a priority of biology curricula. Many...

  9. Motivating Students to Learn Biology Vocabulary with Wikipedia

    Directory of Open Access Journals (Sweden)

    Boriana Marintcheva

    2012-02-01

    Full Text Available Timely learning of specialized science vocabulary is critical for building a solid knowledge base in any scientific discipline. To motivate students to dedicate time and effort mastering biology vocabulary, I have designed a vocabulary exercise utilizing the popular web encyclopedia Wikipedia. The exercise creates an opportunity for students to connect the challenge of vocabulary learning to a prior positive experience of self-guided learning using a content source they are familiar and comfortable with.

  10. Motivating Students to Learn Biology Vocabulary with Wikipedia†

    OpenAIRE

    Boriana Marintcheva

    2012-01-01

    Timely learning of specialized science vocabulary is critical for building a solid knowledge base in any scientific discipline. To motivate students to dedicate time and effort mastering biology vocabulary, I have designed a vocabulary exercise utilizing the popular web encyclopedia Wikipedia. The exercise creates an opportunity for students to connect the challenge of vocabulary learning to a prior positive experience of self-guided learning using a content source they are familiar an...

  11. Regular Biology Students Learn Like AP Students with SUN

    Science.gov (United States)

    Batiza, Ann; Luo, Wen; Zhang, Bo; Gruhl, Mary; Nelson, David; Hoelzer, Mark; Ning, Ling; Roberts, Marisa; Knopp, Jonathan; Harrington, Tom; LaFlamme, Donna; Haasch, Mary Anne; Vogt, Gina; Goodsell, David; Marcey, David

    2016-01-01

    The SUN approach to biological energy transfer education is fundamentally different from past practices that trace chemical and energy inputs and outputs. The SUN approach uses a hydrogen fuel cell to convince learners that electrons can move from one substance to another based on differential attraction. With a hydrogen fuel cell, learners can…

  12. Video and HTML: Testing Online Tutorial Formats with Biology Students

    Science.gov (United States)

    Craig, Cindy L.; Friehs, Curt G.

    2013-01-01

    This study compared two common types of online information literacy tutorials: a streaming media tutorial using animation and narration and a text-based tutorial with static images. Nine sections of an undergraduate biology lab class (234 students total) were instructed by a librarian on how to use the BIOSIS Previews database. Three sections…

  13. Introducing High School Biology Students to Argumentation about Socioscientific Issues

    Science.gov (United States)

    Dawson, Vaille; Venville, Grady

    2013-01-01

    The purpose of this research was to determine whether teaching argumentation to high school biology students improved their argumentation skills, informal reasoning, and genetics understanding. Using a quasi-experiment with mixed methods of data collection, five teachers participated in professional learning on argumentation and socioscientific…

  14. Visualising Knowledge Structures in Biology: Discipline, Curriculum and Student Understanding

    Science.gov (United States)

    Kinchin, Ian M.

    2011-01-01

    Concept mapping is discussed as a tool for the visualisation of knowledge structures that can be exploited within biological education. Application of this tool makes it possible to relate the structure of the curriculum to the structure of the discipline, in order to support the development of robust student knowledge structures in ways that…

  15. Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology

    OpenAIRE

    Crowe, Alison; Dirks, Clarissa; Wenderoth, Mary Pat

    2008-01-01

    We developed the Blooming Biology Tool (BBT), an assessment tool based on Bloom's Taxonomy, to assist science faculty in better aligning their assessments with their teaching activities and to help students enhance their study skills and metacognition. The work presented here shows how assessment tools, such as the BBT, can be used to guide and enhance teaching and student learning in a discipline-specific manner in postsecondary education. The BBT was first designed and extensively tested fo...

  16. Student Perception of Relevance of Biology Content to Everyday Life: A Study in Higher Education Biology Courses

    Science.gov (United States)

    Himschoot, Agnes Rose

    2012-01-01

    The purpose of this mixed method case study was to examine the effects of methods of instruction on students' perception of relevance in higher education non-biology majors' courses. Nearly ninety percent of all students in a liberal arts college are required to take a general biology course. It is proposed that for many of those students, this is…

  17. Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology

    Science.gov (United States)

    Crowe, Alison; Dirks, Clarissa; Wenderoth, Mary Pat

    2008-01-01

    We developed the Blooming Biology Tool (BBT), an assessment tool based on Bloom's Taxonomy, to assist science faculty in better aligning their assessments with their teaching activities and to help students enhance their study skills and metacognition. The work presented here shows how assessment tools, such as the BBT, can be used to guide and…

  18. Student Acquisition of Biological Evolution-Related Misconceptions: The Role of Public High School Introductory Biology Teachers

    Science.gov (United States)

    Yates, Tony Brett

    2011-01-01

    In order to eliminate student misconceptions concerning biological evolution, it is important to identify their sources. The purposes of this study were to: (a) identify biological evolution-related misconceptions held by Oklahoma public high school Biology I teachers; (b) identify biological evolution-related misconceptions held by Oklahoma…

  19. Assessment of the Effects of Student Response Systems on Student Learning and Attitudes over a Broad Range of Biology Courses

    OpenAIRE

    Preszler, Ralph W.; Dawe, Angus; Shuster, Charles B.; Shuster, Michèle

    2007-01-01

    With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought t...

  20. Bullying and Students with Disabilities: A Briefing Paper from the National Council on Disability

    Science.gov (United States)

    Young, Jonathan; Ne'eman, Ari; Gelser, Sara

    2012-01-01

    Like bullying in general, bullying of students with disabilities represents both a civil rights and public health challenge. Amongst the possible effects of bullying the U.S. Department of Education (DOE, 2010) includes lowered academic achievement and aspirations, increased anxiety, loss of self-esteem and confidence, depression and…

  1. "City Council Meetings Are Cool": Increasing Student Civic Engagement through Service Learning

    Science.gov (United States)

    van Assendelft, Laura

    2008-01-01

    This article examines the growing body of literature on service learning as a pedagogical tool within political science. It also reports the results of a service learning experiment used in a course on State and Local Politics. Students completed service learning projects that combined community service, attendance at local political meetings…

  2. Factors Potentially Influencing Student Acceptance of Biological Evolution

    Science.gov (United States)

    Wiles, Jason R.

    This investigation explored scientific, religious, and otherwise nonscientific factors that may influence student acceptance of biological evolution and related concepts, how students perceived these factors to have influenced their levels of acceptance of evolution and changes therein, and what patterns arose among students' articulations of how their levels of acceptance of evolution may have changed. This exploration also measured the extent to which students' levels of acceptance changed following a treatment designed to address factors identified as potentially affecting student acceptance of evolution. Acceptance of evolution was measured using the MATE instrument (Rutledge and Warden, 1999; Rutledge and Sadler, 2007) among participants enrolled in a secondary-level academic program during the summer prior to their final year of high school and as they transitioned to the post-secondary level. Student acceptance of evolution was measured to be significantly higher than pre-treatment levels both immediately following and slightly over one year after treatment. Qualitative data from informal questionnaires, from formal course evaluations, and from semi-structured interviews of students engaged in secondary level education and former students at various stages of post-secondary education confirmed that the suspected factors were perceived by participants to have influenced their levels of acceptance of evolution. Furthermore, participant reports provided insight regarding the relative effects they perceived these factors to have had on their evolution acceptance levels. Additionally, many participants reported that their science teachers in public schools had avoided, omitted, or denigrated evolution during instruction, and several of these students expressed frustration regarding what they perceived to have been a lack of education of an important scientific principle. Finally, no students expressed feelings of being offended by having been taught about

  3. Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

    Science.gov (United States)

    Kalinowski, Steven T.; Leonard, Mary J.; Andrews, Tessa M.; Litt, Andrea R.

    2013-01-01

    Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural…

  4. Biological evolution and Brazilian students: knowledge and acceptance

    Directory of Open Access Journals (Sweden)

    Graciela da Silva Oliveira

    2015-08-01

    Full Text Available The aim of this study was to verify topics of the biological evolution theory Brazilian students affirm to know and their relation with variables such as sex, age, geographical localization, socioeconomical aspects, religion and science. 2.404 high school students (55.1% girls enrolled in 78 Brazilian schools took part of the research. The data was generated through a questionnaire and analyzed using the software Statistical Package for Social Science (SPSS version 18.0. The results point out that the knowledge of topics about evolution is low among students and influenced by the variables tested, the associations identified happened in a diversified way, and in lower or higher intensity according to the context studied.

  5. Works Councils

    DEFF Research Database (Denmark)

    Knudsen, Herman Lyhne; Markey, Ray

    2002-01-01

    The article outlines the operation of works councils in Europe and in the context of disscussing their viability in Austalia.......The article outlines the operation of works councils in Europe and in the context of disscussing their viability in Austalia....

  6. The Effectiveness of an Online Curriculum on High School Students' Understanding of Biological Evolution

    Science.gov (United States)

    Marsteller, Robert B.; Bodzin, Alec M.

    2015-01-01

    An online curriculum about biological evolution was designed to promote increased student content knowledge and evidentiary reasoning. A feasibility study was conducted with 77 rural high school biology students who learned with the online biological evolution unit. Data sources included the Biological Evolution Assessment Measure (BEAM), an…

  7. Context Dependence of Students' Views about the Role of Equations in Understanding Biology

    Science.gov (United States)

    Watkins, Jessica; Elby, Andrew

    2013-01-01

    Students' epistemological views about biology--their ideas about what "counts" as learning and understanding biology--play a role in how they approach their courses and respond to reforms. As introductory biology courses incorporate more physics and quantitative reasoning, student attitudes about the role of equations in biology become especially…

  8. Evaluating High School Students' Anxiety and Self-Efficacy towards Biology

    Science.gov (United States)

    Çimen, Osman; Yilmaz, Mehmet

    2015-01-01

    Anxiety and self-efficacy are among the factors that impact students' performance in biology. The current study aims to investigate high school students' perception of biology anxiety and self-efficacy, in relation to gender, grade level, interest in biology, negative experience associated with biology classes, and teachers' approaches in the…

  9. 14 December 2011 - Czech Republic Delegation to CERN Council and Finance Committees visiting ATLAS experimental area, LHC tunnel and ATLAS visitor centre with Former Collaboration Spokesperson P. Jenni, accompanied by Physicist R. Leitner and Swiss student A. Lister.

    CERN Multimedia

    Estelle Spirig

    2011-01-01

    14 December 2011 - Czech Republic Delegation to CERN Council and Finance Committees visiting ATLAS experimental area, LHC tunnel and ATLAS visitor centre with Former Collaboration Spokesperson P. Jenni, accompanied by Physicist R. Leitner and Swiss student A. Lister.

  10. The impact of biology on risk assessment -- Workshop of the National Research Council's board on radiation effects research. Meeting report

    International Nuclear Information System (INIS)

    The linear, nonthreshold extrapolation from a dose-response relationship for ionizing radiation derived at higher doses to doses for which regulatory standards are proposed is being challenged by some scientists and defended by others. It appears that the risks associated with exposures to doses of interest are below the risks that can be measured with epidemiologic studies. Therefore, many have looked to biology to provide information relevant to risk assessment. The workshop reported here, ''The Impact of biology on Risk Assessment,'' was planned to address the need for further information by bringing together scientists who have been working in key fields of biology and others who have been contemplating the issues associated specifically with this question. The goals of the workshop were to summarize and review the status of the relevant biology, to determine how the reported biologic data might influence risk assessment, and to identify subjects on which more data is needed

  11. High school and college biology: A multi-level model of the effects of high school biology courses on student academic performance in introductory college biology courses

    Science.gov (United States)

    Loehr, John Francis

    The issue of student preparation for college study in science has been an ongoing concern for both college-bound students and educators of various levels. This study uses a national sample of college students enrolled in introductory biology courses to address the relationship between high school biology preparation and subsequent introductory college biology performance. Multi-Level Modeling was used to investigate the relationship between students' high school science and mathematics experiences and college biology performance. This analysis controls for student demographic and educational background factors along with factors associated with the college or university attended. The results indicated that high school course-taking and science instructional experiences have the largest impact on student achievement in the first introductory college biology course. In particular, enrollment in courses, such as high school Calculus and Advanced Placement (AP) Biology, along with biology course content that focuses on developing a deep understanding of the topics is found to be positively associated with student achievement in introductory college biology. On the other hand, experiencing high numbers of laboratory activities, demonstrations, and independent projects along with higher levels of laboratory freedom are associated with negative achievement. These findings are relevant to high school biology teachers, college students, their parents, and educators looking beyond the goal of high school graduation.

  12. Examining the Effect of Multiple Writing Tasks on Year 10 Biology Students' Understandings of Cell and Molecular Biology Concepts

    Science.gov (United States)

    Hand, Brian; Hohenshell, Liesl; Prain, Vaughan

    2007-01-01

    This paper reports on a study that examined the cumulative effects on students' learning of science, and perceptions of the role of writing in learning, when the students engaged in multiple writing tasks with planning strategy support. The study was conducted with Year 10 biology students who completed two consecutive units on Cells and Molecular…

  13. Conceptions of high school students on the theme Biological Classification

    Directory of Open Access Journals (Sweden)

    Leandro de Oliveira Costa

    2013-12-01

    Full Text Available The diversity of forms and behaviors by the biodiversity is found fascinating for the human mind since immemorial times generating hypotheses about the relationship between living organisms and extinct. Today a part of biology works from the standpoint of constructing phylogenies, which is based on assumptions of evolutionary relatedness, knowledge that is very important with regard to the teaching of biology. We intend in this work to know the evolutionary conceptions which high school students use to explain the origin of diversity and its current classification. Typological explanations are the most frequent, but a phylogenetic speech seems to appear at certain times, which opens the possibility of exploring it’s pedagogical aspects by teachers.

  14. Student perception of relevance of biology content to everyday life: A study in higher education biology courses

    Science.gov (United States)

    Himschoot, Agnes Rose

    The purpose of this mixed method case study was to examine the effects of methods of instruction on students' perception of relevance in higher education non-biology majors' courses. Nearly ninety percent of all students in a liberal arts college are required to take a general biology course. It is proposed that for many of those students, this is the last science course they will take for life. General biology courses are suspected of discouraging student interest in biology with large enrollment, didactic instruction, covering a huge amount of content in one semester, and are charged with promoting student disengagement with biology by the end of the course. Previous research has been aimed at increasing student motivation and interest in biology as measured by surveys and test results. Various methods of instruction have been tested and show evidence of improved learning gains. This study focused on students' perception of relevance of biology content to everyday life and the methods of instruction that increase it. A quantitative survey was administered to assess perception of relevance pre and post instruction over three topics typically taught in a general biology course. A second quantitative survey of student experiences during instruction was administered to identify methods of instruction used in the course lecture and lab. While perception of relevance dropped in the study, qualitative focus groups provided insight into the surprising results by identifying topics that are more relevant than the ones chosen for the study, conveying the affects of the instructor's personal and instructional skills on student engagement, explanation of how active engagement during instruction promotes understanding of relevance, the roll of laboratory in promoting students' understanding of relevance as well as identifying external factors that affect student engagement. The study also investigated the extent to which gender affected changes in students' perception of

  15. Assessment of the Effects of Student Response Systems on Student Learning and Attitudes over a Broad Range of Biology Courses

    Science.gov (United States)

    Preszler, Ralph W.; Dawe, Angus; Shuster, Charles B.; Shuster, Michele

    2007-01-01

    With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six…

  16. Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

    OpenAIRE

    Kalinowski, Steven T.; Leonard, Mary J.; Andrews, Tessa M.; Litt, Andrea R.

    2013-01-01

    Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set...

  17. Active Learning and Student-centered Pedagogy Improve Student Attitudes and Performance in Introductory Biology

    OpenAIRE

    Armbruster, Peter; Patel, Maya; Johnson, Erika; Weiss, Martha

    2009-01-01

    We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based lea...

  18. Development and Evaluation of a Series of CAL Modules on Cell Biology for Undergraduate Nursing Students.

    Science.gov (United States)

    Wharrad, Heather; Kent, Christine; Allcock, Nick; Wood, Barry

    2000-01-01

    Describes a project at the University of Nottingham (United Kingdom) that developed and evaluated modules for computer assisted instruction to teach cell biology to undergraduate nursing students. Topics include instructional effectiveness, feedback, and student attitudes. (LRW)

  19. Assessment of the effects of student response systems on student learning and attitudes over a broad range of biology courses.

    Science.gov (United States)

    Preszler, Ralph W; Dawe, Angus; Shuster, Charles B; Shuster, Michèle

    2007-01-01

    With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning. PMID:17339392

  20. Biologic: Gene circuits and feedback in an introductory physics sequence for biology and premedical students

    CERN Document Server

    Cahn, S B

    2013-01-01

    Two synthetic gene circuits -- the genetic toggle switch and the repressilator -- are analyzed quantitatively and discussed in the context of an educational module on gene circuits and feedback that constitutes the final topic of a year-long introductory physics sequence, aimed at biology and premedical undergraduate students. The genetic toggle switch consists of two genes, each of whose protein product represses the other's expression, while the repressilator consists of three genes, each of whose protein product represses the next gene's expression. Analytic, numerical, and electronic treatments of the genetic toggle switch shows that this gene circuit realizes bistability. A simplified treatment of the repressilator reveals that this circuit can realize sustained oscillations. In both cases, a "phase diagram" is obtained, that specifies the region of parameter space in which bistability or oscillatory behavior, respectively, occurs.

  1. Effect of Process-Oriented Guided-Inquiry Learning on Non-majors Biology Students' Understanding of Biological Classification

    Science.gov (United States)

    Wozniak, Breann M.

    The purpose of this study was to examine the effect of process-oriented guided-inquiry learning (POGIL) on non-majors college biology students' understanding of biological classification. This study addressed an area of science instruction, POGIL in the non-majors college biology laboratory, which has yet to be qualitatively and quantitatively researched. A concurrent triangulation mixed methods approach was used. Students' understanding of biological classification was measured in two areas: scores on pre and posttests (consisting of 11 multiple choice questions), and conceptions of classification as elicited in pre and post interviews and instructor reflections. Participants were Minnesota State University, Mankato students enrolled in BIOL 100 Summer Session. One section was taught with the traditional curriculum (n = 6) and the other section in the POGIL curriculum (n = 10) developed by the researcher. Three students from each section were selected to take part in pre and post interviews. There were no significant differences within each teaching method (p vocabulary terms, physical characteristics, and types of evidence used to classify. Both groups extended their understanding, but only POGIL students could explain how molecular evidence is used in classification. 2) The challenges preventing students from understanding classification were: familiar animal categories and aquatic habitats, unfamiliar organisms, combining and subdividing initial groupings, and the hierarchical nature of classification. The POGIL students were the only group to surpass these challenges after the teaching intervention. This study shows that POGIL is an effective technique at eliciting students' misconceptions, and addressing these misconceptions, leading to an increase in student understanding of biological classification.

  2. The Generalizability of Students' Interests in Biology Across Gender, Country and Religion

    Science.gov (United States)

    Hagay, G.; Baram-Tsabari, A.; Ametller, J.; Cakmakci, G.; Lopes, B.; Moreira, A.; Pedrosa-de-Jesus, H.

    2013-06-01

    In order to bridge the existing gap between biology curricula and students' interests in biology, a strategy for identifying students' interest based on their questions and integrating them into the curriculum was developed. To characterize the level of generalizability of students' science interests over 600 high school students from Portugal, Turkey, England and Israel, who chose biology as an advanced subject, their interest level was ranked in 36 questions that were originally raised by Israeli students. Results indicate that students from four different countries show interest in similar science questions. The most intriguing questions were the ones that dealt with human health and new developments in reproduction and genetics. Religious affiliation had the strongest effect on students' interest level, followed by national affiliation and gender. The findings suggest that students' interest in one context is relevant to the development of interest-based learning materials in a different context. However, despite these similarities, cultural and sociological differences need to be taken into account.

  3. First-Year Biology Students' Understandings of Meiosis: An Investigation Using a Structural Theoretical Framework

    Science.gov (United States)

    Quinn, Frances; Pegg, John; Panizzon, Debra

    2009-01-01

    Meiosis is a biological concept that is both complex and important for students to learn. This study aims to explore first-year biology students' explanations of the process of meiosis, using an explicit theoretical framework provided by the Structure of the Observed Learning Outcome (SOLO) model. The research was based on responses of 334…

  4. "Evo in the News:" Understanding Evolution and Students' Attitudes toward the Relevance of Evolutionary Biology

    Science.gov (United States)

    Infanti, Lynn M.; Wiles, Jason R.

    2014-01-01

    This investigation evaluated the effects of exposure to the "Evo in the News" section of the "Understanding Evolution" website on students' attitudes toward biological evolution in undergraduates in a mixed-majors introductory biology course at Syracuse University. Students' attitudes toward evolution and changes therein were…

  5. Predicting Phenotypes from Genetic Crosses: A Mathematical Concept to Help Struggling Biology Students

    Science.gov (United States)

    Baurhoo, Neerusha; Darwish, Shireef

    2012-01-01

    Predicting phenotypic outcomes from genetic crosses is often very difficult for biology students, especially those with learning disabilities. With our mathematical concept, struggling students in inclusive biology classrooms are now better equipped to solve genetic problems and predict phenotypes, because of improved understanding of dominance…

  6. Biology Students' and Teachers' Religious Beliefs and Attitudes towards Theory of Evolution

    Science.gov (United States)

    Ozay Kose, Esra

    2010-01-01

    Evolution has not being well addressed in schools partly because it is a controversial topic in religious views. In the present study, it is explored to what extent Turkish secondary school biology teachers and students accommodate the theory of biological evolution with their religious beliefs. Two-hundred fifty secondary school students and…

  7. Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement

    Science.gov (United States)

    Derting, Terry L.; Ebert-May, Diane

    2010-01-01

    We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered,…

  8. The Effects of 3D Computer Simulation on Biology Students' Achievement and Memory Retention

    Science.gov (United States)

    Elangovan, Tavasuria; Ismail, Zurida

    2014-01-01

    A quasi experimental study was conducted for six weeks to determine the effectiveness of two different 3D computer simulation based teaching methods, that is, realistic simulation and non-realistic simulation on Form Four Biology students' achievement and memory retention in Perak, Malaysia. A sample of 136 Form Four Biology students in Perak,…

  9. Correlations among Five Variables and the Biology Performance of a Sample of Jamaican High School Students

    Science.gov (United States)

    Blair-Walters, Shonette; Soyibo, Kola

    2004-01-01

    This study investigates whether or not (a) 252 Jamaican high school students (168 boys, 84 girls, 171 grade 10 and 81 grade 11 students) had favourable attitudes to biology, (b) their level of biology performance was satisfactory, (c) there were significant differences in their performance based on their gender, grade level, school-type,…

  10. On the Concept "Microscope": Biology Student Teachers' Cognitive Structure

    Science.gov (United States)

    Kurt, Hakan; Ekici, Gulay; Aktas, Murat; Aksu, Ozlem

    2013-01-01

    The purpose of the current study is to determine biology student teachers' cognitive structures on the concept of microscope. Qualitative research methodology has been applied in the study. The data were collected from biology student teachers. Free word association test and drawing-writing test were used to collect data. The data collected…

  11. Council dinner

    CERN Multimedia

    1980-01-01

    Jean Teillac (President of the Council) gives the speech. The occasion was the end-of-term of Leon Van Hove and John Adams as Research and Executive Director-General, respectively, to be succeeded by Herwig Schopper. The venue was the Hotel Beau-Rivage in Geneva. Beside Jean Teillac are (on the left) G.H. Stafford and Mme Van Hove, (on the right) Mme Schopper.

  12. Examining the effects of students' classroom expectations on undergraduate biology course reform

    Science.gov (United States)

    Hall, Kristi Lyn

    In this dissertation, I perform and compare three studies of introductory biology students' classroom expectations -- what students expect to be the nature of the knowledge that they are learning, what they think they should be (or are) doing in order to learn, and what they think they should be (or are) doing in order to be successful. Previous work has shown that expectations can impact how students approach learning, yet biology education researchers have been reluctant to acknowledge or address the effects of student expectations on curricular reform (NRC, 2012). Most research in biology education reform has focused on students' conceptual understandings of biology and the efficacy of specific changes to content and pedagogy. The current research is lacking a deeper understanding of how students perceive the classroom environment and how those perceptions can shape students' interactions with the content and pedagogy. For present and future reforms in biology to reach their full potential, I argue that biology education should actively address the different ways students think about and approach learning in biology classes. The first study uses a Likert-scale instrument, adapted from the Maryland Physics Expectations Survey (Redish, Saul, & Steinberg, 1998). This new survey, the Maryland Biology Expectations Survey (MBEX) documents two critical results in biology classrooms: (i) certain student-centered pedagogical contexts can produce favorable changes in students' expectations, and (ii) more traditional classroom contexts appear to produce negative epistemological effects. The second study utilizes a modified version of the MBEX and focuses on students' interdisciplinary views. This study documents that: (i) biology students have both discipline-specific and context-specific classroom expectations, (ii) students respond more favorably to interdisciplinary content in the biology courses we surveyed (as opposed to biology content introduced into the physics

  13. The Effectiveness of an Online Curriculum on High School Students' Understanding of Biological Evolution

    Science.gov (United States)

    Marsteller, Robert B.; Bodzin, Alec M.

    2015-12-01

    An online curriculum about biological evolution was designed to promote increased student content knowledge and evidentiary reasoning. A feasibility study was conducted with 77 rural high school biology students who learned with the online biological evolution unit. Data sources included the Biological Evolution Assessment Measure (BEAM), an analysis of discussion forum posts, and a post-implementation perceptions and attitudes questionnaire. BEAM posttest scores were significantly higher than the pretest scores. However, the findings revealed that the students required additional support to develop evidentiary reasoning. Many students perceived that the Web-based curriculum would have been enhanced by increased immediate interaction and feedback. Students required greater scaffolding to support complex, process-oriented tasks. Implications for designing Web-based science instruction with curriculum materials to support students' acquisition of content knowledge and science process skills in a Web-based setting are discussed.

  14. The Effect of Knowledge Linking Levels in Biology Lessons upon Students' Knowledge Structure

    Science.gov (United States)

    Wadouh, Julia; Liu, Ning; Sandmann, Angela; Neuhaus, Birgit J.

    2014-01-01

    Knowledge structure is an important aspect for defining students' competency in biology learning, but how knowledge structure is influenced by the teaching process in naturalistic biology classroom settings has scarcely been empirically investigated. In this study, 49 biology lessons in the teaching unit "blood and circulatory…

  15. Active learning and student-centered pedagogy improve student attitudes and performance in introductory biology.

    Science.gov (United States)

    Armbruster, Peter; Patel, Maya; Johnson, Erika; Weiss, Martha

    2009-01-01

    We describe the development and implementation of an instructional design that focused on bringing multiple forms of active learning and student-centered pedagogies to a one-semester, undergraduate introductory biology course for both majors and nonmajors. Our course redesign consisted of three major elements: 1) reordering the presentation of the course content in an attempt to teach specific content within the context of broad conceptual themes, 2) incorporating active and problem-based learning into every lecture, and 3) adopting strategies to create a more student-centered learning environment. Assessment of our instructional design consisted of a student survey and comparison of final exam performance across 3 years-1 year before our course redesign was implemented (2006) and during two successive years of implementation (2007 and 2008). The course restructuring led to significant improvement of self-reported student engagement and satisfaction and increased academic performance. We discuss the successes and ongoing challenges of our course restructuring and consider issues relevant to institutional change. PMID:19723815

  16. Developing Information Fluency in Introductory Biology Students in the Context of an Investigative Laboratory

    OpenAIRE

    Lindquester, Gary J.; Burks, Romi L.; Jaslow, Carolyn R.

    2005-01-01

    Students of biology must learn the scientific method for generating information in the field. Concurrently, they should learn how information is reported and accessed. We developed a progressive set of exercises for the undergraduate introductory biology laboratory that combine these objectives. Pre- and postassessments of approximately 100 students suggest that increases occurred, some statistically significant, in the number of students using various library-related resources, in the number...

  17. Verbal Final Exam in Introductory Biology Yields Gains in Student Content Knowledge and Longitudinal Performance

    OpenAIRE

    Luckie, Douglas B.; Rivkin, Aaron M.; Aubry, Jacob R.; Marengo, Benjamin J.; Creech, Leah R.; Sweeder, Ryan D.

    2013-01-01

    We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) quest...

  18. Calculus, Biology and Medicine: A Case Study in Quantitative Literacy for Science Students

    OpenAIRE

    Kim Rheinlander; Dorothy Wallace

    2011-01-01

    This paper describes a course designed to enhance the numeracy of biology and pre-medical students. The course introduces students with the background of one semester of calculus to systems of nonlinear ordinary differential equations as they appear in the mathematical biology literature. Evaluation of the course showed increased enjoyment and confidence in doing mathematics, and an increased appreciation of the utility of mathematics to science. Students who complete this course are better a...

  19. Radiation Biology: A Handbook for Teachers and Students

    International Nuclear Information System (INIS)

    Knowledge of the radiobiology of normal tissues and tumours is a core prerequisite for the practice of radiation oncology. As such the study of radiobiology is mandatory for gaining qualification as a radiation oncologist in most countries. Teaching is done partly by qualified radiobiologists in some countries, and this is supplemented by teaching from knowledgeable radiation oncologists. In low and middle income (LMI) countries the teachers are often radiation oncologists and/or medical physicists. In Europe, a master's course on radiobiology is taught jointly by a consortium of five European Universities. This is aimed at young scientists from both Western and Eastern Europe, training in this discipline. Recently the European Society for Therapeutic Radiology and Oncology (ESTRO) initiated the launch of a radiobiology teaching course outside Europe (Beijing, 2007; Shanghai, 2009). Radiation protection activities are governed by many regulations and recommendations. These are based on knowledge gained from epidemiological studies of health effects from low as well as from high dose radiation exposures. Organizations like the International Commission on Radiological Protection (ICRP) have put a lot of effort into reviewing and evaluating the biological basis to radiological protection practices. Personnel being trained as future radiation protection personnel should have a basic understanding of the biological and clinical basis to the exposure limitations that they are subject to and that they implement for industrial workers and the public at large. It is for these reasons that aspects of Radiobiology related to protection issues are included in this teaching syllabus. In LMI countries, many more teachers are needed in radiobiology, and the establishment of regional training centres or special regional training courses in radiobiology, are really the only options to solve the obvious deficit in knowledge of radiobiology in such countries. Radiobiology teaching

  20. Factors Influencing Academic Performance of Students Enrolled in a Lower Division Cell Biology Core Course

    Science.gov (United States)

    Soto, Julio G.; Anand, Sulekha

    2009-01-01

    Students' performance in two semesters of our Cell Biology course was examined for this study. Teaching strategies, behaviors, and pre-course variables were analyzed with respect to students' performance. Pre-semester and post-semester surveys were administered to ascertain students' perceptions about class difficulty, amount of study and effort…

  1. A Shadow Curriculum: Incorporating Students' Interests into the Formal Biology Curriculum

    Science.gov (United States)

    Hagay, Galit; Baram-Tsabari, Ayelet

    2011-01-01

    Students have been largely ignored in discussions about how best to teach science, and many students feel the curriculum is detached from their lives and interests. This article presents a strategy for incorporating students' interests into the formal Biology curriculum, by drawing on the political meaning of "shadow government" as alternative…

  2. Developing Biology Lessons Aimed at Teaching for Understanding: A Domain-Specific Heuristic for Student Teachers

    Science.gov (United States)

    Janssen, Fred J. J. M.; Tigelaar, Dineke E. H.; Verloop, Nico

    2009-01-01

    Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching for understanding. We explored how a domain-specific heuristic can assist student biology teachers…

  3. Perceptions of the Learning Environment and Associations with Cognitive Achievement among Gifted Biology Students

    Science.gov (United States)

    Rita, Ronald D.; Martin-Dunlop, Catherine S.

    2011-01-01

    This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions of actual and preferred learning environments. Data indicated that all students preferred…

  4. The Transformative Impact of Undergraduate Research Mentoring on Students and the Role of the Council on Undergraduate Research (CUR) in Supporting Faculty Mentors

    Science.gov (United States)

    Fox, L. K.; Singer, J.

    2015-12-01

    Undergraduate Research (UR) is broadly accepted as a high impact educational practice. Student participation in UR contributes to measurable gains in content knowledge and skills/methodology, oral and written communication skills, problem solving and critical thinking, self-confidence, autonomy, among others. First-generation college students and students from underrepresented minorities that participate in UR are more likely to remain in STEM majors, persist to graduation, and pursue graduate degrees. While engagement in the research process contributes to these outcomes, the impact of the interaction with the faculty mentor is critical. A number of studies provide evidence that it is the relationship that forms with the faculty mentor that is most valued by students and strongly contributes to their career development. Faculty mentors play an important role in student development and the relationship between mentor and student evolves from teacher to coach to colleague. Effective mentoring is not an inherent skill and is generally not taught in graduate school and generally differs from mentoring of graduate students. Each UR mentoring relationship is unique and there are many effective mentoring models and practices documented in the literature. The Council on Undergraduate Research (CUR) has a long history of supporting faculty who engage in research with undergraduates and offers resources for establishing UR programs at individual, departmental, and institutional levels. The Geosciences Division of CUR leads faculty development workshops at professional meetings and provides extensive resources to support geosciences faculty as UR mentors (http://serc.carleton.edu/NAGTWorkshops/undergraduate_research/index.html). Examples of effective mentoring strategies are highlighted, including a model developed by SUNY- Buffalo State that integrates mentoring directly into the evaluation of UR.

  5. Successes with Reversing the Negative Student Attitudes Developed in Typical Biology Classes for 8th and 10th Grade Students

    Science.gov (United States)

    Hacieminoglu, Esme; Ali, Mohamed Moustafa; Oztas, Fulya; Yager, Robert E.

    2016-01-01

    The purpose of this study is to compare changes in attitudes of students about their study of biology in the classes thought by five biology teachers who experienced an Iowa Chautauqua workshop with and two non-Chautauqua teachers who had no experience with any professional development program. The results indicated that there are significant…

  6. Context dependence of students' views about the role of equations in understanding biology.

    Science.gov (United States)

    Watkins, Jessica; Elby, Andrew

    2013-06-01

    Students' epistemological views about biology--their ideas about what "counts" as learning and understanding biology--play a role in how they approach their courses and respond to reforms. As introductory biology courses incorporate more physics and quantitative reasoning, student attitudes about the role of equations in biology become especially relevant. However, as documented in research in physics education, students' epistemologies are not always stable and fixed entities; they can be dynamic and context-dependent. In this paper, we examine an interview with an introductory student in which she discusses the use of equations in her reformed biology course. In one part of the interview, she expresses what sounds like an entrenched negative stance toward the role equations can play in understanding biology. However, later in the interview, when discussing a different biology topic, she takes a more positive stance toward the value of equations. These results highlight how a given student can have diverse ways of thinking about the value of bringing physics and math into biology. By highlighting how attitudes can shift in response to different tasks, instructional environments, and contextual cues, we emphasize the need to attend to these factors, rather than treating students' beliefs as fixed and stable. PMID:23737634

  7. Using the Web to Encourage Student-generated Questions in Large-Format Introductory Biology Classes

    OpenAIRE

    Colbert, James T.; Olson, Joanne K.; Michael P. Clough

    2007-01-01

    Students rarely ask questions related to course content in large-format introductory classes. The use of a Web-based forum devoted to student-generated questions was explored in a second-semester introductory biology course. Approximately 80% of the enrolled students asked at least one question about course content during each of three semesters during which this approach was implemented. About 95% of the students who posted questions reported reading the instructor's response to their questi...

  8. Calculus, Biology and Medicine: A Case Study in Quantitative Literacy for Science Students

    Directory of Open Access Journals (Sweden)

    Kim Rheinlander

    2011-01-01

    Full Text Available This paper describes a course designed to enhance the numeracy of biology and pre-medical students. The course introduces students with the background of one semester of calculus to systems of nonlinear ordinary differential equations as they appear in the mathematical biology literature. Evaluation of the course showed increased enjoyment and confidence in doing mathematics, and an increased appreciation of the utility of mathematics to science. Students who complete this course are better able to read the research literature in mathematical biology and carry out research problems of their own.

  9. Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology.

    Science.gov (United States)

    Connell, Georgianne L; Donovan, Deborah A; Chambers, Timothy G

    2016-01-01

    Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. PMID:26865643

  10. Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

    Science.gov (United States)

    Connell, Georgianne L.; Donovan, Deborah A.; Chambers, Timothy G.

    2016-01-01

    Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section. PMID:26865643

  11. Perspectives of Central Office Staff, Principals, Teachers, and School Site Councils on Resource Allocation and "Budgeting for Student Achievement" Implementation in 2010-11. A Report Prepared for the Los Angeles Unified School District

    Science.gov (United States)

    Haxton, Clarisse L.; Chambers, Jay G.; Manship, Karen; Cruz, Lisa; O'Neil, Caitlin

    2012-01-01

    As part of the evaluation of the Strategic School Funding for Results (SSFR) project (called Budgeting for Student Success, or BSA, in Los Angeles Unified School District), the American Institutes for Research (AIR) conducted surveys of principals, teachers, and members of School Site Councils (SSCs) to gather information on their attitudes and…

  12. Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement

    OpenAIRE

    Derting, Terry L.; Ebert-May, Diane

    2010-01-01

    We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, a...

  13. The Secondary School Students Biology Science and Course Attitude Scale: Analysis of Reliability and Validity

    OpenAIRE

    ATİK, Ali Derya; Yücel KAYABAŞI; YAĞCI, Esed; ÜNLÜ ERKOÇ, Figen

    2015-01-01

    This article describes a newly developed instrument for measuring perceptions about biology: Attitudes of secondary school students about/toward biology as a science and the course (BCAS). The field study is descriptive and the working group was 349 9th grade secondary school students. The instrument consisted of 64 Likert-type open ended statements to get their opinions and a pool of selected items were pooled from the collected data. The preliminary instrument was finalized into the applied...

  14. Biology content cognitive structure: From science student to science teacher

    Science.gov (United States)

    Hauslein, Patricia L.; Good, Ronald G.; Cummins, Catherine L.

    The F-Sort of Biology Concepts was used to assess understanding of the relationships among 37 biology concepts by five groups: Preservice secondary science teachers, in-service biology teachers with 1-3 years of teaching experience, in-service biology teachers with 5 or more years of experience, scientists in any biological science field, and college seniors majoring in biology. Data collected from the F-sort were analyzed using latent partition analysis and alpha factor analysis with additional interpretation from multidimensional scaling. The subjects were asked to think aloud as they performed the F-sort and each session was audiotaped for later analysis. These analyses indicated that the biology major and experienced secondary science teachers were separated from the scientists by a dimension based on a deep-versus-surface structure understanding of the concepts. A second axis shows that scientists are separated from other groups by a fluid-versus-fixed cognitive structure dimension. That is, both experienced teachers and scientists were found to have well-constructed and ordered cognitive structures, but scientists were much more likely to see an item having a place in two or more categories, whereas experienced teachers tended to focus on only one aspect of an item, and therefore understanding that it rightfully belonged in only one category. It appears that teachers restructure their science knowledge as they become more experienced. There is an apparent transition from poorly organized to highly organized cognitive structures for biology concepts when comparing preservice, novice, and experienced teachers, respectively. The transition does not seem to be one achieving a deeper understanding of the biology concepts or to a greater degree of integration of the concepts, but rather a transition from a fairly large, loosely organized pool of biology concepts to one which is highly structured but limited to the expectations of the established curriculum. The

  15. What is the perception of biological risk by undergraduate nursing students?

    Science.gov (United States)

    Moreno-Arroyo, Mª Carmen; Puig-Llobet, Montserrat; Falco-Pegueroles, Anna; Lluch-Canut, Maria Teresa; García, Irma Casas; Roldán-Merino, Juan

    2016-01-01

    Abstract Objective: to analyze undergraduate nursing students' perception of biological risk and its relationship with their prior practical training. Method: a descriptive cross-sectional study was conducted among undergraduate nursing students enrolled in clinical practice courses in the academic year 2013-2014 at the School of Nursing at the University of Barcelona. Variables: sociodemographic variables, employment, training, clinical experience and other variables related to the assessment of perceived biological risk were collected. Both a newly developed tool and the Dimensional Assessment of Risk Perception at the worker level scale (Escala de Evaluación Dimensional del Riesgo Percibido por el Trabajador, EDRP-T) were used. Statistical analysis: descriptive and univariate analysis were used to identify differences between the perception of biological risk of the EDRP-T scale items and sociodemographic variables. Results: students without prior practical training had weaker perceptions of biological risk compared to students with prior practical training (p=0.05 and p=0.04, respectively). Weaker perceptions of biological risk were found among students with prior work experience. Conclusion: practical training and work experience influence the perception of biological risk among nursing students. PMID:27384468

  16. What is the perception of biological risk by undergraduate nursing students?

    Directory of Open Access Journals (Sweden)

    Mª Carmen Moreno-Arroyo

    2016-01-01

    Full Text Available Abstract Objective: to analyze undergraduate nursing students' perception of biological risk and its relationship with their prior practical training. Method: a descriptive cross-sectional study was conducted among undergraduate nursing students enrolled in clinical practice courses in the academic year 2013-2014 at the School of Nursing at the University of Barcelona. Variables: sociodemographic variables, employment, training, clinical experience and other variables related to the assessment of perceived biological risk were collected. Both a newly developed tool and the Dimensional Assessment of Risk Perception at the worker level scale (Escala de Evaluación Dimensional del Riesgo Percibido por el Trabajador, EDRP-T were used. Statistical analysis: descriptive and univariate analysis were used to identify differences between the perception of biological risk of the EDRP-T scale items and sociodemographic variables. Results: students without prior practical training had weaker perceptions of biological risk compared to students with prior practical training (p=0.05 and p=0.04, respectively. Weaker perceptions of biological risk were found among students with prior work experience. Conclusion: practical training and work experience influence the perception of biological risk among nursing students.

  17. Issue-Oriented Science: Using Socioscientific Issues to Engage Biology Students

    Science.gov (United States)

    Lenz, Laura; Willcox, Maia K.

    2012-01-01

    In today's global society, with science and technology advancing at a rapid pace, issues about biological topics are common. A typical standards-based high school or general college-level biology classroom naturally lends itself to teaching issue-oriented science. In an issue-oriented classroom, students analyze and discuss personal, societal, and…

  18. Preparing High School Students for the Interdisciplinary Nature of Modern Biology

    Science.gov (United States)

    Nagle, Barbara

    2013-01-01

    Fostering interdisciplinary learning in biology will require significant changes in the way one teaches science to K-12 students. The perspective on interdisciplinary biology teaching and learning in this essay is based on the author's experiences as a former research cell biologist, high school science teacher, and developer of secondary science…

  19. Online Interactive Teaching Modules Enhance Quantitative Proficiency of Introductory Biology Students

    Science.gov (United States)

    Thompson, Katerina V.; Nelson, Karen C.; Marbach-Ad, Gili; Keller, Michael; Fagan, William F.

    2010-01-01

    There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry.…

  20. Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts to Educate High School Students about Alcohol

    Science.gov (United States)

    Godin, Elizabeth A.; Kwiek, Nicole; Sikes, Suzanne S.; Halpin, Myra J.; Weinbaum, Carolyn A.; Burgette, Lane F.; Reiter, Jerome P.; Schwartz-Bloom, Rochelle D.

    2014-01-01

    We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional…

  1. Dental anxiety: a comparison of students of dentistry, biology, and psychology

    Directory of Open Access Journals (Sweden)

    Storjord HP

    2014-09-01

    Full Text Available Helene Persen Storjord,1 Mari Mjønes Teodorsen,1 Jan Bergdahl,1 Rolf Wynn,2,3 Jan-Are Kolset Johnsen1 1Department of Clinical Dentistry, 2Department of Clinical Medicine, UiT - The Arctic University of Norway, 3Division of Addictions and Specialized Psychiatric Services, University Hospital of North Norway, Tromsø, Norway Introduction: Dental anxiety is an important challenge for many patients and clinicians. It is thus of importance to know more about dental students' own experiences with dental anxiety and their understanding of dental anxiety. The aim was to investigate differences in dental anxiety levels between dental students, psychology students, and biology students at a Norwegian university. Materials and methods: A total of 510 students of dentistry, psychology, and biology at the University of Tromsø received a questionnaire consisting of the Modified Dental Anxiety Scale, demographic questions, and questions relating to their last visit to the dentist/dental hygienist; 169 students gave complete responses. Nonparametric tests were used to investigate differences between the student groups. Results: The respondents were 78% female and 22% male; their mean age was 24 years. The dental students showed a significantly lower degree of dental anxiety than the psychology (P<0.001 and biology students (P<0.001. A significant decrease in dental anxiety levels was found between novice and experienced dentistry students (P<0.001. Discussion: The dental students had less dental anxiety compared to psychology students and biology students. Experienced dental students also had less dental anxiety than novice dental students. This could indicate that the dentistry program structure at the university may influence dental anxiety levels. Conclusion: Dental anxiety seemed to be less frequent in dentistry students compared to students of biology or clinical psychology. The practice-oriented dentistry education at the university might contribute to

  2. Prop Demonstrations in Biology Lectures Facilitate Student Learning and Performance †

    OpenAIRE

    Farshad Tamari; Bonney, Kevin M.; Kristin Polizzotto

    2015-01-01

    Science students can benefit from visual aids. In biology lectures, visual aids are usually limited to tables, figures, and PowerPoint presentations. In this IRB-approved study, we examined the effectiveness of the use of five prop demonstrations, three of which are at the intersection of biology and chemistry, in three community college biology courses. We hypothesized that students’ performance on test questions is enhanced by the use of prop demonstrations. Consistent with our hypothesis, ...

  3. Online Interactive Teaching Modules Enhance Quantitative Proficiency of Introductory Biology Students

    OpenAIRE

    Thompson, Katerina V.; Nelson, Kären C; Marbach-Ad, Gili; Keller, Michael; Fagan, William F.

    2010-01-01

    There is widespread agreement within the scientific and education communities that undergraduate biology curricula fall short in providing students with the quantitative and interdisciplinary problem-solving skills they need to obtain a deep understanding of biological phenomena and be prepared fully to contribute to future scientific inquiry. MathBench Biology Modules were designed to address these needs through a series of interactive, Web-based modules that can be used to supplement existi...

  4. Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided?

    Science.gov (United States)

    Sadeh, Irit; Zion, Michal

    2012-01-01

    In teaching inquiry to high school students, educators differ on which method of teaching inquiry is more effective: Guided or open inquiry? This paper examines the influence of these two different inquiry learning approaches on the attitudes of Israeli high school biology students toward their inquiry project. The results showed significant…

  5. High School Teachers' Perspectives on Effective Approaches for Teaching Biology to Students with Special Needs

    Science.gov (United States)

    Kos, Agnieszka

    2010-01-01

    The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to…

  6. Examining the Effects of Students' Classroom Expectations on Undergraduate Biology Course Reform

    Science.gov (United States)

    Hall, Kristi Lyn

    2013-01-01

    In this dissertation, I perform and compare three studies of introductory biology students' classroom expectations--what students expect to be the nature of the knowledge that they are learning, what they think they should be (or are) doing in order to learn, and what they think they should be (or are) doing in order to be successful. Previous…

  7. Epigenetic Effects of Diet on Fruit Fly Lifespan: An Investigation to Teach Epigenetics to Biology Students

    Science.gov (United States)

    Billingsley, James; Carlson, Kimberly A.

    2010-01-01

    Do our genes exclusively control us, or are other factors at play? Epigenetics can provide a means for students to use inquiry-based methods to understand a complex biological concept. Students research and design an experiment testing whether dietary supplements affect the lifespan of Drosophila melanogaster over multiple generations.

  8. Formative Assessment and Increased Student Involvement Increase Grades in an Upper Secondary School Biology Course

    Science.gov (United States)

    Granbom, Martin

    2016-01-01

    This study shows that formative methods and increased student participation has a positive influence on learning measured as grades. The study was conducted during the course Biology A in a Swedish Upper Secondary School. The students constructed grade criteria and defined working methods and type of examination within a given topic, Gene…

  9. An Introductory Biology Lab that Uses Enzyme Histochemistry to Teach Students about Skeletal Muscle Fiber Types

    Science.gov (United States)

    Sweeney, Lauren J.; Brodfuehrer, Peter D.; Raughley, Beth L.

    2004-01-01

    One important goal of introductory biology laboratory experiences is to engage students directly in all steps in the process of scientific discovery. Even when laboratory experiences are built on principles discussed in the classroom, students often do not adequately apply this background to interpretation of results they obtain in lab. This…

  10. Reflections on Supporting a Visually Impaired Student Complete a Biological Psychology Module

    Science.gov (United States)

    Betts, Lucy R.; Cross, Amanda

    2010-01-01

    While there are a number of technologies that have been used, with varying levels of success, to support visually impaired students, the purpose of this article is to reflect upon the authors' experiences of supporting a visually impaired student through a nine-month level two undergraduate biological psychology module. The authors developed a…

  11. Performance Analysis of Science Education Undergraduates: A Case Study of Biology Education Students

    Science.gov (United States)

    Ochonogor, Chukunoye Enunuwe

    2011-01-01

    The problem of the study was to analyze the results of university biology education students as a case study against gender and performance and empirically determine the implications of the findings to countries, such as Nigeria, South Africa and the rest of the world. The study made use of all the 344 students in the levels from 100 to 400 of…

  12. University Students' Acceptance of Biological Theories--Is Evolution Really Different?

    Science.gov (United States)

    Rutledge, Michael L.; Sadler, Kim Cleary

    2011-01-01

    Understanding students' thinking about scientific theories is fundamental to the development of effective instructional strategies designed to foster scientific literacy. We conducted a study to determine student acceptance of important biological theories and to explore the relationships between their acceptance of scientific theories and their…

  13. Technology Instructional Package Mediated Instruction and Senior Secondary School Students' Academic Performance in Biology Concepts

    Science.gov (United States)

    Yaki, Akawo Angwal; Babagana, Mohammed

    2016-01-01

    The paper examined the effects of a Technological Instructional Package (TIP) on secondary school students' performance in biology. The study adopted a pre-test, post-test experimental control group design. The sample size of the study was 80 students from Minna metropolis, Niger state, Nigeria; the samples were randomly assigned into treatment…

  14. EFFECTS OF 5E LEARNING CYCLE ON STUDENTS ACHIEVEMENT IN BIOLOGY AND CHEMISTRY

    Directory of Open Access Journals (Sweden)

    Patrick Osawaru Ajaja,

    2012-01-01

    Full Text Available The major purpose of this study was to determine the effects of learning cycle as an instructional strategy on biology andchemistry students achievement. To guide this study, six research hypotheses were stated and tested at 0.05 level ofsignificance. The design of this study was 2x2x3x6 Pre-test Post-test non-equivalent control group quasi experimental design.These included two instructional groups (experimental and control groups, sex (male and female, repeated testing (Pre,Post and follow-up tests, and six weeks of experience. The samples of the study included six senior secondary schools, 112science students, and 12 biology and chemistry teachers. The instruments used for this study were: teacher’s questionnaireon knowledge and use of learning cycle (KULC; and Biology and Chemistry Achievement Test (BCAT. The data collected wereanalyzed with simple percentage, Analysis of Covariance (ANCOVA and student t-test statistics. The major findings of thestudy included that only 30.43% and 26.31% of biology and chemistry teachers have the knowledge that learning cycle is aninstructional method; all the biology and chemistry teachers sampled have never used learning cycle as an instructionalmethod; learning cycle had a significant effect on students achievement in biology and chemistry; students taught withlearning cycle significantly achieved better in biology/chemistry Post-test than those taught with lecture method; the posttestscores of students in the learning cycle group increased over the period of experience; non-significant difference in Posttestscores between males and females taught with learning cycle; non-significant interaction effect between method andsex on achievement; and a significant higher retention of biology and chemistry knowledge by students taught with learningcycle than those taught with lecture method. It was concluded that the method seems an appropriate instructional modelthat could be used to solve the problems of

  15. Why is biological science difficult for first-year nursing students?

    Science.gov (United States)

    McKee, Gabrielle

    2002-04-01

    Many factors contribute to poor performance in examinations in nurse education. Some of these are specific to the biological science subject area. In this study the results of two cohorts of first-year nursing students' biological science examination results were analysed to see if entry criteria and study habits significantly affected examination results. chi(2) contingency tables were used. The following parameters were shown to have a significant effect on biological science examination results: 1. Studied biology previously, chi(2)=48.06, DF=20, n=112 (significant at 0.001); 2. Level of achievement in school biology, chi(2)=11.15, DF=8, n=104 (significant at 0.05); 3. Attendance in class, chi(2)=60.71, DF=36, n=201 (significant at 0.001); 4. Use of recommended readings, chi(2)=34.86, DF=20, n=119 (significant at 0.05). Are nursing students of today giving themselves a decent chance through their study and attendance behaviour in a busy demanding course? Is overloading within the curriculum leading to these behaviours? This study shows that poor previous theoretical biological science significantly influenced biological science examination results. Biological science will continue to prove difficult, particularly for students who have a poor biological background, unless appropriate strategies are put in place both within the course and prior to entry. PMID:12027607

  16. Improving Performance through Motivation: Teaching Biology Pre-Med Students Physics

    Science.gov (United States)

    Gregg, Elena

    2013-03-01

    Several major factors which affect students' learning are assessed (curricula, different teaching approaches, assessment methods, engagement, and motivation). Direct connection between motivation, attitudes, self-confidence and achievement was established. It was demonstrated that improvement of motivation and self-confidence among students (particularly females, minorities and low achievers) is essential. Effectiveness of different instructional methods and motivational approaches was analyzed and evaluated in algebra-based Physics course for Biology pre-med undergraduate students.

  17. Assessing Understanding of Biological Processes: Elucidating Students' Models of Meiosis.

    Science.gov (United States)

    Kindfield, Ann C.

    1994-01-01

    Presents a meiosis reasoning problem that provides direct access to students' current models of chromosomes and meiosis. Also included in the article are tips for classroom implementation and a summary of the solution evaluation. (ZWH)

  18. Inquiry-based laboratory investigations and student performance on standardized tests in biological science

    Science.gov (United States)

    Patke, Usha

    Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students' use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students' perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students' experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.

  19. The School Council: What Should It Be Like?

    Science.gov (United States)

    Bochkarev, V. I.

    1992-01-01

    Discusses the nature of the school council in the Soviet Union during Perestroika. Suggests that the councils have yet to find their place in the social and political changes of democratization. Attributes the low effectiveness of the school councils to student and parent passivity. (DK)

  20. Students' perceptions of motivation in high school biology class: Informing current theories

    Science.gov (United States)

    McManic, Janet A.

    The purpose of this study was to investigate students' perceptions of motivation to achieve while participating in general level high school biology classes. In a national poll of teacher's attitudes, student's motivation was a top concern of teachers (Elam, 1989). The student's perceptions of motivation are important to understand if improvements and advancements in motivation are to be implemented in the science classroom. This qualitative study was conducted in an urban high school that is located in a major metropolitan area in the southeast of the United States. The student body of 1100 is composed of Caucasian, African-American, Hispanic, and Asian students. The focus question of the study was: What are students' perceptions of their motivation in biology class? From general level biology classes, purposeful sampling narrowed the participants to fifteen students. Semi-structured interviews were conducted with the participants having varying measurements of motivation on the Scale of Intrinsic versus Extrinsic Orientation in the Classroom (Harter, 1980). The interviews were recorded and transcribed. After transcription, the interviews were coded by the constant comparative method (Glaser & Strauss, 1967). The coded data of students' responses were analyzed and compared to current theories of motivation. The current theories are the social-cognitive model (Bandura, 1977), attribution theory (Weiner, 1979), basic needs theory (Maslow, 1954) and choice theory (Glasser, 1986). The results of this study support the social cognitive model of motivation (Bandura, 1977) through the description of family structure and its relationship to motivation (Gonzalez, 2002). The study upheld previous research in that extrinsic orientation was shown to be prevalent in older students (Harter, 1981; Anderman & Maehr, 1994). In addition, the students' responses disclosed the difficulties encountered in studying biology. Students expressed the opinion that biology terms are

  1. Introductory physics in biological context: An approach to improve introductory physics for life science students

    Science.gov (United States)

    Crouch, Catherine H.; Heller, Kenneth

    2014-05-01

    We describe restructuring the introductory physics for life science students (IPLS) course to better support these students in using physics to understand their chosen fields. Our courses teach physics using biologically rich contexts. Specifically, we use examples in which fundamental physics contributes significantly to understanding a biological system to make explicit the value of physics to the life sciences. This requires selecting the course content to reflect the topics most relevant to biology while maintaining the fundamental disciplinary structure of physics. In addition to stressing the importance of the fundamental principles of physics, an important goal is developing students' quantitative and problem solving skills. Our guiding pedagogical framework is the cognitive apprenticeship model, in which learning occurs most effectively when students can articulate why what they are learning matters to them. In this article, we describe our courses, summarize initial assessment data, and identify needs for future research.

  2. Analyzing Students' Understanding of Models and Modeling Referring to the Disciplines Biology, Chemistry, and Physics

    Science.gov (United States)

    Krell, Moritz; Reinisch, Bianca; Krüger, Dirk

    2015-06-01

    In this study, secondary school students' ( N = 617; grades 7 to 10) understanding of models and modeling was assessed using tasks which explicitly refer to the scientific disciplines of biology, chemistry, and physics and, as a control, to no scientific discipline. The students' responses are interpreted as their biology-, chemistry-, and physics-related or general understanding of models and modeling. A subpopulation ( N = 115; one class per grade) was subsequently asked which models they had in mind when answering the tasks referring to biology, chemistry, and physics (open-ended questions). The findings show significant differences between students' biology-, chemistry-, and physics-related understandings of models and modeling. Based on a theoretical framework, the biology-related understanding can be seen as less elaborated than the physics- and chemistry-related understandings. The students' general understanding of models and modeling is located between the biology- and the physics-related understandings. Answers to the open-ended questions indicate that students primarily think about scale and functional models in the context of biology tasks. In contrast, more abstract models (e.g., analogical models, diagrams) were mentioned in relation to chemistry and physics tasks. In sum, the findings suggest that models may be used in a rather descriptive way in biology classes but in a predictive way in chemistry and physics classes. This may explain discipline-specific understandings of models and modeling. Only small differences were found in students' understanding of models and modeling between the different grade levels 7/8 and 9/10.

  3. Teacher Related Factors Influencing Students' Enrollment in Biology Subject in Public Secondary Schools in Meru Central Sub County in Kenya

    Science.gov (United States)

    Kirima, Teresia Mugure; Kinyua, Susan Muthoni

    2016-01-01

    This study examined teacher related factors influencing students' enrollment in Biology subject in public secondary schools in Meru Central Sub County in Kenya. The study utilized the descriptive survey research design on a target population of 9,859 respondents consisting of 9,748 Biology students, 62 trained Biology teachers and 49 Heads of…

  4. Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End-of-Instruction (EOI) Biology I Test Scores

    Science.gov (United States)

    Angle, Julie; Moseley, Christine

    2009-01-01

    The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End-of-Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the…

  5. Differences in metacognitive regulation in introductory biology students: when prompts are not enough.

    Science.gov (United States)

    Stanton, Julie Dangremond; Neider, Xyanthe N; Gallegos, Isaura J; Clark, Nicole C

    2015-01-01

    Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge-our awareness of our thinking-and metacognitive regulation-how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in a large introductory biology course (n = 245). We coded these assignments for evidence of three key metacognitive-regulation skills: monitoring, evaluating, and planning. We found that nearly all students were willing to take a different approach to studying but showed varying abilities to monitor, evaluate, and plan their learning strategies. Although many students were able to outline a study plan for the second exam that could effectively address issues they identified in preparing for the first exam, only half reported that they followed their plans. Our data suggest that prompting students to use metacognitive-regulation skills is effective for some students, but others need help with metacognitive knowledge to execute the learning strategies they select. Using these results, we propose a continuum of metacognitive regulation in introductory biology students. By refining this model through further study, we aim to more effectively target metacognitive development in undergraduate biology students. PMID:25976651

  6. Gender Inequality in Biology Classes in China and Its Effects on Students' Short-Term Outcomes

    Science.gov (United States)

    Liu, Ning; Neuhaus, Birgit

    2014-01-01

    This study investigated gender inequality in biology lessons and analysed the effects of the observed inequality on students' short-term knowledge achievement, situational interest and students' evaluation of teaching (SET). Twenty-two biology teachers and 803 7th-grade students from rural and urban classrooms in China participated in…

  7. Teaching Fluid Mechanics for Undergraduate Students in Applied Industrial Biology: from Theory to Atypical Experiments

    CERN Document Server

    Absi, Rafik; Dufour, Florence; Huet, Denis; Bennacer, Rachid; Absi, Tahar

    2011-01-01

    EBI is a further education establishment which provides education in applied industrial biology at level of MSc engineering degree. Fluid mechanics at EBI was considered by students as difficult who seemed somewhat unmotivated. In order to motivate them, we applied a new play-based pedagogy. Students were asked to draw inspiration from everyday life situations to find applications of fluid mechanics and to do experiments to verify and validate some theoretical results obtained in course. In this paper, we present an innovative teaching/learning pedagogy which includes the concept of learning through play and its implications in fluid mechanics for engineering. Examples of atypical experiments in fluid mechanics made by students are presented. Based on teaching evaluation by students, it is possible to know how students feel the course. The effectiveness of this approach to motivate students is presented through an analysis of students' teaching assessment. Learning through play proved a great success in fluid...

  8. Trickling Filters. Student Manual. Biological Treatment Process Control.

    Science.gov (United States)

    Richwine, Reynold D.

    The textual material for a unit on trickling filters is presented in this student manual. Topic areas discussed include: (1) trickling filter process components (preliminary treatment, media, underdrain system, distribution system, ventilation, and secondary clarifier); (2) operational modes (standard rate filters, high rate filters, roughing…

  9. Anaerobic Digestion. Student Manual. Biological Treatment Process Control.

    Science.gov (United States)

    Carnegie, John W., Ed.

    This student manual contains the textual material for a four-lesson unit on anaerobic digestion control. Areas addressed include: (1) anaerobic sludge digestion (considering the nature of raw sludge, purposes of anaerobic digestion, the results of digestion, types of equipment, and other topics); (2) digester process control (considering feeding…

  10. Mindmapping: Its effects on student achievement in high school biology

    Science.gov (United States)

    Cunningham, Glennis Edge

    The primary goal of schools is to promote the highest degree of learning possible. Yet teachers spend the majority of their time engaged in lecturing while students spend the majority of their time passively present (Cawelti, 1997, Grinder, 1991; Jackson & Davis, 2000; Jenkins, 1996). Helping students develop proficiency in learning, which translates into using that expertise to construct knowledge in subject domains, is a crucial goal of education. Students need exposure to teaching and learning practices that prepare them for both the classroom and their places in the future workforce (Ettinger, 1998; Longley, Goodchild, Maguire, & Rhind, 2001; NRC, 1996; Texley & Wild, 1996). The purpose of this study was to determine if achievement in high school science courses could be enhanced utilizing mindmapping. The subjects were primarily 9th and 10th graders (n = 147) at a suburban South Texas high school. A pretest-posttest control group design was selected to determine the effects of mindmapping on student achievement as measured by a teacher-developed, panel-validated instrument. Follow-up interviews were conducted with the teacher and a purposive sample of students (n = 7) to determine their perceptions of mindmapping and its effects on teaching and learning. Mindmapping is a strategy for visually displaying large amounts of conceptual, hierarchical information in a concise, organized, and accessible format. Mindmaps arrange information similar to that found on the traditional topic outline into colorful spatial displays that offer the user a view of the "forest" as well as the "trees" (Hyerle, 1996; Wandersee, 1990b). An independent samples t-test and a one-way analysis of covariance (ANCOVA) determined no significant difference in achievement between the groups. The experimental group improved in achievement at least as much as the control group. Several factors may have played a role in the lack of statistically significant results. These factors include the

  11. Gender Inequality in Biology Classes in China and Its Effects on Students' Short-Term Outcomes

    Science.gov (United States)

    Liu, Ning; Neuhaus, Birgit

    2014-07-01

    This study investigated gender inequality in biology lessons and analysed the effects of the observed inequality on students' short-term knowledge achievement, situational interest and students' evaluation of teaching (SET). Twenty-two biology teachers and 803 7th-grade students from rural and urban classrooms in China participated in the study. Each teacher was videotaped for 1 lesson on the topic blood and circulatory system. Before and after the lessons, the students completed tests and questionnaires. Chi-square analysis was conducted to compare the boys' and girls' participation rates of answering teachers' questions in the lessons. The findings revealed that in the urban classrooms the boys had a significantly higher rate of participation than did the girls, and hence also a higher situational interest. However, no such gender inequity was found among the rural students. The study also revealed that urban students answered more complicated questions compared with the rural students in general. The findings of this study suggest that the teachers should try to balance boys' and girls' participation and involve more students in answering questions in their lessons. The study also raises questions about long-term effects of students' participation in answering teachers' questions on their outcomes-knowledge achievement, situational interest and SET.

  12. The Council on Accreditation of Park, Recreation, Tourism, and Related Professions: 2013 Standards-- The Importance of Outcome-Based Assessment and the Connection to Student Learning

    Science.gov (United States)

    Blazey, Michael A.

    2014-01-01

    The Council for Higher Education Accreditation (CHEA) adopted recognition standards in 2006 requiring regional and professional accreditors such as the Council on Accreditation of Park, Recreation, Tourism, and Related Professions (COAPRT) to adopt standards and practices advancing academic quality, demonstrating accountability, and encouraging…

  13. High school biology students' participation in a year-long sequence of analogical activities: The relationship of development of analogical thought to student learning and classroom interactions

    Science.gov (United States)

    Hackney, Marcella Wichser

    1999-10-01

    This research explored development of analogical thought through high school biology students' participation in a year-long sequence of analogical activities. Analogizing involves: selecting a familiar analog; mapping similarities and differences between the analog and less familiar target; making inferences from the analogy; evaluating validity of the inferences; and ultimately, understanding the biological target (Holyoak & Thagard, 1995). This investigation considered: student development of independence in learning through analogical thought, student learning of biology, the relationship between development of students' analogical thinking and students' learning of biology, and the quality of student interactions in the classroom This researcher, as teacher participant, used three approaches for teaching by analogy: traditional didactic, teacher-guided, and analogy-generated-by-the-student (Zeitoun, 1983). Within cooperative groups, students in one honors biology class actively engaged in research-based analogical activities that targeted specific biological topics. Two honors biology classes participated in similar, but nonanalogical activities that targeted the same biological topics. This two-class comparison group permitted analytical separation of effects of the analogical emphasis from the effects of biology content and activity-based learning. Data collected included: fieldnotes of researcher observations, student responses to guidesheets, tapes of group interactions, student products, student perceptions survey evaluations, ratings of students' expressed analogical development, pre- and posttest scores on a biology achievement test, essay responses, and selected student interviews. These data formed the basis for researcher qualitative analysis, augmented by quantitative techniques. Through participation in the sequence of analogical activities, students developed their abilities to engage in the processes of analogical thinking, but attained different

  14. Science Identity's Influence on Community College Students' Engagement, Persistence, and Performance in Biology

    Science.gov (United States)

    Riccitelli, Melinda

    In the United States (U.S.), student engagement, persistence, and academic performance levels in college science, technology, engineering, and mathematics (STEM) programs have been unsatisfactory over the last decade. Low student engagement, persistence, and academic performance in STEM disciplines have been identified as major obstacles to U.S. economic goals and U.S. science education objectives. The central and salient science identity a college student claims can influence his engagement, persistence, and academic achievement in college science. While science identity studies have been conducted on four-year college populations there is a gap in the literature concerning community college students' science identity and science performance. The purpose of this quantitative correlational study was to examine the relationship between community college students claimed science identities and engagement, persistence, and academic performance. A census sample of 264 community college students enrolled in biology during the summer of 2015 was used to study this relationship. Science identity and engagement levels were calculated using the Science Identity Centrality Scale and the Biology Motivation Questionnaire II, respectively. Persistence and final grade data were collected from institutional and instructor records. Engagement significantly correlated to, r =.534, p = .01, and varied by science identity, p college level. It is suggested, based on the findings, that community college curriculum workers in biology consider student's science identity in terms of improving engagement and final grade, but not persistence. Additionally, as results were mixed, it is recommended that this study be repeated to examine these relationships further.

  15. High school teachers' perspectives on effective approaches for teaching biology to students with special needs

    Science.gov (United States)

    Kos, Agnieszka

    The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via in-depth interviews with 15 high school teachers in a Midwestern school district. The data were analyzed using open coding, axial coding, and selective coding procedures in accordance with the grounded theory approach. Essential model components included skills and training for teachers, classroom management strategies, teaching strategies, and student skills. The emergent substantive theory indicated that that teacher preparation and acquired skills greatly influence the effectiveness of inclusion implementation. Key findings also indicated the importance of using of a variety of instructional strategies and classroom management strategies that address students' special needs and their learning styles. This study contributes to social change by providing a model for teaching students and effectively implementing inclusion in regular science classrooms. Following further study, this model may be used to support teacher professional development and improve teaching practices that in turn may improve science literacy supported by the national educational reforms.

  16. Biotechnology by Design: An Introductory Level, Project-Based, Synthetic Biology Laboratory Program for Undergraduate Students.

    Science.gov (United States)

    Beach, Dale L; Alvarez, Consuelo J

    2015-12-01

    Synthetic biology offers an ideal opportunity to promote undergraduate laboratory courses with research-style projects, immersing students in an inquiry-based program that enhances the experience of the scientific process. We designed a semester-long, project-based laboratory curriculum using synthetic biology principles to develop a novel sensory device. Students develop subject matter knowledge of molecular genetics and practical skills relevant to molecular biology, recombinant DNA techniques, and information literacy. During the spring semesters of 2014 and 2015, the Synthetic Biology Laboratory Project was delivered to sophomore genetics courses. Using a cloning strategy based on standardized BioBrick genetic "parts," students construct a "reporter plasmid" expressing a reporter gene (GFP) controlled by a hybrid promoter regulated by the lac-repressor protein (lacI). In combination with a "sensor plasmid," the production of the reporter phenotype is inhibited in the presence of a target environmental agent, arabinose. When arabinose is absent, constitutive GFP expression makes cells glow green. But the presence of arabinose activates a second promoter (pBAD) to produce a lac-repressor protein that will inhibit GFP production. Student learning was assessed relative to five learning objectives, using a student survey administered at the beginning (pre-survey) and end (post-survey) of the course, and an additional 15 open-ended questions from five graded Progress Report assignments collected throughout the course. Students demonstrated significant learning gains (p < 0.05) for all learning outcomes. Ninety percent of students indicated that the Synthetic Biology Laboratory Project enhanced their understanding of molecular genetics. The laboratory project is highly adaptable for both introductory and advanced courses. PMID:26753032

  17. The influence of interactive technology on student performance in an Oklahoma secondary Biology I program

    Science.gov (United States)

    Feltman, Vallery

    Over the last decade growth in technologies available to teach students and enhance curriculum has become an important consideration in the educational system. The profile of today's secondary students have also been found to be quite different than those of the past. Their learning styles and preferences are issues that should be addressed by educators. With the growth and availability of new technologies students are increasingly expecting to use these as learning tools in their classrooms. This study investigates how interactive technology may impact student performance. This study specifically focuses on the use of the Apple Ipad in 4 Biology I classrooms. This study used an experimental mixed method design to examine how using Ipads for learning impacted student achievement, motivation to learn, and learning strategies. Qualitatively the study examined observed student behaviors and student perceptions regarding the use of interactive technologies. Data was analyzed using descriptive statistics, t-tests, 2-way ANOVAs, and qualitative analysis. Quantitatively the results revealed no significant difference between students who used the interactive technology to learn and those who did not. Qualitative data revealed behaviors indicative of being highly engaged with the subject matter and the development of critical thinking skills which may improve student performance. Student perceptions also revealed overall positive experiences with using interactive technology in the classroom. It is recommended that further studies be done to look at using interactive technologies for a longer period of time using multiple subjects areas. This would provide a more in-depth exploration of interactive technologies on student achievement.

  18. Which Type of Inquiry Project Do High School Biology Students Prefer: Open or Guided?

    Science.gov (United States)

    Sadeh, Irit; Zion, Michal

    2012-10-01

    In teaching inquiry to high school students, educators differ on which method of teaching inquiry is more effective: Guided or open inquiry? This paper examines the influence of these two different inquiry learning approaches on the attitudes of Israeli high school biology students toward their inquiry project. The results showed significant differences between the two groups: Open inquiry students were more satisfied and felt they gained benefits from implementing the project to a greater extent than guided inquiry students. On the other hand, regarding documentation throughout the project, guided inquiry students believed that they conducted more documentation, as compared to their open inquiry peers. No significant differences were found regarding `the investment of time', but significant differences were found in the time invested and difficulties which arose concerning the different stages of the inquiry process: Open inquiry students believed they spent more time in the first stages of the project, while guided inquiry students believed they spent more time in writing the final paper. In addition, other differences were found: Open inquiry students felt more involved in their project, and felt a greater sense of cooperation with others, in comparison to guided inquiry students. These findings may help teachers who hesitate to teach open inquiry to implement this method of inquiry; or at least provide their students with the opportunity to be more involved in inquiry projects, and ultimately provide their students with more autonomy, high-order thinking, and a deeper understanding in performing science.

  19. Affective variables as predictors of biology achievement: A study on 11th grade students

    OpenAIRE

    Alpmen Ayten

    2016-01-01

    The purpose of this study was to examine the contribution of the gender, self-efficacy beliefs, task value, and learning strategies to the 11th grade students’ biology achievement. A total of 1035 students from different high schools in Yenimahalle and Çankaya districts of Ankara participated in the study. The Motivated Strategies for Learning Questionnaire [21], (MSLQ) and Biology Achievement Test (BAT) were used to collect data. Results of the the simultaneous multiple regression analysis i...

  20. Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes

    Science.gov (United States)

    Shegog, Ross; Lazarus, Melanie M.; Murray, Nancy G.; Diamond, Pamela M.; Sessions, Nathalie; Zsigmond, Eva

    2012-10-01

    The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas ( n = 44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p < 0.005). Significant increases continued to occur with additional use of the simulation ( p < 0.001). Students in the treatment group became more positive toward using computers for learning ( p < 0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a "virtual" laboratory experience as an adjunct to conventional educational approaches.

  1. E-Portfolios Rescue Biology Students from a Poorer Final Exam Result: Promoting Student Metacognition

    Science.gov (United States)

    Haave, Neil

    2016-01-01

    E-portfolios have the potential to transform students' learning experiences. They promote reflection on the significance of what and how students have learned. Such reflective practices enhance students' ability to articulate their knowledge and skills to their peers, teachers, and future employers. In addition, e-portfolios can help assess the…

  2. What is the perception of biological risk by undergraduate nursing students?

    OpenAIRE

    Mª Carmen Moreno-Arroyo; Montserrat Puig-Llobet; Anna Falco-Pegueroles; Maria Teresa Lluch-Canut; Irma Casas García; Juan Roldán-Merino

    2016-01-01

    Abstract Objective: to analyze undergraduate nursing students' perception of biological risk and its relationship with their prior practical training. Method: a descriptive cross-sectional study was conducted among undergraduate nursing students enrolled in clinical practice courses in the academic year 2013-2014 at the School of Nursing at the University of Barcelona. Variables: sociodemographic variables, employment, training, clinical experience and other variables related to the assess...

  3. The Role of Gender in the Use of Metacognitive Awareness Reading Strategies among Biology Students

    OpenAIRE

    Arsaythamby Veloo; Mariam A Rani; K. Hariharan

    2014-01-01

    Metacognitive Awareness Reading Strategies used by students while reading academic material is one of thefactors that lead to students’ future academic achievement. This study aims to determine the association betweengender and gender differences in the perceived use of Metacognitive Awareness Reading Strategies (Global,Problem-Solving & Support Reading strategies) among Biology students in a Matriculation College situated inState of Kedah, Malaysia. In this study, 318 Matriculation Colle...

  4. Supplemental Instruction in Introductory Biology I: Enhancing the Performance and Retention of Underrepresented Minority Students

    OpenAIRE

    Rath, Kenneth A.; Peterfreund, Alan R.; Xenos, Samuel P.; Bayliss, Frank; Carnal, Nancy

    2007-01-01

    Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains fou...

  5. What Are They Thinking? Automated Analysis of Student Writing about Acid–Base Chemistry in Introductory Biology

    OpenAIRE

    Haudek, Kevin C; Prevost, Luanna B.; Moscarella, Rosa A.; Merrill, John; Urban-Lurain, Mark

    2012-01-01

    Students’ writing can provide better insight into their thinking than can multiple-choice questions. However, resource constraints often prevent faculty from using writing assessments in large undergraduate science courses. We investigated the use of computer software to analyze student writing and to uncover student ideas about chemistry in an introductory biology course. Students were asked to predict acid–base behavior of biological functional groups and to explain their answers. Student e...

  6. Development of the Neuron Assessment for Measuring Biology Students' Use of Experimental Design Concepts and Representations.

    Science.gov (United States)

    Dasgupta, Annwesa P; Anderson, Trevor R; Pelaez, Nancy J

    2016-01-01

    Researchers, instructors, and funding bodies in biology education are unanimous about the importance of developing students' competence in experimental design. Despite this, only limited measures are available for assessing such competence development, especially in the areas of molecular and cellular biology. Also, existing assessments do not measure how well students use standard symbolism to visualize biological experiments. We propose an assessment-design process that 1) provides background knowledge and questions for developers of new "experimentation assessments," 2) elicits practices of representing experiments with conventional symbol systems, 3) determines how well the assessment reveals expert knowledge, and 4) determines how well the instrument exposes student knowledge and difficulties. To illustrate this process, we developed the Neuron Assessment and coded responses from a scientist and four undergraduate students using the Rubric for Experimental Design and the Concept-Reasoning Mode of representation (CRM) model. Some students demonstrated sound knowledge of concepts and representations. Other students demonstrated difficulty with depicting treatment and control group data or variability in experimental outcomes. Our process, which incorporates an authentic research situation that discriminates levels of visualization and experimentation abilities, shows potential for informing assessment design in other disciplines. PMID:27146159

  7. Student world view as a framework for learning genetics and evolution in high school biology

    Science.gov (United States)

    McCoy, Roger Wesley

    Statement of the problem. Few studies in biology education have examined the underlying presuppositions which guide thinking and concept learning in adolescents. The purpose of this study was to describe and understand the biological world views of a variety of high school students before they take biology courses. Specifically, the study examined student world views in the domains of Classification, Relationship and Causation related to the concepts of heredity, evolution and biotechnology. The following served as guiding questions: (1) What are the personal world views of high school students entering biology classes, related to the domain of Classification, Relationship and Causality? (2) How do these student world views confound or enhance the learning of basic concepts in genetics and evolution? Methods. An interpretive method was chosen for this study. The six student participants were ninth graders and represented a wide range of world view backgrounds. A series of three interviews was conducted with each participant, with a focus group used for triangulation of data. The constant comparative method was used to categorize the data and facilitate the search for meaningful patterns. The analysis included a thick description of each student's personal views of classification, evolution and the appropriate use of biotechnology. Results. The study demonstrates that world view is the basis upon which students build knowledge in biology. The logic of their everyday thinking may not match that of scientists. The words they use are sometimes inconsistent with scientific terminology. This study provides evidence that students voice different opinions depending on the social situation, since they are strongly influenced by peers. Students classify animals based on behaviors. They largely believe that the natural world is unpredictable, and that humans are not really part of that world. Half are unlikely to accept the evolution of humans, but may accept it in other

  8. Soft Skills: An Important Asset Acquired from Organizing Regional Student Group Activities

    NARCIS (Netherlands)

    De Ridder, J.; Meysman, P.; Oluwagbemi, O.; Abeel, T.

    2014-01-01

    Contributing to a student organization, such as the International Society for Computational Biology Student Council (ISCB-SC) and its Regional Student Group (RSG) program, takes time and energy. Both are scarce commodities, especially when you are trying to find your place in the world of computatio

  9. Reducing Unintentional Plagiarism amongst International Students in the Biological Sciences: An Embedded Academic Writing Development Programme

    Science.gov (United States)

    Divan, Aysha; Bowman, Marion; Seabourne, Anna

    2015-01-01

    There is general agreement in the literature that international students are more likely to plagiarise compared to their native speaker peers and, in many instances, plagiarism is unintentional. In this article we describe the effectiveness of an academic writing development programme embedded into a Biological Sciences Taught Masters course…

  10. A Statistical Analysis of Student Questions in a Cell Biology Laboratory

    Science.gov (United States)

    Keeling, Elena L.; Polacek, Kelly M.; Ingram, Ella L.

    2009-01-01

    Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students…

  11. Education Catching up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

    Science.gov (United States)

    Kramer, IJsbrand M.; Dahmani, Hassen-Reda; Delouche, Pamina; Bidabe, Marissa; Schneeberger, Patricia

    2012-01-01

    The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students' learning, we incorporated image tests into our introductory cell biology course. Groups of students…

  12. Student Views of Concept Mapping Use in Introductory Tertiary Biology Classes

    Science.gov (United States)

    Buntting, Cathy; Coll, Richard Kevin; Campbell, Alison

    2006-01-01

    Introductory tertiary level science classes (i.e., at the university or post-compulsory school level) including those for biology face increasing diversity in intake. Previous research has indicated university level teachers assume a certain level of prior knowledge which may or may not be possessed by such students. This report focuses on the use…

  13. Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes

    Science.gov (United States)

    Shegog, Ross; Lazarus, Melanie M.; Murray, Nancy G.; Diamond, Pamela M.; Sessions, Nathalie; Zsigmond, Eva

    2012-01-01

    The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach.…

  14. What Skills Should Students of Undergraduate Biochemistry and Molecular Biology Programs Have upon Graduation?

    Science.gov (United States)

    White, Harold B.; Benore, Marilee A.; Sumter, Takita F.; Caldwell, Benjamin D.; Bell, Ellis

    2013-01-01

    Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of…

  15. Vodcasts and Captures: Using Multimedia to Improve Student Learning in Introductory Biology

    Science.gov (United States)

    Walker, J. D.; Cotner, Sehoya; Beermann, Nicholas

    2011-01-01

    This study investigated the use of multimedia materials to enhance student learning in a large, introductory biology course. Two sections of this course were taught by the same instructor in the same semester. In one section, video podcasts or "vodcasts" were created which combined custom animation and video segments with music and faculty…

  16. The Hierarchical Ordering of Conceptual Systems in Biology: Problems of Student Teachers.

    Science.gov (United States)

    Boschhuizen, Robert

    1988-01-01

    This article illustrates some problems faced by student teachers of biology when they try to realize the process of "didactic transformation" while planning their classes. To address these problems, a method of subject-matter analysis, utilizing hierarchical concept-maps, was introduced into the teacher training component at the Free University in…

  17. Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses

    OpenAIRE

    Andrews, T M; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S T

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the rela...

  18. Active Learning "Not" Associated with Student Learning in a Random Sample of College Biology Courses

    Science.gov (United States)

    Andrews, T. M.; Leonard, M. J.; Colgrove, C. A.; Kalinowski, S. T.

    2011-01-01

    Previous research has suggested that adding active learning to traditional college science lectures substantially improves student learning. However, this research predominantly studied courses taught by science education researchers, who are likely to have exceptional teaching expertise. The present study investigated introductory biology courses…

  19. Using Team-Based Learning to Teach Grade 7 Biology: Student Satisfaction and Improved Performance

    Science.gov (United States)

    Jarjoura, Christiane; Tayeh, Paula Abou; Zgheib, Nathalie K.

    2015-01-01

    Team-based learning (TBL) is an innovative form of collaborative learning. The purpose of this study was to evaluate TBL's effect on the performance and satisfaction of grade 7 students in biology in a private school in Lebanon, as well as teachers' willingness to implement this new methodology. An exploratory study was performed whereby two…

  20. The College Student and Marijuana: Research Findings Concerning Adverse Biological and Psychological Effects.

    Science.gov (United States)

    Nicholi, Armand M., Jr.

    1983-01-01

    This paper focuses on current knowledge about adverse biological and psychological affects of marijuana use, with special reference to risks for college students. Short-term effects on intellectual functioning and perceptual-motor coordination and long-term effects on reproduction and motivation are highlighted. (PP)

  1. On the Concept of "Respiration": Biology Student Teachers' Cognitive Structures and Alternative Conceptions

    Science.gov (United States)

    Kurt, Hakan; Ekici, Gulay; Aktas, Murat; Aksu, Ozlem

    2013-01-01

    In researches, the subject of respiration has been determined to be among subjects about whom participants from all educational levels struggle to form their cognitive structures and have many alternative conceptions. This research was carried out in order to determine biology student teachers' cognitive structures and alternative…

  2. Interests of 5th through 10th Grade Students toward Human Biology

    Science.gov (United States)

    Erten, Sinan

    2008-01-01

    This study investigated the middle and high school students' interests towards the subjects of human biology, specifically, "Human Health and Nutrition" and "Human Body and Organs." The study also investigated sources of their interests and factors that impact their interests, namely people that they interact and courses that they take about…

  3. The Field Course Effect: Gains in Cognitive Learning in Undergraduate Biology Students Following a Field Course

    Science.gov (United States)

    Easton, Eric; Gilburn, Andre

    2012-01-01

    Field work and field courses within undergraduate biology degrees have been under threat in recent years for multiple reasons and while there has been widespread support from learned societies, academic staff and students for the retention of field study, there has been little research to support the perceived value of field teaching within this…

  4. Students' Usability Evaluation of a Web-Based Tutorial Program for College Biology Problem Solving

    Science.gov (United States)

    Kim, H. S.; Prevost, L.; Lemons, P. P.

    2015-01-01

    The understanding of core concepts and processes of science in solving problems is important to successful learning in biology. We have designed and developed a Web-based, self-directed tutorial program, "SOLVEIT," that provides various scaffolds (e.g., prompts, expert models, visual guidance) to help college students enhance their…

  5. Teaching physics to life science students - Examining the role of biological context

    Science.gov (United States)

    Crouch, Catherine H.; Heller, Kenneth

    2012-02-01

    We describe a research agenda to inform renovating the introductory physics course commonly taught to life science majors. The theoretical framework of the renovation is the cognitive apprenticeship model, in which learning occurs most effectively in an environment of expert practices so that students can articulate why their learning matters. This model is supported by studies of transfer that suggest for students to successfully apply physics to another field, they need practice making such applications. Guided by this theoretical framework, we have begun to restructure our introductory physics courses for these students around biologically rich contexts - examples in which fundamental physics plays a significant role in understanding a biological system - to make explicit the value of physics to the life sciences. This requires restructuring the course content to reflect the topics most relevant to biology. In this paper we describe our approach to this course, identify research directions addressing (1) the role of biological context in learning for these students and (2) issues in implementing such a course for physics faculty, and summarize preliminary results.

  6. Tweets from the forest: using Twitter to increase student engagement in an undergraduate field biology course.

    Science.gov (United States)

    Soluk, Lauren; Buddle, Christopher M

    2015-01-01

    Twitter is a cold medium that allows users to deliver content-rich but small packets of information to other users, and provides an opportunity for active and collaborative communication. In an education setting, this social media tool has potential to increase active learning opportunities, and increase student engagement with course content. The effects of Twitter on learning dynamics was tested in a field biology course offered by a large Canadian University: 29 students agreed to take part in the Twitter project and quantitative and qualitative data were collected, including survey data from 18 students. Students published 200% more public Tweets than what was required, and interacted frequently with the instructor and teaching assistant, their peers, and users external to the course. Almost 80% of students stated that Twitter increased opportunities for among-group communication, and 94% of students felt this kind of collaborative communication was beneficial to their learning. Although students did not think they would use Twitter after the course was over, 77% of the students still felt it was a good learning tool, and 67% of students felt Twitter had a positive impact on how they engaged with course content. These results suggest social media tools such as Twitter can help achieve active and collaborative learning in higher education. PMID:26594328

  7. Biology and physics competencies for pre-health and other life sciences students.

    Science.gov (United States)

    Hilborn, Robert C; Friedlander, Michael J

    2013-06-01

    The recent report on the Scientific Foundations for Future Physicians (SFFP) and the revised Medical College Admissions Test (MCAT) reframe the preparation for medical school (and other health professional schools) in terms of competencies: what students should know and be able to do with that knowledge, with a strong emphasis on scientific inquiry and research skills. In this article, we will describe the thinking that went into the SFFP report and what it says about scientific and quantitative reasoning, focusing on biology and physics and the overlap between those fields. We then discuss how the SFFP report set the stage for the discussion of the recommendations for the revised MCAT, which will be implemented in 2015, again focusing the discussion on biology and physics. Based on that framework, we discuss the implications for undergraduate biology and physics education if students are to be prepared to demonstrate these competencies. PMID:23737625

  8. Soft Skills: An Important Asset Acquired from Organizing Regional Student Group Activities

    OpenAIRE

    De Ridder, J.; Meysman, P.; Oluwagbemi, O.; Abeel, T.

    2014-01-01

    Contributing to a student organization, such as the International Society for Computational Biology Student Council (ISCB-SC) and its Regional Student Group (RSG) program, takes time and energy. Both are scarce commodities, especially when you are trying to find your place in the world of computational biology as a graduate student. It comes as no surprise that organizing ISCB-SC-related activities sometimes interferes with day-to-day research and shakes up your priority list. However, we una...

  9. The medical examination and biological selection of university students in Nazi Germany.

    Science.gov (United States)

    Bodó, Béla

    2002-01-01

    This article looks at the history of the medical inspection and biological selection of students in the Weimar Republic and Nazi Germany. It discusses the emergence of regular medical inspection of various social groups, including students, in the 1920s and explains why the Nazis were so eager to make health inspections--complete with anthropological and racial surveys--an integral part of the admission process to German universities. It examines why certain individuals, mainly young physicians, complied with the Nazi laws and why others, such as female and fraternity students, older and established physicians in the university clinics, and university administrators, sought to sabotage the procedures. Finally, it explains the failure of biological selection on university campuses in the context of the evolving educational and social policies of the Nazi regime. PMID:12446977

  10. The perspectives of nonscience-major students on success in community college biology

    Science.gov (United States)

    Kim-Rajab, Oriana Sharon

    With more than 36% of nonscience-major community college students unable to successfully complete their general life science courses, graduation and transfer rates to four-year universities are negatively affected. Many students also miss important opportunities to gain some level of science proficiency. In an effort to address the problem of poor science achievement, this research project determined which factors were most significantly related to student success in a community college biology course. It also aimed to understand the student perspectives on which modifications to the course would best help them in the pursuit of success. Drawing heavily on the educational psychology schools of thought on motivation and self-efficacy of science learning, this study surveyed and interviewed students on their perceptions of which factors were related to success in biology and the changes they believed were needed in the course structure to improve success. The data revealed that the primary factors related to student success are the students' study skills and their perceived levels of self-efficacy. The findings also uncovered the critical nature of the professor's role in influencing the success of the students. After assessing the needs of the community college population, meaningful and appropriate curriculum and pedagogical reforms could be created to improve student learning outcomes. This study offered recommendations for reforms that can be used by science practitioners to provide a more nurturing and inspiring environment for all students. These suggestions revolved around the role of the instructor in influencing the self-efficacy and study skills of students. Providing more opportunities for students to interact in class, testing more frequently, establishing peer assistance programs, managing better the course material, and making themselves more available to students were at the forefront of the list. Examples of the potential benefits of increasing

  11. Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes Following Digital or Hand-Drawing Activities

    Science.gov (United States)

    Bell, Justine C.

    2014-01-01

    To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. This study compared learning outcomes following two types of learning tools: a traditional drawing activity, or…

  12. The Level of Readiness of The Science Teacher Students in Biology And Their Gains During Their Education

    OpenAIRE

    M. Handan GÜNEŞ; GÜNEŞ, Tohit

    2005-01-01

    In this study, the level of readiness of science teacher student in biology and their gains after 4 year education has been investigated. For this aim, pre-test and post-test were prepared and implemented to all grade groups. It has been observed that the readiness of the students is adequate for biology and their accomplishment is increased during education.

  13. Understanding Randomness and Its Impact on Student Learning: Lessons Learned from Building the Biology Concept Inventory (BCI)

    Science.gov (United States)

    Garvin-Doxas, Kathy; Klymkowsky, Michael W.

    2008-01-01

    While researching student assumptions for the development of the Biology Concept Inventory (BCI; http://bioliteracy.net), we found that a wide class of student difficulties in molecular and evolutionary biology appears to be based on deep-seated, and often unaddressed, misconceptions about random processes. Data were based on more than 500…

  14. ANALYSIS OF BIOLOGICAL SCIENCES FOR TEACHING STUDENTS WITH VISUAL IMPAIRMENT IN DISTRITO FEDERAL’S SCHOOLS

    Directory of Open Access Journals (Sweden)

    Júlia Carvalho Mota de Souza

    2014-05-01

    Full Text Available Visual impairment is a limitation that occurs in the sensory part of the vision, and can be classified as blindness, low vision or subnormal vision. The people with visually impaired have guaranteed rights to study in regular schools or special education schools. Therefore, a differentiated teaching is necessary for the learning of visually impaired students to happen effectively and ensure educational inclusion within the school. The aim of this study was to qualitatively analyze the teaching of Biological Sciences for the visually impaired in schools of the Distrito Federal, noting the institution, teachers and visually impaired students. The study was conducted using semi-structured interviews analyzed epistemologically. The results showed that: the institutions do not have adequate physical infrastructure; Biology teachers have no qualifications required; teachers of resource rooms are able to meet visually impaired students, even if resources are not sufficient, and the students do not understand all the benefits they could have. Therefore, it is necessary to adapt the teaching and learning materials to allow for a better education for visually impaired students and thus ensure appropriate learning for all students within the same educational institution.

  15. Relationship between High School Students' Achievement Goal Orientation and Academic Motivation for Learning Biology: A Path Analysis

    OpenAIRE

    Yerdelen, Sündüs; Kafkas Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü; Aydın, Solmaz; Kafkas Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü; Gürbüzoğlu Yalmancı, Sibel; Kafkas Üniversitesi, Eğitim Fakültesi, OFMAE; Göksu, Volkan; Kafkas Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü

    2014-01-01

    This study aimed to investigate the relationship between high school students' achievement goal orientation and academic motivation for learning biology. The sample of the study consisted of 281 students taking biology course at science and Anatolian high schools in Kars. Survey method was employed in the study, and "Academic motivation scale for learning biology (AMSLB)" and "Achievement goal orientation questionnaire" were used as data gathering tools. According to the results of the study,...

  16. ESL students learning biology: The role of language and social interactions

    Science.gov (United States)

    Jaipal, Kamini

    This study explored three aspects related to ESL students in a mainstream grade 11 biology classroom: (1) the nature of students' participation in classroom activities, (2) the factors that enhanced or constrained ESL students' engagement in social interactions, and (3) the role of language in the learning of science. Ten ESL students were observed over an eight-month period in this biology classroom. Data were collected using qualitative research methods such as participant observation, audio-recordings of lessons, field notes, semi-structured interviews, short lesson recall interviews and students' written work. The study was framed within sociocultural perspectives, particularly the social constructivist perspectives of Vygotsky (1962, 1978) and Wertsch (1991). Data were analysed with respect to the three research aspects. Firstly, the findings showed that ESL students' preferred and exhibited a variety of participation practices that ranged from personal-individual to socio-interactive in nature. Both personal-individual and socio-interactive practices appeared to support science and language learning. Secondly, the findings indicated that ESL students' engagement in classroom social interactions was most likely influenced by the complex interactions between a number of competing factors at the individual, interpersonal and community/cultural levels (Rogoff, Radziszewska, & Masiello, 1995). In this study, six factors that appeared to enhance or constrain ESL students' engagement in classroom social interactions were identified. These factors were socio-cultural factors, prior classroom practice, teaching practices, affective factors, English language proficiency, and participation in the research project. Thirdly, the findings indicated that language played a significant mediational role in ESL students' learning of science. The data revealed that the learning of science terms and concepts can be explained by a functional model of language that includes: (1

  17. Attributions of Academic Performance among Third Year and Fourth Year Biology Major Students

    Directory of Open Access Journals (Sweden)

    Nick John B. Solar

    2015-08-01

    Full Text Available This is a descriptive study aimed to determine the attributions of academic performance of third year and fourth year biology major students in the College of Education, West Visayas State University, School Year 2013-2014. The academic performance were categorized or measured in terms of test, projects, workbooks, and laboratory experiments, class participation, and attendance. The Attributions in academic performance were evaluated using the closed-form questionnairechecklist,categorized intoin termsof ability, effort, luck, or task difficulty. Mean frequency, mean percentage, Mann-Whitney U-test, two-sampled test set at 0.05 level of significance were used to determine if there were significant difference in the attribution when the students were taken according to their year level. The result of the study revealed that the Third Year biology majors attributed their academic performance to effort which is shown to have the highest percentage attribution in overall rank. There was no significant difference in the attributions of academic performance for third year and fourth year biology major students in terms of test, while the result for projects, workbooks, and laboratory experiment and class participation and attendance categories,was found out to have a significant difference in the attribution for the third and fourth years biology Major students’ academic performances.

  18. Learning in First-Year Biology: Approaches of Distance and On-Campus Students

    Science.gov (United States)

    Quinn, Frances Catherine

    2011-01-01

    This paper aims to extend previous research into learning of tertiary biology, by exploring the learning approaches adopted by two groups of students studying the same first-year biology topic in either on-campus or off-campus "distance" modes. The research involved 302 participants, who responded to a topic-specific version of the Study Process Questionnaire, and in-depth interviews with 16 of these students. Several quantitative analytic techniques, including cluster analysis and Rasch differential item functioning analysis, showed that the younger, on-campus cohort made less use of deep approaches, and more use of surface approaches than the older, off-campus group. At a finer scale, clusters of students within these categories demonstrated different patterns of learning approach. Students' descriptions of their learning approaches at interview provided richer complementary descriptions of the approach they took to their study in the topic, showing how deep and surface approaches were manifested in the study context. These findings are critically analysed in terms of recent literature questioning the applicability of learning approaches theory in mass education, and their implications for teaching and research in undergraduate biology.

  19. The effects of a formal notebook on learning achievement of tenth grade biology students

    Science.gov (United States)

    Hirst, Sabine Korpus

    Despite the national agenda for achieving scientific literacy for all American students, there appears to be a paucity of research on the role of writing and, more specifically, on the organization of students' notes. The use of student notebooks as an ongoing record of both the process function and product function of notetaking has received little attention in the American research literature reviewed. The purposes of this study were to investigate if (a) the use of a formal notebook has a positive effect on learning achievement by high school biology students, (b) the gender of the biology student makes a difference with regard to the effect of keeping a formal notebook, (c) students perceive notetaking skills as an important set of study skills, and (d) students regard keeping a formal notebook as a valuable tool for improving learning outcomes. A quasi-experimental study was conducted, using a matching-only posttest control group design. A purposive cluster sample of four intact tenth grade biology classes with a total of 126 students from two Brevard County public high schools was used. The design resulted in two experimental conditions for the independent variable: (a) notebook treatment and (b) no notebook control. In each school, one class was randomly assigned to either the treatment or control group. A Study Skills Questionnaire was pilot-tested, revised, and administered to all students as a pre-assessment to determine if notetaking was regarded as important. One teacher-made posttest was used to measure learning achievement in biology as a consequence of the experimental conditions. A researcher-developed six-item postquestionnaire was only administered to the students of the treatment groups to determine if students perceive the requirement of keeping a formal notebook as a valuable learning tool. A factorial independent measures analysis of variance (2 x 2 x 2 ANOVA) was used to determine the effects of experimental group, school, gender, and their

  20. The effects of student-led and teacher-led advance organizers on students' achievement and motivation of high school biology students

    Science.gov (United States)

    Hopkins, Melody Denise

    The purpose of this research study was to explore what effects student-led and teacher-led advance organizer's instruction had on students' achievement and motivation in a high school biology class. The study used three advance organizers - Venn diagrams, concept maps, and KWL charts. There was a total of 83 students who participated in this study, and were enrolled in four sections of high school biology. The students were divided into two groups using systematic matching and received different advance organizer's instruction. Two groups received student-led instruction using cooperative learning, whereas, the other two groups received teacher-led instruction. Each group received a pretest, Advance Organizer Motivation Survey, weekly advance organizer-based lessons and weekly advance organizer evaluations for six weeks, posttest, and Advance Organizer Motivation Survey. Pretest and posttest scores on the biology exam, weekly objective quizzes, and presurvey and postsurvey scores on the Advance Organizer Motivation Survey were collected. Statistical analyses found no overall statistically significant difference in achievement between groups. When looking at achievement results for redundant organizers it was found that the student-led group had a higher mean than the teacher-led group when working with concept maps. Furthermore, there was a statistically significant difference in students' motivation to learn and motivation to participate in student-led activities between groups. The student-led group reported higher motivation than the teacher-led group. In regard to motivation and kinds of advance organizers, Venn diagrams and concept maps showed a statistically significant difference between groups, with the student-led group possessing more motivated with those two kinds of advance organizers than the teacher-led group. Qualitative data were also collected through weekly advance organizer evaluations, Advance Organizer Motivation Survey, and focus groups. These

  1. The Effects of a Behavioral Metacognitive Task in High School Biology Students

    Science.gov (United States)

    Sussan, Danielle

    Three studies were conducted to examine the effects of a behavioral metacognitive technique on lessening students' illusions of learning. It was proposed that students' study time strategies, and consequently, final performance on a test, in a classroom setting, could be influenced positively by having students engage in metacognitive processing via making wagers regarding their learning. A novel metacognitive paradigm was implemented in three studies during which high school Biology students made prospective (during study, prior to test) metacognitive judgments, using a "betting" paradigm. This behavioral betting paradigm asked students to select either "high confidence" or "low confidence" based on how confident they felt that they would get a Biology concept correct if they were tested later. If a student chose "high confidence" and got the answer right on a later test, then he would gain 3 points. If he chose "high confidence" and got the answer wrong, he would lose 3 points. If a student chose "low confidence," he would gain one point, regardless of accuracy. Students then made study time allocation decisions by choosing whether they needed to study a particular concept "a lot more," "a little more," or "not at all." Afterwards, students had three minutes to study whichever terms they selected for any duration during those three minutes. Finally, a performance test was administered. The results showed that people are generally good at monitoring their own knowledge, in that students performed better on items judged with high confidence bets than on items judged with low confidence bets. Data analyses compared students' Study time Intentions, Actual Study Time, and Accuracy at final test for those who were required to bet versus those who were not. Results showed that students for whom bets were required tended to select relatively longer study than for whom no bets were required. That is, the intentions of those who bet were less overconfident than those who

  2. Impact of Tactile-Cued Self-Monitoring on Independent Biology Work for Secondary Students with Attention Deficit Hyperactivity Disorder

    Science.gov (United States)

    Morrison, Catherine; McDougall, Dennis; Black, Rhonda S.; King-Sears, Margaret E.

    2014-01-01

    Results from a multiple baseline with changing conditions design across high school students with Attention Deficit Hyperactivity Disorder (ADHD) indicated that the students increased the percentage of independent work they completed in their general education biology class after learning tactile-cued self-monitoring. Students maintained high…

  3. The effect of graphic organizers on students' attitudes and academic performance in undergraduate general biology

    Science.gov (United States)

    Cleveland, Lacy

    High attrition among undergraduate Science Technology Engineering and Mathematics (STEM) majors has led national and business leaders in the United States to call for both research and educational reform within the collegiate STEM classrooms. Included among suggestions for reform are ideas to improve retention of first-year students and to improve critical thinking and depth of knowledge, instead of covering large quantities of materials. Past research on graphic organizers suggest these tools assist students in learning information and facilitate conceptual and critical thinking. Despite their widespread use in high school science departments, collegiate humanities departments, and even medical schools, their use is considerably less prevalent in the undergraduate biology classroom. In addition to their lack of use, little research has been conducted on their academic benefits in the collegiate classroom. Based on national calls for improving retention among undergraduate STEM majors and research suggesting that academic success during an individual first major's related course highly determine if that individual will continue on in their intended major, the researcher of this dissertation chose to conduct research on an introductory general biology class. Using both quantitative and qualitative methods, the research in this dissertation examines the effectiveness of graphic organizers in promoting academic success and also examines their influence on student attitudes. This research is grounded in the theories of constructivism and cognitive load theory. Constructivism suggests that individuals must build their knowledge from their personal experiences, while the cognitive load theory recognizes the limited nature of one's working memory and suggests that instructional practices minimize cognitive overload. The results of this dissertation suggest that the use of graphic organizers in an undergraduate general biology classroom can increase students' academic

  4. Using Student-Produced Time-Lapse Plant Movies to communicate concepts in Plant Biology

    OpenAIRE

    Marcia Harrison-Pitaniello

    2013-01-01

    Why do students think plants are “boring”?  One factor may be that they do not see plant movement in real (i.e., their) time.  This attitude may negatively impact their understanding of plant biology.  Time-lapse movies of plants allow students to see the sophistication of movements involved in both organ development and orientation.  The objective of this project was to develop simple methods to capture image sequences for lab analysis and for converting into movies.  The technology for maki...

  5. A cellular imaging CDIO project for 2nd semester students in engineering biology

    OpenAIRE

    Wetterö, Jonas; Pettersson, Sofia; Holmgren Peterson, Kajsa

    2006-01-01

    The demand for exact engineering within the life sciences is growing and the Engineering Biology programme at Linköping University, Linköping, Sweden, prepares students for a career at this interface. Conceive – Design – Implement – Operate (CDIO) was recently pioneered in an introductory project course. Groups of six to seven students apply a LIPS scalable project model from traditional engineering educational environments on, for example, a cellular imaging task in a hospital setting, prior...

  6. Does the nature of science influence college students' learning of biological evolution?

    Science.gov (United States)

    Butler, Wilbert, Jr.

    This quasi-experimental, mixed-methods study assessed the influence of the nature of science (NOS) instruction on college students' learning of biological evolution. In this research, conducted in two introductory biology courses, in each course the same instruction was employed, with one important exception: in the experimental section students were involved in an explicit, reflective treatment of the nature of science (Explicit, reflective NOS), in the traditional treatment section, NOS was implicitly addressed (traditional treatment). In both sections, NOS aspects of science addressed included is tentative, empirically based, subjective, inferential, and based on relationship between scientific theories and laws. Students understanding of evolution, acceptance of evolution, and understanding of the nature of science were assessed before, during and after instruction. Data collection entailed qualitative and quantitative methods including Concept Inventory for Natural Selection (CINS), Measure of Acceptance of the Theory of Evolution (MATE) survey, Views of nature of Science (VNOS-B survey), as well as interviews, classroom observations, and journal writing to address understand students' views of science and understanding and acceptance of evolution. The quantitative data were analyzed via inferential statistics and the qualitative data were analyzed using grounded theory. The data analysis allowed for the construction and support for four assertions: Assertion 1: Students engaged in explicit and reflective NOS specific instruction significantly improved their understanding of the nature of science concepts. Alternatively, students engaged in instruction using an implicit approach to the nature of science did not improve their understanding of the nature of science to the same degree. The VNOS-B results indicated that students in the explicit, reflective NOS class showed the better understanding of the NOS after the course than students in the implicit NOS class

  7. Students' attitudes towards science and science learning in an introductory undergraduate biology course

    Science.gov (United States)

    Floro, Nicole

    Science education strives to cultivate individuals who understand scientific concepts as well as the nature of science and science learning. This study focused on the potential benefits of the flipped classroom on students' attitudes towards science and science learning. Our study investigated changes in and effects of students' attitudes towards science and science learning in a flipped introductory biology course at the University of Massachusetts Boston. We used The Colorado Learning Attitudes about Science Survey for Biology to assess students' attitudes at pre and post-instruction. We investigated the effect of a flipped classroom on students' attitudes towards science and science learning by measuring the impact of different teaching approaches (flipped vs. traditional lecture). Following the prior literature, we hypothesized that there would be a negative shift in students' attitudes over the semester in the traditional classroom and that this negative shift would not occur in the flipped. Our results showed there was no significant difference in the shift of students' attitudes between the traditional and flipped sections. We also examined the relationship between students' attitudes and academic performance. We hypothesized there would be a positive correlation between students' attitudes and their academic performance, as measured by exam average. In support of the prior literature, we found a significant positive correlation. Finally, we examined whether the relationship between students' attitudes and performance was mediated by learning behavior. Specifically, we considered if students with more favorable attitudes solved more on-line problems correctly and whether this aspect of problem solving was associated with greater achievement. We hypothesized there would be a positive correlation between attitudes and problem solving behavior as well as problem solving behavior and achievement. We did not find a significant correlation between attitudes and

  8. Attributions of Academic Performance among Third Year and Fourth Year Biology Major Students

    OpenAIRE

    Nick John B. Solar

    2015-01-01

    This is a descriptive study aimed to determine the attributions of academic performance of third year and fourth year biology major students in the College of Education, West Visayas State University, School Year 2013-2014. The academic performance were categorized or measured in terms of test, projects, workbooks, and laboratory experiments, class participation, and attendance. The Attributions in academic performance were evaluated using the closed-form questionnairechecklist,ca...

  9. Education Catching Up with Science: Preparing Students for Three-Dimensional Literacy in Cell Biology

    OpenAIRE

    Kramer, IJsbrand M.; Dahmani, Hassen-Reda; Delouche, Pamina; Bidabe, Marissa; Schneeberger, Patricia

    2012-01-01

    The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students’ learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employ...

  10. Engagement and Skill Development in Biology Students through Analysis of Art

    OpenAIRE

    Milkova, Liliana; Crossman, Colette; Wiles, Stephanie; Allen, Taylor

    2013-01-01

    An activity involving analysis of art in biology courses was designed with the goals of piquing undergraduates’ curiosity, broadening the ways in which college students meaningfully engage with course content and concepts, and developing aspects of students’ higher-level thinking skills, such as analysis, synthesis, and evaluation. To meet these learning outcomes, the activity had three key components: preparatory readings, firsthand visual analysis of art during a visit to an art museum, and...

  11. What Skills Should Students of Undergraduate Biochemistry and Molecular Biology Programs Have Upon Graduation?

    OpenAIRE

    White, Harold B; Benore, Marilee A.; Sumter, Takita F.; Caldwell, Benjamin D.; Bell, Ellis

    2013-01-01

    Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of clearly articulating the skills required. The results of these discussions highlight the critical importance of experimental, mathematical, and inter...

  12. A schema theory analysis of students' think aloud protocols in an STS biology context

    Science.gov (United States)

    Quinlan, Catherine Louise

    This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students in a diverse suburban-urban classroom in a northeastern state. Students' think alouds are recorded, pre-, post-, and late-post treatment. Treatment consists of instruction in three Science, Technology, and Society (STS) biology issues, namely the human genome project, nutrition and health, and stem cell research. Coding and analyses are performed using Marshall's knowledge representations---identification knowledge, elaboration knowledge, planning knowledge, and execution knowledge, as well as qualitative research analysis methods. Schema theory, information processing theory, and other applied cognitive theory provide a framework in which to understand and explain students' schema descriptions and progressions over time. The results show that students display five organizational features in their identification and elaboration knowledge. Students also fall into one of four categories according to if they display prior schema or no prior schema, and their orientation "for" or "against," some of the issues. Students with prior schema and orientation "against" display the most robust schema descriptions and schema progressions. Those with no prior schemas and orientation "against" show very modest schema progressions best characterized by their keyword searches. This study shows the importance in considering not only students' integrated schemas but also their individual schemes. A role for the use of a more schema-based instruction that scaffolds student learning is implicated.

  13. Build-a-Polypeptide: A Hands-On Worksheet to Enhance Student Learning in an Introductory Biology Course †

    OpenAIRE

    Kristi Hall; Jackson Dunitz; Patty Shields

    2014-01-01

    Many introductory biology students have a weak (or nonexistent) chemistry background. Due to this apparent knowledge gap, many students struggle to understand the process of polypeptide formation via dehydration synthesis as well as the interactions between individual polypeptide chains. This inability to reason about how individual amino acids interact with one another prevents students from making the cognitive leap from primary to secondary structure. In turn, students do not fully underst...

  14. 76 FR 33244 - Manufacturing Council

    Science.gov (United States)

    2011-06-08

    ... International Trade Administration Manufacturing Council AGENCY: International Trade Administration, U.S. Department of Commerce. ACTION: Notice of an Opportunity To Apply for Membership on the Manufacturing Council... Manufacturing Council (Council). The purpose of the Council is to advise the Secretary of Commerce on...

  15. 77 FR 56811 - Manufacturing Council

    Science.gov (United States)

    2012-09-14

    ... International Trade Administration Manufacturing Council AGENCY: International Trade Administration, U.S. Department of Commerce. ACTION: Notice of an Opportunity to Apply for Membership on the Manufacturing Council... ] Manufacturing Council (Council) for a two-year term to begin in fall 2012. The purpose of the Council is...

  16. 77 FR 2275 - Manufacturing Council

    Science.gov (United States)

    2012-01-17

    ... International Trade Administration Manufacturing Council AGENCY: International Trade Administration, U.S. Department of Commerce. ACTION: Notice of an opportunity to apply for membership on the Manufacturing Council... Manufacturing Council (Council). The purpose of the Council is to advise the Secretary of Commerce on...

  17. From access to success in science: An academic-student affairs intervention for undergraduate freshmen biology students

    Science.gov (United States)

    Aldridge, Jacqueline Nouvelle

    The first year experience is known to present an array of challenges for traditional college students. In particular, freshmen who major in a STEM discipline have their own unique set of challenges when they transition from high school science and math to college science and math; especially chemistry. As a result, students may encounter negative experiences which lower academic and social confidence. This project was designed as a pilot study intervention for a small group of freshmen biology students who were considered academically at-risk due their math SAT scores. The study occurred during the fall semester involving an enhanced active learning component based on the Peer-led Team Learning (PLTL) general chemistry supplemental pedagogy model, and a biology-focused First Year Experience (FYE). PLTL workshops took place in freshmen residence halls, creating a live-n-learn community environment. Mid-term and final chemistry grades and final math grades were collected to measure academic progress. Self-reporting surveys and journals were used to encourage participants to reconstruct their experiences and perceptions of the study. Descriptive analysis was performed to measure statistical significance between midterm and final grade performance, and a general inductive qualitative method was used to determine academic and social confidence as well as experiences and perceptions of the project. Findings of this project revealed a statistically significant improvement between chemistry midterm and final grades of the sample participants. Although academic confidence did not increase, results reveal that social confidence progressed as the majority of students developed a value for studying in groups.

  18. The complicated effects of cross-age tutoring on biology students

    Science.gov (United States)

    Merrill, Marcy Ellen

    When traditional modes of instruction are unsuccessful with low-level students, and bad habits in school are routine, alternate methods provide a more effective educational experience. Cross-age tutoring is one intervention that has demonstrated success. This study was designed to help high school students who read at least 3 grades below grade level to succeed in biology. Seventy-four ninth grade biology students, taught to use reading strategies, were randomly selected into four groups. One group acted as tutees, with support from tutors from a nearby university; one group tutored at an urban elementary school; one group was the control and received no treatment; and one group had both treatments. The experiment examined if membership in one group affected scores on the state test; grades; word recognition abilities, timed and untimed; days present in school; and/or behavior. It also explored how tutoring contributed over and above the demographic factors of race and gender. To test tutoring effects, analyses were comprised of two components: a descriptive piece using ANOVAs, and a predictive piece using a step-wise regression. Results showed that tutors of elementary students did improve significantly in word recognition scores, untimed. No significant differences among groups on the other five measures existed, although the interaction effects showed significant differences for tutors in biology grades and attendance. White tutors had significantly higher grades than African American tutors. Male tutors missed more days from school, and white students missed more days than African American students. A significant gender effect was found in the behavior measure; males received a significantly greater number of discipline referrals than females. Four recommendations are suggested for further study, and two conclusions were drawn. It is possible that students, even when they resist school regimens, are still able to improve their reading when they have one or more

  19. European works councils

    DEFF Research Database (Denmark)

    Knudsen, Herman Lyhne

    2003-01-01

    The theme adressed by this paper is the opportunities for European Works Councils (EWCs) of gaining influence on corporate decisions in multinational companies.......The theme adressed by this paper is the opportunities for European Works Councils (EWCs) of gaining influence on corporate decisions in multinational companies....

  20. CLAFA Council Meeting Held

    Institute of Scientific and Technical Information of China (English)

    JiWei

    2004-01-01

    The Council Meeting of the China-Latin America Friendship Association (CLAFA) was held in Beijing on February 3, 2004. More than 30 council members attended the meeting. It was presided over by CLAFA Vice President Li Xiaolin. Cheng Siwei, CLAFA president and vice chairman of

  1. ITER council proceedings: 1996

    International Nuclear Information System (INIS)

    Records of the 10. ITER Council Meeting (IC-10), held on 26-27 July 1996, in St. Petersburg, Russia, and the 11. ITER Council Meeting (IC-11) held on 17-18 December 1996, in Tokyo, Japan, are presented, giving essential information on the evolution of the ITER Engineering Design Activities (EDA) and the cost review and safety analysis. Figs, tabs

  2. ITER council proceedings: 1992

    International Nuclear Information System (INIS)

    At the signing of the ITER EDA Agreement on July, 1992, each of the Parties presented to the Director General the names of their designated members of the ITER Council. Upon receiving those names, the Director General stated that the ITER Engineering Design Activities were ''ready to begin''. The next step in this process was the convening of the first meeting of the ITER Council. The first meeting of the Council, held in Vienna, was opened by Director General Hans Blix. The second meeting was held in Moscow, the formal seat of the Council. This volume presents records of these first two Council meetings and, together with the previous volumes on the text of the Agreement and Protocol 1 and the preparations for their signing respectively, represents essential information on the evolution of the ITER EDA

  3. The use of learning technologies in cooperation during the organization of practical activities of students at the lessons of biology

    Directory of Open Access Journals (Sweden)

    Natalia Bobrova

    2014-06-01

    Full Text Available The author considers the technology of education in cooperation of teacher and student and its implications in the organization of practical activity of pupils at lessons of biology, in particular in teaching workshops.

  4. Relative Contributions of Selected Teachers' Variables and Students' Attitudes toward Academic Achievement in Biology among Senior Secondary School Students in Ondo State, Nigeria

    Science.gov (United States)

    Gbore, L. O.; Daramola, C. A.

    2013-01-01

    This study investigated the relative contributions of selected teachers' variables and students' attitude towards academic achievement in biology among senior secondary schools in Ondo State, Nigeria. It involved descriptive survey research and ex-post facto research designs. The sample, 360 respondents which consists of 180 biology teachers and…

  5. An investigation of the relationship between having recent knowledge in basic biology and student success in Anatomy and Physiology I

    Science.gov (United States)

    Taylor, Edward T.

    Allied Health Programs generally require that students complete coursework in Human Anatomy and Physiology I and II as part of their Pre-Allied Health curriculum. Human Anatomy and Physiology I generally has as a prerequisite some coursework in basic biology. Basic biology as a prerequisite should provide students with the foundation of knowledge in the basic biological principles and processes that will prepare them for the material presented in a Human Anatomy and Physiology I course and the Allied Health Program. The principle question that prompted this study was, Do students need coursework in basic biology to be successful in Anatomy and Physiology I? The purpose of this study was to determine if there was a difference in the exam average obtained in Biology 202, Human Anatomy and Physiology I, for those students who have had, within the previous three years, a foundation course in basic biology as compared to those students who have not, within the previous three years, had a foundation course in basic biology. The current study analyzed data obtained on 642 students who were enrolled in Biology 202, Anatomy and Physiology I, during the Fall semester of 2000 to the Spring semester of 2003 at Wor-Wic Community College. Statistical techniques including an ANOVA, Pearson Product Moment Correlation, and a Multiple Regression Analysis were conducted to reveal any relationships in the data. The dependent variable was the exam average obtained in the independent variables included the time period since the student had taken a basic biology course, sex, age, and college GPA. The results of the ANOVA indicated that there was no relationship between the exam average between current and non-current students, where alpha = 0.05 and p = 0.783. There was statistically significance for GPA, where p = 0 .000. There was also statistically significant interactions between last biology course and GPA, p = 0.05, last biology course, sex, and GPA, p = 0.002. The Pearson Product

  6. Education catching up with science: preparing students for three-dimensional literacy in cell biology.

    Science.gov (United States)

    Kramer, Ijsbrand M; Dahmani, Hassen-Reda; Delouche, Pamina; Bidabe, Marissa; Schneeberger, Patricia

    2012-01-01

    The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students' learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employed realistic renderings, using computer-generated Protein Data Bank (PDB) structures; realistic-schematic renderings, using shapes inspired by PDB structures; or schematic renderings, using simple geometric shapes to represent cellular components. The control group received a list of keywords. When students were asked to draw and describe the process in their own style and to reply to multiple-choice questions, the three iconographic approaches equally improved the overall outcome of the tests (relative to keywords). Students found the three approaches equally useful but, when asked to select a preferred style, they largely favored a realistic-schematic style. When students were asked to annotate "raw" realistic images, both keywords and schematic representations failed to prepare them for this task. We conclude that supplementary images facilitate the comprehension process and despite their visual clutter, realistic representations do not hinder learning in an introductory course. PMID:23222839

  7. Creativity of Biology Students in Online Learning: Case Study of Universitas Terbuka, Indonesia

    Science.gov (United States)

    Diki, Diki

    This is a study about the effect of students' attitudes of creativity toward their learning achievement and persistence in an online learning program. The study also investigated if there was an effect of indirect effect of attitudes of creativity toward learning achievement and persistence through learning strategies. There are three learning strategies, which are deep-learning, strategic-learning, and surface-learning. The participants were students of the department of biology and the department of biology teacher training in Universitas Terbuka (UT -- Indonesia Open University), a distance learning university in Indonesia. The researcher sent the questionnaire through email to students who lived throughout Indonesia. There were 102 students participated in the survey. The instruments were rCAB test for value and attitudes toward creativity (Runco, 2012) and approaches and Study Skills Inventory for Students (ASSIST) test (Speth, 2013). There were four research questions (RQ) in this study. The first was if there was a relationship between attitudes of creativity and persistence. The researcher used independent samples t test technique for RQ 1. The second was if there is a relationship between attitudes of creativity and learning outcome. The researcher used multiple regressions for RQ2. The third was if there was an indirect relationship between attitudes of creativity and persistence through learning strategy. The fourth question was if there is an indirect relationship between attitudes of creativity and learning outcome through learning strategy. The researcher used multiple regression for RQ3 and path analysis for RQ 4. Controlling variables were age, income, departments, gender, high school GPA, and daily online activities. The result showed that fun, and being unconventional negatively predicted learning outcomes while high school GPA positively predicted learning outcome. Age and high school GPA negatively predicted persistence while being

  8. Clinical treatment adherence of health care workers and students exposed to potentially infectious biological material

    Directory of Open Access Journals (Sweden)

    Maria Cristina Mendes de Almeida

    2015-04-01

    Full Text Available OBJECTIVE To assess adherence to clinical appointments by health care workers (HCW and students who suffered accidents with potentially infectious biological material. METHOD A retrospective cross-sectional study that assessed clinical records of accidents involving biological material between 2005 and 2010 in a specialized unit. RESULTS A total of 461 individuals exposed to biological material were treated, of which 389 (84.4% were HCWs and 72 (15.6% students. Of the 461 exposed individuals, 307 (66.6% attended a follow-up appointment. Individuals who had suffered an accident with a known source patient were 29 times more likely to show up to their scheduled follow-up appointments (OR: 29.98; CI95%: 16.09-55.83. CONCLUSION The predictor in both univariate and multivariate analyses for adherence to clinical follow-up appointment was having a known source patient with nonreactive serology for the human immunodeficiency virus and/or hepatitis B and C.

  9. Promoting Student Inquiry Using "Zea Mays" (Corn) Cultivars for Hypothesis-Driven Experimentation in a Majors Introductory Biology Course

    Science.gov (United States)

    Blair, Amy C.; Peters, Brenda J.; Bendixen, Conrad W.

    2014-01-01

    The AAAS Vision and Change report (2011) recommends incorporating student research experiences into the biology curriculum at the undergraduate level. This article describes, in detail, how "Zea mays" (corn) cultivars were used as a model for a hypothesis-driven short-term research project in an introductory biology course at a small…

  10. Assessing Students' Abilities in Processes of Scientific Inquiry in Biology Using a Paper-and-Pencil Test

    Science.gov (United States)

    Nowak, Kathrin Helena; Nehring, Andreas; Tiemann, Rüdiger; Upmeier zu Belzen, Annette

    2013-01-01

    The aim of the study was to describe, categorise and analyse students' (aged 14-16) processes of scientific inquiry in biology and chemistry education. Therefore, a theoretical structure for scientific inquiry for both biology and chemistry, the VerE model, was developed. This model consists of nine epistemological acts, which combine…

  11. To Fly or Not to Fly: Teaching Advanced Secondary School Students about Principles of Flight in Biological Systems

    Science.gov (United States)

    Pietsch, Renée B.; Bohland, Cynthia L.; Schmale, David G., III.

    2015-01-01

    Biological flight mechanics is typically taught in graduate level college classes rather than in secondary school classes. We developed an interdisciplinary unit for advanced upper-level secondary school students (ages 15-18) to teach the principles of flight and applications to biological systems. This unit capitalised on the tremendous…

  12. ITER council proceedings: 2001

    International Nuclear Information System (INIS)

    Continuing the ITER EDA, two further ITER Council Meetings were held since the publication of ITER EDA documentation series no, 20, namely the ITER Council Meeting on 27-28 February 2001 in Toronto, and the ITER Council Meeting on 18-19 July in Vienna. That Meeting was the last one during the ITER EDA. This volume contains records of these Meetings, including: Records of decisions; List of attendees; ITER EDA status report; ITER EDA technical activities report; MAC report and advice; Final report of ITER EDA; and Press release

  13. Elections to Staff Council

    CERN Multimedia

    Saff Association

    2013-01-01

    2013 Elections to Staff Council   Vote! Make your voice heard and be many to elect the new Staff Council. More details on the elections can be found on the Staff Association web site (https://ap-vote.web.cern.ch/elections-2013).   Timetable elections Monday 28 October to Monday 11 November, 12:00 am voting Monday 18 and Monday 25 November, publication of the results in Echo Tuesday 19 November, Staff Association Assizes Tuesday 3 December, first meeting of the new Staff Council and election of the new Executive Committee The voting procedure is monitored by the Election Committee.

  14. High School Biology Students' Transfer of the Concept of Natural Selection: A Mixed-Methods Approach

    Science.gov (United States)

    Pugh, Kevin J.; Koskey, Kristin L. K.; Linnenbrink-Garcia, Lisa

    2014-01-01

    The concept of natural selection serves as a foundation for understanding diverse biological concepts and has broad applicability to other domains. However, we know little about students' abilities to transfer (i.e. apply to a new context or use generatively) this concept and the relation between students' conceptual understanding and…

  15. Effects of an Educational Experience Incorporating an Inventory of Factors Potentially Influencing Student Acceptance of Biological Evolution

    Science.gov (United States)

    Wiles, Jason R.; Alters, Brian

    2011-01-01

    This investigation provides an extensive review of scientific, religious, and otherwise non-scientific factors that may influence student acceptance of biological evolution. We also measure the extent to which students' levels of acceptance changed following an educational experience designed to address an inclusive inventory of factors identified…

  16. Evaluation of Formative Computer-Based Assessment by Cell Biology Students with Differing Entry Qualifications and Ethnicity

    Science.gov (United States)

    Bax, Christopher; Baggott, Glenn; Howey, Ellen; Pellet-Many, Carolyn; Rayne, Richard; Neonaki, Maria; Bax, Bridget E.; White, Christopher Branford

    2006-01-01

    This study was carried out to examine students' responses to the use of on-line assessments that included feedback. First year BSc students taking a Cell Biology module undertook such an assessment and were then asked to evaluate the test by completing an anonymous questionnaire. Answers were analysed in light of the respondents' ethnicity and…

  17. Values in Science: Making Sense of Biology Doctoral Students' Critical Examination of a Deterministic Claim in a Media Article

    Science.gov (United States)

    Raveendran, Aswathy; Chunawala, Sugra

    2015-01-01

    Several educators have emphasized that students need to understand science as a human endeavor that is not value free. In the exploratory study reported here, we investigated how doctoral students of biology understand the intersection of values and science in the context of genetic determinism. Deterministic research claims have been critiqued…

  18. The Effect of Blended Learning Model on High School Students' Biology Achievement and on Their Attitudes towards the Internet

    Science.gov (United States)

    Yapici, I.Umit; Akbayin, Hasan

    2012-01-01

    The present study aims to determine the effect of the blended learning model on high school students' biology achievement and on their attitudes towards the Internet. Among the experimental models, the pretest-posttest control group model was used in the study. The study was carried out with 107 students (47 of whom were in the experimental group,…

  19. Coming Out in Class: Challenges and Benefits of Active Learning in a Biology Classroom for LGBTQIA Students

    Science.gov (United States)

    Cooper, Katelyn M.; Brownell, Sara E.

    2016-01-01

    As we transition our undergraduate biology classrooms from traditional lectures to active learning, the dynamics among students become more important. These dynamics can be influenced by student social identities. One social identity that has been unexamined in the context of undergraduate biology is the spectrum of lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA) identities. In this exploratory interview study, we probed the experiences and perceptions of seven students who identify as part of the LGBTQIA community. We found that students do not always experience the undergraduate biology classroom to be a welcoming or accepting place for their identities. In contrast to traditional lectures, active-learning classes increase the relevance of their LGBTQIA identities due to the increased interactions among students during group work. Finally, working with other students in active-learning classrooms can present challenges and opportunities for students considering their LGBTQIA identity. These findings indicate that these students’ LGBTQIA identities are affecting their experience in the classroom and that there may be specific instructional practices that can mitigate some of the possible obstacles. We hope that this work can stimulate discussions about how to broadly make our active-learning biology classes more inclusive of this specific population of students. PMID:27543636

  20. Introducing chemical biology applications to introductory organic chemistry students using series of weekly assignments.

    Science.gov (United States)

    Kanin, Maralee R; Pontrello, Jason K

    2016-03-01

    Calls to bring interdisciplinary content and examples into introductory science courses have increased, yet strategies that involve course restructuring often suffer from the need for a significant faculty commitment to motivate change. Minimizing the need for dramatic course reorganization, the structure, reactivity, and chemical biology applications of classes of biological monomers and polymers have been integrated into introductory organic chemistry courses through three series of semester-long weekly assignments that explored (a) Carbohydrates and Oligosaccharides, (b) Amino Acids, Peptides, and Proteins, and (c) Nucleosides, Nucleotides, and Nucleic Acids. Comparisons of unannounced pre- and post tests revealed improved understanding of a reaction introduced in the assignments, and course examinations evaluated cumulative assignment topics. Course surveys revealed that demonstrating biologically relevant applications consistently throughout the semesters enhanced student interest in the connection between basic organic chemistry content and its application to new and unfamiliar bio-related examples. Covering basic material related to these classes of molecules outside of the classroom opened lecture time to allow the instructor to further build on information developed through the weekly assignments, teaching advanced topics and applications typically not covered in an introductory organic chemistry lecture course. Assignments were implemented as homework, either with or without accompanying discussion, in both laboratory and lecture organic courses within the context of the existing course structures. © 2015 by The International Union of Biochemistry and Molecular Biology, 44:168-178, 2016. PMID:26560414

  1. Biological classification historical case studies: Fostering high school students' conceptions of the nature of science

    Science.gov (United States)

    Friedman, Ami J.

    The history of science has long been infused in science education. Research conducted in this area has primarily focused on physics and chemistry classes and few studies examine the effects of historical case studies on shaping female students' perspectives of the nature of science. This study aimed to examine female, high school students' conceptualizations of the nature of science while learning biological classification using historical case studies. To meet this end, this study used qualitative methods to identify and explore a female cohort's conceptualizations of the nature of science. Data collection over eight weeks included audio taped individual interviews, audio tapes of lab groups working together, field notes, artifacts, journal entries, a modified VNOS survey, and final exam essays. These data were subjected to qualitative analysis techniques. Initially, younger cohort students, compared with older cohort students, held more limited views of science, whereas the difference between younger and older cohort students dissipated by the end of the unit. Not only did the cohort express a more comprehensive view of science, but they also conceptualized various aspects of science in multiple ways indicating that grade level was not an issue when developing complex notions of the nature of science at the high school level. In addition, cohort students demonstrated a deep understanding of the nature of science by providing examples that reached beyond the biological classification unit. One lesson from the unit specifically addressed gender issues and science, allowing students to role play what was like to be a naturalist or a naturalist's wife during the Age of Discovery. This lesson provided insights into how girls conceptualize issues related to gender and science. In particular, girls viewed the perceptions, experiences, and opportunities of female scientists as being different from those of male scientists. Finally, the implications of this study were

  2. Analysis of undergraduate students' conceptual models of a complex biological system across a diverse body of learners

    Science.gov (United States)

    Dirnbeck, Matthew R.

    Biological systems pose a challenge both for learners and teachers because they are complex systems mediated by feedback loops; networks of cause-effect relationships; and non-linear, hierarchical, and emergent properties. Teachers and scientists routinely use models to communicate ideas about complex systems. Model-based pedagogies engage students in model construction as a means of practicing higher-order reasoning skills. One such modeling paradigm describes systems in terms of their structures, behaviors, and functions (SBF). The SBF framework is a simple modeling language that has been used to teach about complex biological systems. Here, we used student-generated SBF models to assess students' causal reasoning in the context of a novel biological problem on an exam. We compared students' performance on the modeling problem, their performance on a set of knowledge/comprehension questions, and their performance on a set of scientific reasoning questions. We found that students who performed well on knowledge and understanding questions also constructed more networked, higher quality models. Previous studies have shown that learners' mental maps increase in complexity with increased expertise. We wanted to investigate if biology students with varying levels of training in biology showed a similar pattern when constructing system models. In a pilot study, we administered the same modeling problem to two additional groups of students: 1) an animal physiology course for students pursuing a major in biology (n=37) and 2) an exercise physiology course for non-majors (n=27). We found that there was no significant difference in model organization across the three student populations, but there was a significant difference in the ability to represent function between the three populations. Between the three groups the non-majors had the lowest function scores, the introductory majors had the middle function scores, and the upper division majors had the highest function

  3. Learning style and concept acquisition of community college students in introductory biology

    Science.gov (United States)

    Bobick, Sandra Burin

    This study investigated the influence of learning style on concept acquisition within a sample of community college students in a general biology course. There are two subproblems within the larger problem: (1) the influence of demographic variables (age, gender, number of college credits, prior exposure to scientific information) on learning style, and (2) the correlations between prior scientific knowledge, learning style and student understanding of the concept of the gene. The sample included all students enrolled in an introductory general biology course during two consecutive semesters at an urban community college. Initial data was gathered during the first week of the semester, at which time students filled in a short questionnaire (age, gender, number of college credits, prior exposure to science information either through reading/visual sources or a prior biology course). Subjects were then given the Inventory of Learning Processes-Revised (ILP-R) which measures general preferences in five learning styles; Deep Learning; Elaborative Learning, Agentic Learning, Methodical Learning and Literal Memorization. Subjects were then given the Gene Conceptual Knowledge pretest: a 15 question objective section and an essay section. Subjects were exposed to specific concepts during lecture and laboratory exercises. At the last lab, students were given the Genetics Conceptual Knowledge Posttest. Pretest/posttest gains were correlated with demographic variables and learning styles were analyzed for significant correlations. Learning styles, as the independent variable in a simultaneous multiple regression, were significant predictors of results on the gene assessment tests, including pretest, posttest and gain. Of the learning styles, Deep Learning accounted for the greatest positive predictive value of pretest essay and pretest objective results. Literal Memorization was a significant negative predictor for posttest essay, essay gain and objective gain. Simultaneous

  4. Student learning style preferences in college-level biology courses: Implications for teaching and academic performance

    Science.gov (United States)

    Sitton, Jennifer Susan

    Education research has focused on defining and identifying student learning style preferences and how to incorporate this knowledge into teaching practices that are effective in engaging student interest and transmitting information. One objective was determining the learning style preferences of undergraduate students in Biology courses at New Mexico State University by using the online VARK Questionnaire and an investigator developed survey (Self Assessed Learning Style Survey, LSS). Categories include visual, aural, read-write, kinesthetic, and multimodal. The courses differed in VARK single modal learning preferences (p = 0.035) but not in the proportions of the number of modes students preferred (p = 0.18). As elsewhere, the majority of students were multimodal. There were similarities and differences between LSS and VARK results and between students planning on attending medical school and those not. Preferences and modalities tended not to match as expected for ratings of helpfulness of images and text. To detect relationships between VARK preferred learning style and academic performance, ANOVAs were performed using modality preferences and normalized learning gains from pre and post tests over material taught in the different modalities, as well as on end of semester laboratory and lecture grades. Overall, preference did not affect the performance for a given modality based activity, quiz, or final lecture or laboratory grades (p > 0.05). This suggests that a student's preference does not predict an improved performance when supplied with material in that modality. It is recommended that methods be developed to aid learning in a variety of modalities, rather than catering to individual learning styles. Another topic that is heavily debated in the field of education is the use of simulations or videos to replace or supplement dissections. These activities were compared using normalized learning gains from pre and post tests, as well as attitude surveys

  5. A Biochemistry and Molecular Biology Experiment and Evaluation System for Biotechnology Specialty Students: An Effective Evaluation System to Improve the Biochemistry and Molecular Biology Experiment Teaching

    Science.gov (United States)

    Li, Suxia; Wu, Haizhen; Zhao, Jian; Ou, Ling; Zhang, Yuanxing

    2010-01-01

    In an effort to achieve high success in knowledge and technique acquisition as a whole, a biochemistry and molecular biology experiment was established for high-grade biotechnology specialty students after they had studied essential theory and received proper technique training. The experiment was based on cloning and expression of alkaline…

  6. Medicare Appeals Council Decisions

    Data.gov (United States)

    U.S. Department of Health & Human Services — Decisions of the Departmental Appeals Board's Medicare Appeals Council involving claims for entitlement to Medicare and individual claims for Medicare coverage and...

  7. Biologic

    CERN Document Server

    Kauffman, L H

    2002-01-01

    In this paper we explore the boundary between biology and the study of formal systems (logic). In the end, we arrive at a summary formalism, a chapter in "boundary mathematics" where there are not only containers but also extainers ><, entities open to interaction and distinguishing the space that they are not. The boundary algebra of containers and extainers is to biologic what boolean algebra is to classical logic. We show how this formalism encompasses significant parts of the logic of DNA replication, the Dirac formalism for quantum mechanics, formalisms for protein folding and the basic structure of the Temperley Lieb algebra at the foundations of topological invariants of knots and links.

  8. ITER council proceedings: 1998

    International Nuclear Information System (INIS)

    This volume contains documents of the 13th and the 14th ITER council meeting as well as of the 1st extraordinary ITER council meeting. Documents of the ITER meetings held in Vienna and Yokohama during 1998 are also included. The contents include an outline of the ITER objectives, the ITER parameters and design overview as well as operating scenarios and plasma performance. Furthermore, design features, safety and environmental characteristics are given

  9. ITER council proceedings: 1995

    International Nuclear Information System (INIS)

    Records of the 8. ITER Council Meeting (IC-8), held on 26-27 July 1995, in San Diego, USA, and the 9. ITER Council Meeting (IC-9) held on 12-13 December 1995, in Garching, Germany, are presented, giving essential information on the evolution of the ITER Engineering Design Activities (EDA) and the ITER Interim Design Report Package and Relevant Documents. Figs, tabs

  10. Exploring the MACH Model's Potential as a Metacognitive Tool to Help Undergraduate Students Monitor Their Explanations of Biological Mechanisms.

    Science.gov (United States)

    Trujillo, Caleb M; Anderson, Trevor R; Pelaez, Nancy J

    2016-01-01

    When undergraduate biology students learn to explain biological mechanisms, they face many challenges and may overestimate their understanding of living systems. Previously, we developed the MACH model of four components used by expert biologists to explain mechanisms: Methods, Analogies, Context, and How. This study explores the implementation of the model in an undergraduate biology classroom as an educational tool to address some of the known challenges. To find out how well students' written explanations represent components of the MACH model before and after they were taught about it and why students think the MACH model was useful, we conducted an exploratory multiple case study with four interview participants. We characterize how two students explained biological mechanisms before and after a teaching intervention that used the MACH components. Inductive analysis of written explanations and interviews showed that MACH acted as an effective metacognitive tool for all four students by helping them to monitor their understanding, communicate explanations, and identify explanatory gaps. Further research, though, is needed to more fully substantiate the general usefulness of MACH for promoting students' metacognition about their understanding of biological mechanisms. PMID:27252295

  11. 78 FR 67117 - Manufacturing Council

    Science.gov (United States)

    2013-11-08

    ... International Trade Administration Manufacturing Council AGENCY: International Trade Administration, U.S. Department of Commerce. ACTION: Notice of an Opportunity to Apply for Membership on the Manufacturing Council.... manufacturing industry to fill five vacant positions on the Manufacturing Council (Council). The purpose of...

  12. News from Council

    CERN Multimedia

    2015-01-01

    Today concludes a very busy week for Council. As you’ll have seen from the press release this morning, Council elected a new President, who will take up his mandate on 1 January along with the new management team, which was also approved by Council yesterday.   You’ll find full details of the incoming Director-General’s management team and structures here. Completing the configuration for the immediate future, Council also approved the medium term plan, along with the budget for 2016. In other Council business, two complete applications for Associate Membership were discussed. Following an earlier letter, India’s complete application was received and considered by Council. Consequently, a fact-finding mission has been established to report back before the end of the year. A new application was also received from Azerbaijan, with a fact-finding mission to be established. India’s involvement with CERN goes back to the 1970s, and the country...

  13. The effect of the use of concept maps on community college students' conceptual understanding of biology course content

    Science.gov (United States)

    Wells, Franklin Brian

    Purpose of the study. The major purpose of this study was to measure the change, if any, in students' conceptual understanding of biology course content using concept maps (experimental) or a standard lecture format (control). In addition, the effectiveness of the use of concept maps as advance organizers was measured according to the various subgroups of cognitive development level, age, ethnicity, gender, class time, and educational background. A final concern was the relationships between conceptual understanding of biology course content and the students' cognitive development level. Procedure. A quasi-experimental design was used to conduct the study during a sixteen-week semester. The study was conducted during the fall, 1997, semester at a community college using 190 students enrolled in General Biology 1406. Major data were collected using a pretest, posttest, and the Test of Logical Thinking. Data were treated through the application of analysis of covariance, Pearson product-moment correlation, and the Fisher Z-transformation technique. Findings. The findings of this investigation were as follows: (1) Concept maps used as advance organizers had a significant effect on student conceptual understanding of biology course content. (2) The use of concept maps as advance organizers had a significant effect on student conceptual understanding of biology when students are classified according to their cognitive developmental level, age, gender, major, course time, and educational background. (3) A significant relationship between cognitive developmental level and conceptual understanding was also found. Conclusions. The use of concept maps, as advance Organizers, is an effective method for improving student learning in general biology classes. A positive relationship exists between students' cognitive developmental level and conceptual understanding.

  14. Using Clickers in Nonmajors- and Majors-Level Biology Courses: Student Opinion, Learning, and Long-Term Retention of Course Material

    OpenAIRE

    Crossgrove, Kirsten; Kristen L Curran

    2008-01-01

    Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005–spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Stu...

  15. The effect of student-centered and teacher-centered instruction with and without conceptual advocacy on biology students' misconceptions, achievement, attitudes toward science, and cognitive retention

    Science.gov (United States)

    Gallop, Roger Graham

    The purpose of this study was to investigate the effect of student-centered and teacher-centered instructional strategies with and without conceptual advocacy (CA) on ninth-grade biology students' misconceptions (MIS), biology achievement (ACH), attitudes toward science (ATT), and cognitive retention of scientific method and measurement, spontaneous generation, and characteristics of living things. Students were purposively selected using intact classes and assigned to one of four treatment groups (i.e., student-centered instruction without CA, student-centered instruction with CA, teacher-centered instruction with CA, and teacher-centered instruction without CA). A modified quasi-experimental design was used in which students were not matched in the conventional sense but instead, groups were shown to be equivalent on the dependent measure via a pretest. A 5-day treatment implementation period addressed science conceptions under investigation. The treatment period was based on the number of class periods teachers at the target school actually spend teaching the biological concepts under investigation using traditional instruction. At the end of the treatment period, students were posttested using the Concepts in Biology instrument and Science Questionnaire. Eight weeks after the posttest, these instruments were administered again as a delayed posttest to determine cognitive retention of the correct biological conceptions and attitudes toward science. MANCOVA and follow-up univariate ANCOVA results indicated that student-centered instruction without CA (i.e., Group 1) did not have a significant effect on students' MIS, ACH, and ATT (F = .029, p = .8658; F = .002, p =.9688, F = .292, p = .5897, respectively). On the other hand, student-centered instruction with CA (i.e., Group 2) had a significant effect on students' MIS and ACH (F =10.33, p = .0016 and F = 10.17, p = .0017, respectively), but did not on ATT (F = .433, p = .5117). Teacher-centered instruction with

  16. Evaluation of the Biological Effects of the Northwest Power Conservation Council's Mainstem Amendment on the Fisheries Upstream and Downstream of Libby Dam, Montana, 2007-2008 Annual Report.

    Energy Technology Data Exchange (ETDEWEB)

    Sylvester, Ryan; Stephens, Brian; Tohtz, Joel [Montana Fish, Wildlife & Parks

    2009-04-03

    A new project began in 2005 to monitor the biological and physical effects of improved operations of Hungry Horse and Libby Dams, Montana, called for by the Northwest Power and Conservation Council (NPCC) Mainstem Amendment. This operating strategy was designed to benefit resident fish impacted by hydropower and flood control operations. Under the new operating guidelines, July through September reservoir drafts will be limited to 10 feet from full pool during the highest 80% of water supply years and 20 feet from full pool during the lowest 20% of water supply (drought) years. Limits were also established on how rapidly discharge from the dams can be increased or decreased depending on the season. The NPCC also directed the federal agencies that operate Libby and Hungry Horse Dams to implement a new flood control strategy (VARQ) and directed Montana Fish, Wildlife & Parks to evaluate biological responses to this operating strategy. The Mainstem Amendment operating strategy has not been fully implemented at the Montana dams as of June 2008 but the strategy will be implemented in 2009. This report highlights the monitoring methods used to monitor the effects of the Mainstem Amendment operations on fishes, habitat, and aquatic invertebrates upstream and downstream of Libby Dam. We also present initial assessments of data and the effects of various operating strategies on physical and biological components of the systems upstream and downstream of Libby Dam. Annual electrofishing surveys in the Kootenai River and selected tributaries, along with gill net surveys in the reservoir, are being used to quantify the impacts of dam operations on fish populations upstream and downstream of Libby Dam. Scales and otoliths are being used to determine the age structure and growth of focal species. Annual population estimates and tagging experiments provide estimates of survival and growth in the mainstem Kootenai River and selected tributaries. Radio telemetry will be used to

  17. An Analysis of the Relationship between High School Students' Self-Efficacy, Metacognitive Strategy Use and Their Academic Motivation for Learn Biology

    Science.gov (United States)

    Aydin, Solmaz

    2016-01-01

    This study aimed to analyze the relationship between high school students' self-efficacy perceptions regarding biology, the metacognitive strategies they use in this course and their academic motivation for learn biology. The sample of the study included 286 high school students enrolled in three high schools who attended a biology course in Kars,…

  18. Build-a-Polypeptide: A Hands-On Worksheet to Enhance Student Learning in an Introductory Biology Course

    Directory of Open Access Journals (Sweden)

    Kristi Hall

    2014-07-01

    Full Text Available Many introductory biology students have a weak (or nonexistent chemistry background. Due to this apparent knowledge gap, many students struggle to understand the process of polypeptide formation via dehydration synthesis as well as the interactions between individual polypeptide chains. This inability to reason about how individual amino acids interact with one another prevents students from making the cognitive leap from primary to secondary structure. In turn, students do not fully understand how even higher levels of organizations (i.e., tertiary and quaternary interactions form the final three-dimensional configurations of proteins.  We designed Build-a-Polypeptide in an attempt to help fill the part of the knowledge gap.  In this activity, students physically represent the process of polypeptide synthesis and R group interactions using a paper model. Essentially, this is a simple cut and paste project that allows students to build a beginner's (i.e., highly truncated and simplified model of protein folding. Previous research has shown that physical modeling can aid student understanding of complex topics (1,2.  With that in mind, we developed this interactive activity to improve student understanding of protein synthesis and structure formation. This activity requires no laboratory equipment and can be completed within one (50 minute class. Our worksheets were designed for use in introductory college-level biology courses, but could easily be adapted for high school or AP biology classes.

  19. Interest, Attitudes and Self-Efficacy Beliefs Explaining Upper-Secondary School Students' Orientation Towards Biology-Related Careers

    Science.gov (United States)

    Uitto, Anna

    2014-01-01

    The aim of the study was to discover the contribution of students' interest in school biology, as well as their self-efficacy and attitudes towards different science subjects and mathematics when explaining students' orientation towards biology-related careers at upper-secondary school. The data of 321 K-11 students (49% women) were…

  20. Perceptual Influence of Ugandan Biology Students' Understanding of HIV/AIDS

    Science.gov (United States)

    Mutonyi, Harriet; Nashon, Samson; Nielsen, Wendy S.

    2010-08-01

    In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions of the disease, based on these media messages influence students’ development of conceptual understanding of the disease, its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions on classroom instruction about HIV/AIDS, involving 160 students aged 15-17, was conducted in four different Ugandan high schools: girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned. These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews. Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what is happening now—insensitivity to misconceptions about the disease—is needed.

  1. Labs not in a lab: A case study of instructor and student perceptions of an online biology lab class

    Science.gov (United States)

    Doiron, Jessica Boyce

    Distance learning is not a new phenomenon but with the advancement in technology, the different ways of delivering an education have increased. Today, many universities and colleges offer their students the option of taking courses online instead of sitting in a classroom on campus. In general students like online classes because they allow for flexibility, the comfort of sitting at home, and the potential to save money. Even though there are advantages to taking online classes, many students and instructors still debate the effectiveness and quality of education in a distant learning environment. Many universities and colleges are receiving pressure from students to offer more and more classes online. Research argues for both the advantages and disadvantages of online classes and stresses the importance of colleges and universities weighing both sides before deciding to adopt an online class. Certain classes may not be suitable for online instruction and not all instructors are suitable to teach online classes. The literature also reveals that there is a need for more research on online biology lab classes. With the lack of information on online biology labs needed by science educators who face the increasing demand for online biology labs, this case study hopes to provide insight into the use of online biology lab classes and the how students and an instructor at a community college in Virginia perceive their online biology lab experience as well as the effectiveness of the online labs.

  2. A report from Council

    CERN Multimedia

    2014-01-01

    The June meeting of Council is always a very busy one, having approval of the next year’s budget and the MTP as fixed agenda points. This year in addition, we had discussions on enlargement, as well as on the pension fund. I’d like to use this message to bring you up to date on all of those matters.   I’ll begin with the good news that the 2015 budget and MTP were recommended for approval by Finance Committee on Wednesday, and approved by Council on Thursday. This is extremely good news, and a solid vote of confidence from Council in the current economic situation. Coupled with that, I am pleased to report that at the half way stage of 2014, some 89% of budget contributions for the year have been received. Turning now to enlargement, I can inform you that the task force that went to Pakistan came back with a positive report, and as a consequence Council has authorised us to finalise discussion with Pakistan for Associate Membership. Council also authoris...

  3. Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking

    OpenAIRE

    Brittany J. Gasper; Gardner, Stephanie M.

    2013-01-01

    Recent recommendations for biology education highlight the role of authentic research experiences early in undergraduate education as a means of increasing the number and quality of biology majors. These experiences will inform students on the nature of science, increase their confidence in doing science, as well as foster critical thinking skills, an area that has been lacking despite it being one of the desired outcomes at undergraduate institutions and with future employers. With these thi...

  4. Visual Literacy Skills of Students in College-Level Biology: Learning Outcomes following Digital or Hand-Drawing Activities

    Directory of Open Access Journals (Sweden)

    Justine C. Bell

    2014-11-01

    Full Text Available To test the claim that digital learning tools enhance the acquisition of visual literacy in this generation of biology students, a learning intervention was carried out with 33 students enrolled in an introductory college biology course. This study compared learning outcomes following two types of learning tools: a traditional drawing activity, or a learning activity on a computer. The sample was divided into two random groups. In the first intervention students learned how to draw and label a cell. Group 1 learned the material by computer and Group 2 learned the material by hand drawing. In the second intervention, students learned how to draw the phases of mitosis, and the two groups were inverted. After each learning activity, students were given a quiz, and were also asked to self-evaluate their performance in an attempt to measure their level of metacognition. At the end of the study, participants were asked to fill out a questionnaire that was used to measure the level of task engagement the students felt towards the two types of learning activities. The students who learned the material by drawing had a significantly higher average grade on the associated quiz compared to that of those who learned the material by computer. There were no other significant differences in learning outcomes between the two groups. This study provides evidence that drawing by hand is beneficial for learning biological images compared to learning the same material on a computer.

  5. Energy and Matter: Differences in Discourse in Physical and Biological Sciences Can Be Confusing for Introductory Biology Students

    Science.gov (United States)

    Hartley, Laurel M.; Momsen, Jennifer; Maskiewicz, April; D'Avanzo, Charlene

    2012-01-01

    Biology majors often take introductory biology, chemistry, and physics courses during their first two years of college. The various and sometimes conflicting discourse about and explanations of matter and energy in these courses may contribute to confusion and alternative conceptions (those that differ from scientific consensus) in biology…

  6. ITER Council proceedings: 1993

    International Nuclear Information System (INIS)

    Records of the third ITER Council Meeting (IC-3), held on 21-22 April 1993, in Tokyo, Japan, and the fourth ITER Council Meeting (IC-4) held on 29 September - 1 October 1993 in San Diego, USA, are presented, giving essential information on the evolution of the ITER Engineering Design Activities (EDA), such as the text of the draft of Protocol 2 further elaborated in ''ITER EDA Agreement and Protocol 2'' (ITER EDA Documentation Series No. 5), recommendations on future work programmes: a description of technology R and D tasks; the establishment of a trust fund for the ITER EDA activities; arrangements for Visiting Home Team Personnel; the general framework for the involvement of other countries in the ITER EDA; conditions for the involvement of Canada in the Euratom Contribution to the ITER EDA; and other attachments as parts of the Records of Decision of the aforementioned ITER Council Meetings

  7. ITER council proceedings: 1997

    International Nuclear Information System (INIS)

    This volume of the ITER EDA Documentation Series presents records of the 12th ITER Council Meeting, IC-12, which took place on 23-24 July, 1997 in Tampere, Finland. The Council received from the Parties (EU, Japan, Russia, US) positive responses on the Detailed Design Report. The Parties stated their willingness to contribute to fulfil their obligations in contributing to the ITER EDA. The summary discussions among the Parties led to the consensus that in July 1998 the ITER activities should proceed for additional three years with a general intent to enable an efficient start of possible, future ITER construction

  8. ADAPTATION OF THE STUDENTS' MOTIVATION TOWARDS SCIENCE LEARNING QUESTIONNAIRE TO MEASURE GREEK STUDENTS’ MOTIVATION TOWARDS BIOLOGY LEARNING

    OpenAIRE

    Andressa, Helen; Mavrikaki, Evangelia; Dermitzaki, Irini

    2015-01-01

    The purpose of this study was to investigate students’ motivation towards biology learning and to determine the factors that are related to it: students’ gender and their parents’ occupation (relevant with biology or not) were investigated. The sample of the study consisted of 360 Greek high school students of the 10th grade (178 boys and 182 girls). The data were collected through Students’ Motivation Toward Science Learning (SMTSL) questionnaire. It was found that it was a valid and reliabl...

  9. Policy implications of select student characteristics and their influence on the Florida biology end-of-course assessment

    Science.gov (United States)

    Bertolotti, Janine Cecelia

    In an attempt to improve student achievement in science in Florida, the Florida Department of Education implemented end-of-course (EOC) assessments in biology during the 2011-2012 academic school year. Although this first administration would only account for 30% of the student's overall final course grade in biology, subsequent administrations would be accompanied by increasing stakes for students, teachers, and schools. Therefore, this study sought to address gaps in empirical evidence as well as discuss how educational policy will potentially impact on teacher evaluation and professional development, student retention and graduation rates, and school accountability indicators. This study explored four variables- reading proficiency, ethnicity, socioeconomic status, and gender- to determine their influence and relationship on biology achievement on the Biology I EOC assessment at a Title 1 school. To do so, the results of the Biology I EOC assessment administered during the Spring 2012 school year was obtained from a small, rural Title 1 high school in North Florida. Additional data regarding each student's qualification for free and reduced-price lunch, FCAT Reading developmental scale scores, FCAT Reading level, grade level, gender, and ethnicity were also collected for the causal-comparative exploratory study. Of the 178 students represented, 48% qualified for free and reduced-price lunch, 54% were female, and 55% scored at FCAT Reading level 3 or higher. Additionally, 59% were White and 37% Black. A combination of descriptive statistics and other statistical procedures such as independent samples one-tailed t-test, one-way ANOVAs, ANCOVAs, multipleregression, and a Pearson r correlation was utilized in the analysis, with a significance level set at 0.05. Results indicate that of all four variables, FCAT Reading proficiency was the sole variable, after adjusting for other variables; that had a significant impact on biology achievement. Students with higher

  10. The implementation of equitable teaching strategies by high school biology student teachers

    Science.gov (United States)

    Scantlebury, Kate; Butler Kahle, Jane

    Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if high school biology student teachers could transfer learned equitable teaching strategies to actual teaching and the support conditions necessary for that transfer. Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group had both support conditions, the second group had only one condition (peer support), and the third group did not have either support condition. Both qualitative and quantitative data sources were collected. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher.

  11. Australian Research Council

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    @@ Introduction The Australian Research Council(ARC) is the Australian Government's main agency for allocating research funding to academics and researchers in Australian universities.Its mission is to deliver policy and programs that advance Australian research and innovation globally and benefit the community.

  12. Elections to Staff Council

    CERN Multimedia

    Staff Association

    2011-01-01

    Elections to fill all seats in the Staff Council are being organized this month. The voting takes place from the 31st of October to the 14th of November, at noon. As you may have noted when reading Echo, many issues concerning our employment conditions are on the agenda of the coming months and will keep the next Staff Council very busy. So, make your voice heard and take part in the elections for a new Staff Council. By doing so, you will be encouraging the men and women who will be representing you over the next two years and they will doubtless appreciate your gratitude. Every member of the Staff Association will have received an email containing a link to the webpage which will allow voting. If you are a member of the Staff Association and you did not receive such an email, please contact the Staff Association secretariat (staff.association@cern.ch). Do not forget to vote * * * * * * * Vote Make your voice heard and be many to elect the new Staff Council. More details on the election...

  13. World Council-OMEP.

    Science.gov (United States)

    Weiser, Margaret

    1990-01-01

    Details the 1990 meeting of the World Council of the World Organization for Early Childhood Education (OMEP) in Lagos, Nigeria. OMEP's Statement to the World Summit for Children is provided. The conditions of Nigerian children and female children in India are considered. (BG)

  14. Report from Council

    CERN Multimedia

    2015-01-01

    This week’s Council meeting was dominated by discussions about the long-term, sustainable future of CERN. Key points are progress on the Medium-Term Plan, the successful LHC restart, and enlargement.   The budget proposed by management for 2016 was well received, as were the measures to mitigate against the recent change in exchange rates. These items will be put to the vote in September. Discussions on CERN staff employment conditions were conducted in a constructive atmosphere this week, and will continue in future Council meetings. The Council also clearly voiced its congratulations for the smooth and successful start of LHC run 2, coming on top of a clear run of spectacular scientific and technological successes over recent years. In the current climate of austerity, these developments are a strong endorsement from the Council. Nevertheless, it would be disingenuous of me to pretend that everything is rosy. There has been an air of unease at CERN over recent months, which was v...

  15. Physicists get new research council

    CERN Multimedia

    Cartlidge, Edwin

    2007-01-01

    "A new research council to fund users of large scientific facilities is being launched in the UK this month. The Science and Technology Facilities Council (STFC), which comes into effect on 1 April...." (1 page)

  16. 77 FR 66179 - Manufacturing Council

    Science.gov (United States)

    2012-11-02

    ... International Trade Administration Manufacturing Council AGENCY: International Trade Administration, U.S... manufacturing council. SUMMARY: On September 14, 2012, the Department of Commerce's International Trade Administration published a notice in the Federal Register (77 FR 56811) soliciting applications for...

  17. 75 FR 30781 - Manufacturing Council

    Science.gov (United States)

    2010-06-02

    ... International Trade Administration Manufacturing Council AGENCY: International Trade Administration, U.S... Manufacturing Council. SUMMARY: On March 16, 2010, the Department of Commerce's International Trade Administration published a notice in the Federal Register (75 FR 12507) soliciting applications for membership...

  18. 75 FR 80040 - Manufacturing Council

    Science.gov (United States)

    2010-12-21

    ... International Trade Administration Manufacturing Council AGENCY: International Trade Administration, U.S... Manufacturing Council. SUMMARY: On November 23, 2010, the Department of Commerce's International Trade Administration published a notice in the Federal Register (75 FR 71417) soliciting applications to fill...

  19. 77 FR 69794 - Manufacturing Council

    Science.gov (United States)

    2012-11-21

    ... International Trade Administration Manufacturing Council AGENCY: International Trade Administration, U.S... Manufacturing Council. SUMMARY: On September 14, 2012, the Department of Commerce's International Trade Administration (ITA) published a notice in the Federal Register (77 FR 56811) soliciting applications...

  20. 77 FR 27029 - The Manufacturing Council: Teleconference Meeting of the Manufacturing Council

    Science.gov (United States)

    2012-05-08

    ... International Trade Administration The Manufacturing Council: Teleconference Meeting of the Manufacturing... Manufacturing Council (Council). The agenda may change to accommodate Council business. The final agenda will be... Manufacturing Council, Room 4043, 1401 Constitution Avenue NW., Washington, DC 20230, telephone...

  1. Virtual fetal pig dissection as an agent of knowledge acquisition and attitudinal change in female high school biology students

    Science.gov (United States)

    Maloney, Rebecca Scudari

    One way to determine if all students can learn through the use of computers is to introduce a lesson taught completely via computers and compare the results with those gained when the same lesson is taught in a traditional manner. This study attempted to determine if a virtual fetal pig dissection can be used as a viable alternative for an actual dissection for females enrolled in high school biology classes by comparing the knowledge acquisition and attitudinal change between the experimental (virtual dissection) and control (actual dissection) groups. Two hundred and twenty-four students enrolled in biology classes in a suburban all-girl parochial high school participated in this study. Female students in an all-girl high school were chosen because research shows differences in science competency and computer usage between the genders that may mask the performance of females on computer-based tasks in a science laboratory exercise. Students who completed the virtual dissection scored significantly higher on practical test and objective tests that were used to measure knowledge acquisition. Attitudinal change was measured by examining the students' attitudes toward dissections, computer usage in the classroom, and toward biology both before and after the dissections using pre and post surveys. Significant results in positive gain scores were found in the virtual dissection group's attitude toward dissections, and their negative gain score toward virtual dissections. Attitudinal changes toward computers and biology were not significant. A purposefully selected sample of the students were interviewed, in addition to gathering a sample of the students' daily dissection journals, as data highlighting their thoughts and feelings about their dissection experience. Further research is suggested to determine if a virtual laboratory experience can be a substitute for actual dissections, or may serve as an enhancement to an actual dissection.

  2. The influence of alternative pedagogical methods in postsecondary biology education: How do students experience a multimedia case-study environment?

    Science.gov (United States)

    Wolter, Bjorn Hugo Karl

    The purpose of this study was to better understand how an online, multimedia case study method influenced students' motivation, performance, and perceptions of science in collegiate level biology classes. It utilized a mix-methods design including data from pre- and post-test, student surveys, and focus group interviews to answer one primary question, did participation in the affect student performance? Two sub-questions were: (a) did participation affect persistence? and (b) did students believe it to be a good learning experience? One hundred and eight students in 5 classes from 4 campuses in the United States and Puerto Rico participated in this study during spring semester 2009. After receiving instruction on HIV, students took a 6 questions pre-test to measure their initial knowledge of both HIV and lab procedures. Participants then engaged in the Case It! learning environment, where they watched case-studies on HIV, used virtual lab tools, created an online poster of their findings, and role-played as both family members and physicians about their case. A post-test identical to the pre-test was given to students upon completion. Both were then scored using rubrics and analyzed via paired t-Tests and ANOVA. The researcher visited all 4 study sites to conduct both the focus group interviews and student surveys. Student surveys were quantified and descriptive statistics generated. Focus group interviews were video recorded, transcribed, and inductively and deductively coded. Student knowledge increased because of participation, and the majority of students said they found the Case It! project to be both a good learning experience (95%) and one that would help with future classes or careers (87%). Based on student interviews, the Case It! project did have a beneficial impact on students' intentions to persist as science majors. Many students noted that the learning environment created an overall context in which they could apply knowledge from multiple classes

  3. Students' Participation in an Interdisciplinary, Socioscientific Issues Based Undergraduate Human Biology Major and Their Understanding of Scientific Inquiry

    Science.gov (United States)

    Eastwood, Jennifer L.; Sadler, Troy D.; Sherwood, Robert D.; Schlegel, Whitney M.

    2013-06-01

    The purpose of this study was to examine whether Socioscientific Issues (SSI) based learning environments affect university students' epistemological understanding of scientific inquiry differently from traditional science educational contexts. We identify and compare conceptions of scientific inquiry of students participating in an interdisciplinary, SSI-focused undergraduate human biology major (SSI) and those participating in a traditional biology major (BIO). Forty-five SSI students and 50 BIO students completed an open-ended questionnaire examining their understanding of scientific inquiry. Eight general themes including approximately 60 subthemes emerged from questionnaire responses, and the numbers of students including each subtheme in their responses were statistically compared between groups. A subset of students participated in interviews, which were used to validate and triangulate questionnaire data and probe students' understanding of scientific inquiry in relation to their majors. We found that both groups provided very similar responses, differing significantly in only five subthemes. Results indicated that both groups held generally adequate understandings of inquiry, but also a number of misconceptions. Small differences between groups supported by both questionnaires and interviews suggest that the SSI context contributed to nuanced understandings, such as a more interdisciplinary and problem-centered conception of scientific inquiry. Implications for teaching and research are discussed.

  4. A Novel Tool to Facilitate the Learning of Thermodynamic Principles by Undergraduate Students of the Biological Area

    Science.gov (United States)

    Carvalho, Eduardo O.; Araki, Marcelo K.; Freitas, Sergio F.; de Godoy, Carlos M. G.; Faljoni-Alario, Adelaide; Frare-Junior, Pedro L.; Nantes, Iseli L.

    2009-01-01

    This study describes the application and evaluation of a novel didactic tool (thermodynamic device) developed for students in the area of biology who have conceptual deficiencies that render the learning of thermodynamic principles difficult. Systems of communicant vessels with equal and different compartments were constructed to correlate the…

  5. Different Gender Students' Participation in the High- and Low-achieving Middle School Questioning-orientated Biology Classrooms in Taiwan

    Science.gov (United States)

    She, Hsiao-Ching

    2001-02-01

    This case study investigated gender-based differences in classroom participation through examining teacher-student interactions between a female biology teacher and two groups of middle school students, namely high achievers and low achievers. The female teacher used a questioning-orientated instructional strategy as her major teaching style which creates greater opportunities for student participation in biology learning. Classroom sessions were videotaped for one school year, then analysed for gender differences in question-and-answer patterns. The results showed that more teacher-initiated questions, teacher-directed interactions, and teacher feedback were given to males than females in both groups, but a large difference was found between the two groups of students. Girls in the low-achieving biology class (LABC) were more likely to participate at a rate comparable with their male classmates; girls answered more procedure questions and an equal percentage of process questions, called out approximately the same percentage of answers to undirected teacher-initiated questions, and received more instances of praise and follow-up questions. Contrary to what was observed in the high-achieving biology class (HABC), LABC girls initiated more questions than LABC boys.

  6. The Effects of Meiosis/Genetics Integration and Instructional Sequence on College Biology Student Achievement in Genetics.

    Science.gov (United States)

    Browning, Mark

    The purpose of the research was to manipulate two aspects of genetics instruction in order to measure their effects on college, introductory biology students' achievement in genetics. One instructional sequence that was used dealt first with monohybrid autosomal inheritance patterns, then sex-linkage. The alternate sequence was the reverse.…

  7. Transforming Misconceptions: Using Transformative Experience to Promote Positive Affect and Conceptual Change in Students Learning about Biological Evolution

    Science.gov (United States)

    Heddy, Benjamin C.; Sinatra, Gale M.

    2013-01-01

    Teaching and learning about complex scientific content, such as biological evolution, is challenging in part because students have a difficult time seeing the relevance of evolution in their everyday lives. The purpose of this study was to explore the effectiveness of the Teaching for Transformative Experiences in Science (TTES) model (Pugh, 2002)…

  8. An Investigation into Students' Difficulties in Numerical Problem Solving Questions in High School Biology Using a Numeracy Framework

    Science.gov (United States)

    Scott, Fraser J.

    2016-01-01

    The "mathematics problem" is a well-known source of difficulty for students attempting numerical problem solving questions in the context of science education. This paper illuminates this problem from a biology education perspective by invoking Hogan's numeracy framework. In doing so, this study has revealed that the contextualisation of…

  9. Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology

    Science.gov (United States)

    Yang, Kai-Ti; Wang, Tzu-Hua; Chiu, Mei-Hung

    2015-01-01

    This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students…

  10. An Examination of the Impact of a Biological Anti-Stigma Message for Depression on College Students

    Science.gov (United States)

    Boucher, Laura A.; Campbell, Duncan G.

    2014-01-01

    Stigma is one reason that some people avoid seeking mental health treatment. This study tested whether a biologically based anti-stigma message affected various stigma-related outcomes in college students. One hundred eighty-two undergraduate participants were randomly assigned to see a billboard presenting the message, "Depression is a brain…

  11. Teacher and Student Perceptions of the Development of Learner Autonomy; A Case Study in the Biological Sciences

    Science.gov (United States)

    Scott, G. W.; Furnell, J.; Murphy, C. M.; Goulder, R.

    2015-01-01

    Biology teachers in a UK university expressed a majority view that student learning autonomy increases with progression through university. A minority suggested that pre-existing diversity in learning autonomy was more important and that individuals not cohorts differ in their learning autonomy. They suggested that personal experience prior to…

  12. The Most Important Concept of Transport and Circulatory Systems: Turkish Biology Student Teachers' Cognitive Structure

    Science.gov (United States)

    Kurt, Hakan; Ekici, Gulay; Aksu, Ozlem; Aktas, Murat

    2013-01-01

    The purpose of this study is to determine biology student teachers' cognitive structure with regard to "Blood". Qualitative research method has been used. The free word association test and the draw-write technique have been used in collection of data. The data obtained have been evaluated and divided into categories based on…

  13. The Benefits of Mouse Keeping--An Empirical Study on Students' Flow and Intrinsic Motivation in Biology Lessons

    Science.gov (United States)

    Meyer, Annika; Klingenberg, Konstantin; Wilde, Matthias

    2016-01-01

    Contact with living animals is an exceptional possibility within biology education to facilitate an intense immersion into the study topic and even allow for a flow experience (Csikszentmihalyi 2000). Further, it might affect the perceptions of the students' basic needs for autonomy and competence and thereby their quality of motivation (Deci and…

  14. Cognitive Difficulty and Format of Exams Predicts Gender and Socioeconomic Gaps in Exam Performance of Students in Introductory Biology Courses.

    Science.gov (United States)

    Wright, Christian D; Eddy, Sarah L; Wenderoth, Mary Pat; Abshire, Elizabeth; Blankenbiller, Margaret; Brownell, Sara E

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom's level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom's level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. PMID:27252299

  15. Learning-style preferences of Latino/Hispanic community college students enrolled in an introductory biology course

    Science.gov (United States)

    Sarantopoulos, Helen D.

    Purpose. The purpose of this study was to identify, according to the Productivity Environment Preference Survey (PEPS) instrument, which learning-style domains (environmental, emotional, sociological, and physiological) were favored among Latino/Hispanic community college students enrolled in introductory biology classes in a large, urban community college. An additional purpose of this study was to determine whether statistically significant differences existed between the learning-style preferences and the demographic variables of age, gender, number of prior science courses, second language learner status, and earlier exposure to scientific information. Methodology. The study design was descriptive and ex post facto. The sample consisted of a total of 332 Latino/Hispanic students enrolled in General Biology 3. Major findings. The study revealed that Latino/Hispanic students enrolled in introductory biology at a large urban community college scored higher for the learning preference element of structure. Students twenty-five years and older scored higher for the learning preference elements of light, design, persistence, responsibility, and morning time (p preference elements of (a) light, (b) temperature (warmth), (c) authority and (d) auditory (p learning-style preferences were found between second English language learners and those who learned English as their primary language (p learning-style model and instruments and on recent learning-style research articles on ethnically diverse groups of adult learners; and (2) Instructors should plan their instruction to incorporate the learning-style preferences of their students.

  16. The Effects of Using Concept Mapping for Improving Advanced Level Biology Students' Lower- and Higher-Order Cognitive Skills

    Science.gov (United States)

    Bramwell-Lalor, Sharon; Rainford, Marcia

    2014-01-01

    This paper reports on teachers' use of concept mapping as an alternative assessment strategy in advanced level biology classes and its effects on students' cognitive skills on selected biology concepts. Using a mixed methods approach, the study employed a pre-test/post-test quasi-experimental design involving 156 students and 8 teachers…

  17. The relationship of parental influence on student career choice of biology and non-biology majors enrolled in a freshman biology course

    Science.gov (United States)

    Sowell, Mitzie Leigh

    Recent declines in science literacy and inadequate numbers of individuals entering science careers has heightened the importance of determining why students major in science or do not major in science and then choose a science-related career. Therefore, the purpose of this study was to examine the relationship between parental influences and student career choices of both males and females majoring and not majoring in science. This study specifically examined the constructs of parental occupation, parental involvement, and parental education levels. Aspects indicated by the participants as being influencers were also examined. In addition, differences between males and females were examined. A total of 282 students participated in the study; 122 were science majors and 160 were non-science majors. The data was collected through the use of a student information survey and the Modified Fennema-Sherman Attitude Scale. The findings suggest that students indicated the desire to help others, peers, salary, and skills as influencing their career choice. In regard to the various parental influences, mother's occupation was the only construct found as a statistically significant influencer on a student's decision to major in science. The results of this study can help educators, administrators, and policy makers understand what influences students to pursue science-related careers and possibly increase the number of students entering science-related careers. The results of the study specifically provide information that may prove useful to administrators and educators in the health science fields, particularly nursing fields. The findings provide insight into why students may choose to become nurses.

  18. Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking

    Directory of Open Access Journals (Sweden)

    Brittany J. Gasper

    2013-02-01

    Full Text Available Recent recommendations for biology education highlight the role of authentic research experiences early in undergraduate education as a means of increasing the number and quality of biology majors. These experiences will inform students on the nature of science, increase their confidence in doing science, as well as foster critical thinking skills, an area that has been lacking despite it being one of the desired outcomes at undergraduate institutions and with future employers. With these things in mind, we have developed an introductory biology laboratory course where students design and execute an authentic microbiology research project. Students in this course are assimilated into the community of researchers by engaging in scholarly activities such as participating in inquiry, reading scientific literature, and communicating findings in written and oral formats. After three iterations of a semester-long laboratory course, we found that students who took the course showed a significant increase in their understanding of the nature of authentic research and their level of critical thinking skills.

  19. Council Chamber exhibition

    CERN Multimedia

    CERN Bulletin

    2010-01-01

    To complete the revamp of CERN’s Council Chamber, a new exhibition is being installed just in time for the June Council meetings.   Panels will showcase highlights of CERN’s history, using some of the content prepared for the exhibitions marking 50 years of the PS, which were displayed in the main building last November. The previous photo exhibition in the Council Chamber stopped at the 1970s. To avoid the new panels becoming quickly out of date, photos are grouped together around specific infrastructures, rather than following a classic time-line. “We have put the focus on the accelerators – the world-class facilities that CERN has been offering researchers over the years, from the well-known large colliders to the lesser-known smaller facilities,” says Emma Sanders, who worked on the content. The new exhibition will be featured in a future issue of the Bulletin with photos and an interview with Fabienne Marcastel, designer of the exhibit...

  20. Elections to Staff Council

    CERN Document Server

    Staff Association

    2013-01-01

    Elections to fill all seats in the Staff Council are being organized this month. The voting takes place from the 28 of October to the 11th of November, at noon. As you may have noted when reading Echo, many issues concerning our employment conditions are on the agenda of the coming months, and in particular the Five-yearly-Review 2015, subject of the questionnaire that you probably recently filled out. All this will keep the next Staff Council very busy indeed. So, make your voice heard and take part in the elections for a new Staff Council. By doing so, you will be encouraging the men and women who will be representing you over the next two years and they will doubtless appreciate your gratitude. Every member of the Staff Association will have received an email containing a link to the webpage which will allow voting. If you are a member of the Staff Association and you did not receive such an email, please contact the Staff Association secretariat (staff.association@cern.ch). Do not forget to v...

  1. DECLARATION TO COUNCIL

    CERN Multimedia

    Staff Association

    2015-01-01

    One year ago, the Staff Association, together with the CERN-ESO Pensioners' Association, organized a staff meeting in front of this building to express our concern about certain actions of this Committee. Today we deem it necessary to come before you and convey in person, dear delegates, the concerns and worries of the staff. Indeed, the last 18 months we have observed a tendency of Council to take matters, in particular in the field of pensions, into its own hands, bypassing established governance structures, which Council has itself put into place. As a result, the Director General was prevented from playing his essential role of intermediary between staff and Council, an essential element of the established social dialogue. The creation of CERN in 1954 was very much based on the willingness of many countries of the old Continent to share resources to create a joint fundamental physics laboratory. The emphasis was on sharing resources for the common good to allow European scientists to engage in...

  2. Recognizing student misconceptions through Ed's Tools and the Biology Concept Inventory.

    OpenAIRE

    Klymkowsky, Michael W.; Kathy Garvin-Doxas

    2008-01-01

    Recognizing student misconceptions is critical for effective teaching. Tools that reveal student thinking indicate that misunderstanding randomness interferes with learning of molecular dynamics and evolutionary processes.

  3. Creating a pipeline of talent for informatics: STEM initiative for high school students in computer science, biology, and biomedical informatics

    Directory of Open Access Journals (Sweden)

    Joyeeta Dutta-Moscato

    2014-01-01

    Full Text Available This editorial provides insights into how informatics can attract highly trained students by involving them in science, technology, engineering, and math (STEM training at the high school level and continuing to provide mentorship and research opportunities through the formative years of their education. Our central premise is that the trajectory necessary to be expert in the emergent fields in front of them requires acceleration at an early time point. Both pathology (and biomedical informatics are new disciplines which would benefit from involvement by students at an early stage of their education. In 2009, Michael T Lotze MD, Kirsten Livesey (then a medical student, now a medical resident at University of Pittsburgh Medical Center (UPMC, Richard Hersheberger, PhD (Currently, Dean at Roswell Park, and Megan Seippel, MS (the administrator launched the University of Pittsburgh Cancer Institute (UPCI Summer Academy to bring high school students for an 8 week summer academy focused on Cancer Biology. Initially, pathology and biomedical informatics were involved only in the classroom component of the UPCI Summer Academy. In 2011, due to popular interest, an informatics track called Computer Science, Biology and Biomedical Informatics (CoSBBI was launched. CoSBBI currently acts as a feeder program for the undergraduate degree program in bioinformatics at the University of Pittsburgh, which is a joint degree offered by the Departments of Biology and Computer Science. We believe training in bioinformatics is the best foundation for students interested in future careers in pathology informatics or biomedical informatics. We describe our approach to the recruitment, training and research mentoring of high school students to create a pipeline of exceptionally well-trained applicants for both the disciplines of pathology informatics and biomedical informatics. We emphasize here how mentoring of high school students in pathology informatics and biomedical

  4. Creating a pipeline of talent for informatics: STEM initiative for high school students in computer science, biology, and biomedical informatics.

    Science.gov (United States)

    Dutta-Moscato, Joyeeta; Gopalakrishnan, Vanathi; Lotze, Michael T; Becich, Michael J

    2014-01-01

    This editorial provides insights into how informatics can attract highly trained students by involving them in science, technology, engineering, and math (STEM) training at the high school level and continuing to provide mentorship and research opportunities through the formative years of their education. Our central premise is that the trajectory necessary to be expert in the emergent fields in front of them requires acceleration at an early time point. Both pathology (and biomedical) informatics are new disciplines which would benefit from involvement by students at an early stage of their education. In 2009, Michael T Lotze MD, Kirsten Livesey (then a medical student, now a medical resident at University of Pittsburgh Medical Center (UPMC)), Richard Hersheberger, PhD (Currently, Dean at Roswell Park), and Megan Seippel, MS (the administrator) launched the University of Pittsburgh Cancer Institute (UPCI) Summer Academy to bring high school students for an 8 week summer academy focused on Cancer Biology. Initially, pathology and biomedical informatics were involved only in the classroom component of the UPCI Summer Academy. In 2011, due to popular interest, an informatics track called Computer Science, Biology and Biomedical Informatics (CoSBBI) was launched. CoSBBI currently acts as a feeder program for the undergraduate degree program in bioinformatics at the University of Pittsburgh, which is a joint degree offered by the Departments of Biology and Computer Science. We believe training in bioinformatics is the best foundation for students interested in future careers in pathology informatics or biomedical informatics. We describe our approach to the recruitment, training and research mentoring of high school students to create a pipeline of exceptionally well-trained applicants for both the disciplines of pathology informatics and biomedical informatics. We emphasize here how mentoring of high school students in pathology informatics and biomedical informatics

  5. Student, teaching assistant, and faculty learning during innovation in an introductory biology course

    Science.gov (United States)

    Blair, Lesley Mae

    This study examined the dynamics of student, teaching assistant (TA), and faculty learning in relationship to implementation of a genetic technologies project in a university introductory biology course. Research focused on the types of learning that occurred and the various factors impacting that learning. Study participants included 25 undergraduate non-science majors, five graduate TAs, and two faculty, including the researcher participant. Qualitative methodologies were employed to address the exploratory nature of the research questions, and included a wide variety of data collection techniques. Variables related to learning were identified and categorized to develop a hypothesis of learning in the studied course. Students, TAs, and faculty demonstrated developing diverse and remarkably similar cognitive outcomes, learning strategies, and changes within the affective domain. Differences existed in the temporal displacement of learning, as well as breadth and depth of skills and understandings. Similar internal and external factors also impacted student, TA, and faculty learning. Interactions among the three subject groups were frequent, related to common topics of interest and corrections of curricular inadequacies, and were initiated by members of each group. Emerging categories of data were developed into a hypothesis of learning which incorporated (1) the combination of pre-existing subject and situational conditions with (2) characteristics of innovation, and (3) the resulting learning community. Shifting what was being learned and how it was being taught created opportunities for conflict and uncertainty. Through resolution of these concerns, distinctions between course teachers and learners became blurred. This study suggests that all participants, with their widely varying backgrounds, interests, and abilities, contributed to development of the learning community when both content and instruction were being altered. Factors such as large class size

  6. The evolutionary conformation from traditional lecture to active learning in an undergraduate biology course and its effects on student achievement

    Science.gov (United States)

    Diederich, Kirsten Bakke

    In response to the declining number of students in the United States entering into the STEM (science, technology, engineering, and math) disciplines, there has been an attempt to retain student interest in the sciences through the implementation of more active learning in the classroom. Active learning is defined as any instructional method that requires students do something in the classroom rather than simply listen to a lecture (Herreid, 2006). These student centered approaches provide the students with the opportunity to work cooperatively while developing the skills required for critical inquiry. They also help the students make the connections between what is being taught and how it can be applied in a real world setting. Science education researchers have attempted to analyze the efficacy of active learning. Although they find it difficult to compare the data, they state unequivocally that "Active learning is a better strategy for learning than the traditional didactic lecture format" (Prince, 2004). However, even though research supports the efficacy of active learning, instructors find it difficult to adopt this pedagogy into their classrooms due to concerns such as loss of content knowledge and student resistance. This three year qualitative and quantitative study addressed the level of student learning and satisfaction in an introductory vertebrate biology class at a small liberal arts college. The courses were taught by the same instructor using three pedagogical methods; traditional lecture (TL), problem-based learning (PBL), and case-based learning (CBL). Student grades and levels of assessment were compared between the TL and PBL, while student attrition rates, course satisfaction and views of active and group learning were analyzed across all three sections. The evolutionary confirmations from TL to PBL and ultimately the adoption of CBL as the method of choice are discussed from the view of both the faculty member and the students.

  7. Predicting success for college students enrolled in an online, lab-based, biology course for non-majors

    Science.gov (United States)

    Foster, Regina

    Online education has exploded in popularity. While there is ample research on predictors of traditional college student success, little research has been done on effective methods of predicting student success in online education. In this study, a number of demographic variables including GPA, ACT, gender, age and others were examined to determine what, if any, role they play in successfully predicting student success in an online, lab-based biology for non-majors course. Within course variables such as participation in specific categories of assignment and frequency of online visits were also examined. Groups of students including Native American/Non-Native American and Digital Immigrants and Digital Natives and others were also examined to determine if overall course success differed significantly. Good predictors of online success were found to be GPA, ACT, previous course experience and frequency of online visits with the course materials. Additionally, students who completed more of the online assignments within the course were more successful. Native American and Non-Native American students were found to differ in overall course success significantly as well. Findings indicate student academic background, previous college experience and time spent with course materials are the most important factors in course success. Recommendations include encouraging enrollment advisors to advise students about the importance of maintaining high academic levels, previous course experience and spending time with course materials may impact students' choices for online courses. A need for additional research in several areas is indicated, including Native American and Non-Native American differences. A more detailed examination of students' previous coursework would also be valuable. A study involving more courses, a larger number of students and surveys from faculty who teach online courses would help improve the generalizability of the conclusions.

  8. Assessing twenty-first century skills through a teacher created video game for high school biology students

    Science.gov (United States)

    Annetta, Leonard A.; Cheng, Meng-Tzu; Holmes, Shawn

    2010-07-01

    As twenty-first century skills become a greater focus in K-12 education, an infusion of technology that meets the needs of today's students is paramount. This study looks at the design and creation of a Multiplayer Educational Gaming Application (MEGA) for high school biology students. The quasi-experimental, qualitative design assessed the twenty-first century skills of digital age literacy, inventive thinking, high productivity, and effective communication techniques of the students exposed to a MEGA. Three factors, as they pertained to these skills, emerged from classroom observations. Interaction with the teacher, discussion with peers, and engagement/time-on-task while playing the MEGA suggested that students playing an educational video game exhibited all of the projected twenty-first century skills while being engrossed in the embedded science content.

  9. Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts

    OpenAIRE

    Daniel Alves Escodino; Andréa Carla de Souza Góes

    2013-01-01

    In this work we aimed to determine the level of Molecular Biology (MB) science literacy of students from two Brazilian public schools which do not consider the rogerian theory for class planning and from another institution, Cap UERJ, which favours this theory. We applied semiclosed questionnaires specific to the different groups of science literacy levels. Besides, we have asked them to perform conceptual maps with MB concepts in order to observe if they have experienced meaningful learning....

  10. News from Council

    CERN Document Server

    2016-01-01

    With this message I would like to share with you some highlights of this week’s Council meetings.   A major topic was the approval of CERN’s Medium Term Plan (MTP) 2017-2021, along with the budget for 2017. In approving the document, Council expressed its very strong support for the research programme the MTP outlines for the coming years.  Another important topic this week was the formal approval of the High Luminosity LHC project, HL-LHC. This comes as extremely good news not only for CERN, but also for particle physics globally. HL-LHC is the top priority of the European Strategy for Particle Physics in its 2013 update, and is part of the 2016 roadmap of the European Strategy Forum on Research Infrastructures, ESFRI. It was also identified as a priority in the US P5 strategy process, and in Japan’s strategic vision for the field. It secures CERN’s future until 2035, and ensures that we will achieve the maximum scientific return on the investment...

  11. Student and Teacher Perceptions of a Mobile-Based Biology Vocabulary Study Tool for English Language Learners

    Science.gov (United States)

    Cruz, Maria B.

    English language learners studying biology face a dual challenge of mastering both content and language. Teaching ELLs how to engage in scientific discourse using appropriate language to ask, answer, explain, and make predictions about science requires a foundational knowledge of content-specific vocabulary. This study used qualitative interviews with intermediate-level ELLs at an American high school to learn how a supplemental iPod-based vocabulary review tool influenced their perceptions of learning biology vocabulary outside of classroom hours. Interviews with their biology teacher were also used to complement student testimony from the point of view of an educational professional with ELL teaching experience. Past studies in the area of mobile learning have primarily employed questionnaires to gather feedback from participants. This research study adds greater participant voice to the body of literature that encompasses mobile language learning, second language acquisition, and science education by presenting nuanced opinions from both students and teachers. This dissertation concludes with a discussion on the influence that this study could have on further research in the fields of mobile learning, academic vocabulary, and student learning behaviors.

  12. Do student perceptions of teaching predict the development of representational competence and biological knowledge?

    OpenAIRE

    Nitz, Sandra; Ainsworth, Shaaron E; Nerdel, Claudia; Prechtl, Helmut

    2014-01-01

    Dealing with representations is a crucial skill for students and such representational competence is essential for learning science. This study analysed the relationship between representational competence and content knowledge, student perceptions of teaching practices concerning the use of different representations, and their impact on students’ outcome over a teaching unit. Participants were 931 students in 51 secondary school classes. Representational competence and content knowledge ...

  13. 75 FR 71417 - Manufacturing Council Membership

    Science.gov (United States)

    2010-11-23

    ... International Trade Administration Manufacturing Council Membership AGENCY: International Trade Administration... Manufacturing Council. SUMMARY: The Department of Commerce is currently seeking applications to fill one vacant position on the Manufacturing Council (Council). The purpose of the Council is to advise the Secretary...

  14. 18 CFR 701.51 - The Council.

    Science.gov (United States)

    2010-04-01

    ... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false The Council. 701.51 Section 701.51 Conservation of Power and Water Resources WATER RESOURCES COUNCIL COUNCIL ORGANIZATION Headquarters Organization § 701.51 The Council. Decisions of the Council are made as hereinafter described...

  15. Science literacy and meaningful learning: status of public high school students from Rio de Janeiro face to molecular biology concepts

    Directory of Open Access Journals (Sweden)

    Daniel Alves Escodino

    2013-12-01

    Full Text Available In this work we aimed to determine the level of Molecular Biology (MB science literacy of students from two Brazilian public schools which do not consider the rogerian theory for class planning and from another institution, Cap UERJ, which favours this theory. We applied semiclosed questionnaires specific to the different groups of science literacy levels. Besides, we have asked them to perform conceptual maps with MB concepts in order to observe if they have experienced meaningful learning. Finally, we prepared MB classes for students of the three schools, considering their conceptual maps and tried to evaluate, through a second map execution, if the use of alternative didactics material, which consider meaningful learning process, would have any effect over the appropriation of new concepts. We observed that most students are placed at Functional literacy level. Nonetheless, several students from CAp were also settled at the higher Conceptual and Procedural levels. We found that most students have not experienced meaningful learning and that the employment of didactic material and implementation of proposals which consider the cognitive structure of the students had a significant effect on the appropriation of several concepts.

  16. SOME METHODOLOGICAL TECHNIQUES OF ACTIVATION OF THE COGNITIVE INTEREST IN BIOLOGY CLASSES OF STUDENTS OF THE MEDICAL TECHNICAL PROFILE

    Directory of Open Access Journals (Sweden)

    V. N. Baranov

    2014-01-01

    Full Text Available Research objective. Identification of possibility of the modern pedagogical receptions in development of cognitive interest in students of a medico-technical profile at biology lessons.Research techniques. The theoretical: the analysis of psychology and pedagogical and methodical literature on a research problem, the teoretiko-methodical analysis of a studied problem, development of methodical bases of its realization in biology training; approach to carrying out a lecture and practical training in biology with bionics elements. The empirical – supervision, conversation, questioning, manufacture of multimedia presentations for carrying out an interactive lecture and practical training and the analysis of results of work with them.Material and methods. Students of the 1st course being trained in the direction of preparation 201000.62 – “Biotechnical systems and technologies” (bachelor degree.Results. It is possible to carry the following to the positive moments: within interactive lecture there is a tendency to motivation change to educational activity with external on the internal; the pedagogical receptions based on interactivity, allow to keep attention of audience easier; using problem situations, it was possible to involve pupils in educational activity selectively; when using considered approach process of communication with audience gains more natural character, approaching developing relationship in teacher student system to cooperation.It is possible to carry the next moments to the negative: process of teaching becomes more intense, deman­ding from the teacher of larger concentration on a training material, and constant readiness and ability to conduct discussion; the interactive format of giving of a training material sometimes possesses smaller informational characteristics; students are not always ready to such format of educational activity that is often shown in inability to carry on the free dialogue, inability to

  17. 75 FR 12507 - Manufacturing Council

    Science.gov (United States)

    2010-03-16

    ... International Trade Administration Manufacturing Council AGENCY: International Trade Administration, U.S. Department of Commerce. ACTION: Notice of an opportunity to apply for membership on the Manufacturing Council. SUMMARY: The Department of Commerce is currently seeking applications for membership on the...

  18. 75 FR 38464 - Mid-Atlantic Fishery Management Council; Public Meetings

    Science.gov (United States)

    2010-07-02

    ... Council's (Council) Scientific and Statistical Committee (SSC) and the Summer Flounder, Scup, Black Sea.... These meetings will conclude by 5 p.m. each day. The Summer Flounder, Scup, Black Sea Bass and Bluefish... biological (ABC) for summer flounder, scup, black sea bass and bluefish for 2011; (2) review and comment...

  19. ITER council proceedings: 2000

    International Nuclear Information System (INIS)

    No ITER Council Meetings were held during 2000. However, two ITER EDA Meetings were held, one in Tokyo, January 19-20, and one in Moscow, June 29-30. The parties participating in these meetings were those that partake in the extended ITER EDA, namely the EU, the Russian Federation, and Japan. This document contains, a/o, the records of these meetings, the list of attendees, the agenda, the ITER EDA Status Reports issued during these meetings, the TAC (Technical Advisory Committee) reports and recommendations, the MAC Reports and Advice (also for the July 1999 Meeting), the ITER-FEAT Outline Design Report, the TAC Reports and Recommendations both meetings), Site requirements and Site Design Assumptions, the Tentative Sequence of technical Activities 2000-2001, Report of the ITER SWG-P2 on Joint Implementation of ITER, EU/ITER Canada Proposal for New ITER Identification

  20. News. Energy worldwide council

    International Nuclear Information System (INIS)

    The world council in energy recommends different measures for a sustainable development. First, to increase the energy efficiency. In this point of view are: incentive to vehicles efficiency and electricity production efficiency, to encourage industrial people to invest in materials with a better energy efficiency. The second point is to improve the technological transfer in energy and environmental quality. In third point, consumption energy prices must be lined up on energy market prices. The fourth point is about research and development which must become more efficient. The fifth point concerns caution to prevent the atmospheric emissions especially, for diesel engines. the sixth point is about the utilisation of the principle: 'polluter payer'; the final and seventh point is about the use of nuclear energy and the management of nuclear wastes, with all these points it will possible to practice a sustainable development. (N.C.)

  1. Project Based Learning on Students' Performance in the Concept of Classification of Organisms among Secondary Schools in Kenya

    Science.gov (United States)

    Wekesa, Noah Wafula; Ongunya, Raphael Odhiambo

    2016-01-01

    The concept of classification of organisms in Biology seems to pose a problem to Secondary School students in Kenya. Though, the topic is important for understanding of the basic elements of the subject. The Examinations Council in Kenya has identified teacher centred pedagogical techniques as one of the main causes for this. Project based…

  2. Student Use of Out-of-Class Study Groups in an Introductory Undergraduate Biology Course

    OpenAIRE

    Rybczynski, Stephen M.; Schussler, Elisabeth E.

    2011-01-01

    Self-formed out-of-class study groups may benefit student learning; however, few researchers have quantified the relationship between study group use and achievement or described changes in study group usage patterns over a semester. We related study group use to performance on content exams, explored patterns of study group use, and qualitatively described student perceptions of study groups. A pre- and posttest were used to measure student content knowledge. Internet-based surveys were used...

  3. Student Perceptions of the Cell Biology Laboratory Learning Environment in Four Undergraduate Science Courses in Spain

    Science.gov (United States)

    De Juan, Joaquin; Pérez-Cañaveras, Rosa M.; Segovia, Yolanda; Girela, Jose Luis; Martínez-Ruiz, Noemi; Romero-Rameta, Alejandro; Gómez-Torres, Maria José; Vizcaya-Moreno, M. Flores

    2016-01-01

    Cell biology is an academic discipline that organises and coordinates the learning of the structure, function and molecular composition of cells in some undergraduate biomedical programs. Besides course content and teaching methodologies, the laboratory environment is considered a key element in the teaching of and learning of cell biology. The…

  4. A Comparative Study of Instructor and Student-Led Learning in a Large Nonmajors Biology Course: Student Performance and Perceptions

    Science.gov (United States)

    Bernot, Melody J.; Metzler, Jennifer

    2014-01-01

    Traditional lectures have come under increasing criticism as research indicates lectures may be less effective in achieving learning outcomes than other teaching methods. Student engagement and success can potentially be improved by changing traditional lectures to instructional methods using active learning techniques. Active learning refers to…

  5. 76 FR 30107 - Western Pacific Fishery Management Council; Public Meetings

    Science.gov (United States)

    2011-05-24

    ... Region. DATES: The SSC will meet on June 13-15, 2011, between 8:30 a.m. and 5 p.m.; the Council's... Recommendations 6. Insular Fisheries A. Annual Catch Limits (Action Items) 1. All Islands Acceptable Biological.... Paperwork Reduction Act H. Status of Funding for Pacific Islands Region (PIR) Research I. Migratory...

  6. Evolutionary Biology Digital Dissection Project: Web-Based Laboratory Learning Opportunities for Students

    Science.gov (United States)

    Fabian, Carole Ann

    2004-01-01

    A university in Buffalo introduced its students to evolution by providing them with information on evidence of evolution, mechanisms for evolution, principles of genetics, selection, adaptation, evolution and sociobiology. This method of teaching with technology enabled students to improve and expand their learning opportunities.

  7. An Examination of the Predictive Relationship between Mode of Instruction and Student Success in Introductory Biology

    Science.gov (United States)

    Hauser, Lynette Kathleen

    2013-01-01

    Community colleges continue to increase online course offerings as these institutions strive to offer open access, cost effective education to a growing student population. With an increased student demand for online learning, community colleges should explore the possibility of offering all courses in the online environment, including science…

  8. Integrating Biology & Math in an Inquiry-Based Student Research Project

    Science.gov (United States)

    Bakke, Leanne; Kieke, Michele C.; Krueger, Robert

    2013-01-01

    In daily life, students are allowed to use words such as "more," "some," or "increase-decrease" to describe the relationship between two events. In science, concise description is necessary, which requires the contribution of math. In the summer component of the Science Research Institute program, students integrated…

  9. To Build an Ecosystem: An Introductory Lab for Environmental Science & Biology Students

    Science.gov (United States)

    Hudon, Daniel; Finnerty, John R.

    2013-01-01

    A hypothesis-driven laboratory is described that introduces students to the complexities of ecosystem function. Students work with live algae, brine shrimp, and sea anemones to test hypotheses regarding the trophic interactions among species, the exchange of nutrients and gases, and the optimal ratio of producers to consumers and predators in…

  10. Misconceptions on the Biological Concept of Food: Results of a Survey of High School Students.

    Science.gov (United States)

    Lee, Y. J.; Diong, C. H.

    This paper explains the results of a survey of students' ideas about food as a scientific concept. The survey found that high school students in Singapore (n=66) displayed an anthropocentric view of food that was not generally applied across living organisms in heterotrophs (animals) or autotrophs (plants) as a whole. It is also noted that…

  11. It is an Experience, Not a Lesson: The Nature of High School Students' Experiences at a Biological Field Station

    Science.gov (United States)

    Behrendt, Marc E.

    The purpose of this case study was to describe the nature of high school students' experiences in the immersive four-day field experience at Stone Laboratory Biological Field Station including excursions to Kelley's Island and South Bass Island. Six tenth, eleventh, and twelfth grade students participated through interviews, photovoice, observations, and a survey. Pretrip semi-structured interviews were conducted to understand each participant student's relationship with science. Participants were given cameras to record their field trip experiences to relate what they found interesting, important, and exciting. Back at school after the field trip, the participants were asked to choose their five most meaningful photographs, and write a short essay to describe the significance of each image. A posttrip semi-structured interview explored each participant's experiences during the field trip. An unstructured interview was conducted to discuss each participant's full photograph gallery from the field trip. Interview transcripts were member checked with one minor wording change. Analysis consisted of open coding using apriori codes derived from the ecological framework and emergent codes derived from the data. Coding was duplicated through multiple readers. Significant findings included: 1) Prior experience, prior knowledge, and funds of knowledge added relevance and value to an experience, facilitating interest development; 2) Experiences appeared to be more meaningful when all the senses were stimulated; 3) Friends and peers were an essential part of a quality experience; 4) Quality experiences included a wow factor, or sudden awareness; 5) Teachers needed to be within the experience, not the focus of the experience, and needed to be available to answer questions, be enthusiastic when a discovery was made, and promote student reflection concerning their perceptions and discoveries; 6) A quality informal learning situation incorporated the cognitive/affective, physical

  12. Teaching Real Data Interpretation with Models (TRIM): Analysis of Student Dialogue in a Large-Enrollment Cell and Developmental Biology Course

    Science.gov (United States)

    Zagallo, Patricia; Meddleton, Shanice; Bolger, Molly S.

    2016-01-01

    We present our design for a cell biology course to integrate content with scientific practices, specifically data interpretation and model-based reasoning. A 2-year research project within this course allowed us to understand how students interpret authentic biological data in this setting. Through analysis of written work, we measured the extent…

  13. 3D-dynamic visualization of complex molecular cell biology processes : 1-year university students' understanding of visualizations of signal transduction

    OpenAIRE

    Jacobsson, Johan Lars Henrik

    2008-01-01

    This study deals with the use of 3D-dynamic visualizations for teaching complex molecular cell biology concepts. The focus is on signal transduction, which is a concept that constitutes an important part of biological systems. 3D-dynamic visualizations (animations) were produced and shown for a total of 24 students attending a course in molecular cell biology at Karlstad University, Sweden. Data were collected by questionnaires and interviews which were structured around the understandability...

  14. News from the CERN Council

    CERN Multimedia

    The CERN Council today thanked the Organization’s outgoing management, and welcomed in the new. Outgoing Director General Robert Aymar, looked back on his five years at the helm, while new Director General, Rolf Heuer, presented his vision for the future. In other Council business, Romania was welcomed as a Candidate for Accession as Member State of CERN; and the groundwork was laid for a study of geographical and scientific extension of the role of CERN. Council also established the practical procedures for following projects relevant to the European Strategy for Particle Physics. Consult the complete Press Release.

  15. What Do Cells Really Look Like? An Inquiry into Students' Difficulties in Visualising a 3-D Biological Cell and Lessons for Pedagogy

    Science.gov (United States)

    Vijapurkar, Jyotsna; Kawalkar, Aisha; Nambiar, Priya

    2014-01-01

    In our explorations of students' concepts in an inquiry science classroom with grade 6 students from urban schools in India, we uncovered a variety of problems in their understanding of biological cells as structural and functional units of living organisms. In particular, we found not only that they visualised the cell as a two-dimensional…

  16. Students' perspectives of factors that promote learning in a large college biology class: The influence of instructor characteristics and instructor-provided resources

    Science.gov (United States)

    Straits, William John

    This qualitative investigation of college students' views of factors that influence learning in a large college biology class, elucidates instructor characteristics which promote learning. Students reported that teacher caring, enthusiasm, and dedication enhance student motivation and lead to greater learning. Specific teacher-provided resources, including in-class activities and questioning, lecture handouts and agendas, and internet-based resources (e.g., LISTSERV and class website), were found to be effective in promoting student learning. Implications for teaching are presented. Results demonstrate that quality instruction, utilizing a wide range of teaching strategies and resources, can be accomplished with large class enrollments in excess of 150 students.

  17. Turkish secondary education students' perceptions of their classroom learning environment and their attitude towards Biology

    OpenAIRE

    Telli, S.; Cakiroglu, J.; den Brok, P.

    2006-01-01

    The domain of learning environments research has produced many promising findings, leading to an enhancement of the teaching and learning process in many countries. However, there have been a limited number of studies in this field in Turkey. For that reason, the purpose of the present study was to examine Turkish high school students’ perceptions of their classroom environment in biology and to investigate relationships between these perceptions and students’ attitudes toward biology. Second...

  18. The Effects Of Teaching Photosynthesis Unit With Computer Simulation Supported Co-Operative Learning On Retention And Student Attitude To Biology

    OpenAIRE

    Rıfat EFE; Behçet ORAL; ASLAN EFE, Hülya; Meral Önder SÜNKÜR

    2011-01-01

    In this study, student achievement in and attitude toward subject was investigated by comparing computer simulation supported Student Teams Achievement Divisions (STAD) of co-operative learning with traditional learning in biology classes. The study was carried out with the participation of 81 students in 10th grade at Diyarbakir Melik Ahmet Secondary School during autumn term of 2009- 2010 academic year. The control and experimental groups were randomly selected from equal groups. An achieve...

  19. The teach-learning process of high school students: a case of Educational Biology for teachers formation

    Directory of Open Access Journals (Sweden)

    Marisa Laporta Chudo

    2007-08-01

    Full Text Available Objective. To analyze the teach-learning process of high school students, in the scope of Educational Biology. To plan and to develop a methodology with lesson strategies that facilitate the learning. To analyze, in the students vision, the positive and negative points in the process. Method. A research was developed -- of which had participated students of the first semester of the Pedagogy of a high school private institution in São Paulo city -- of the type action-research, with increased qualitative character of quantitative instruments; as a way of data collect, had been used questionnaires and field diary; the results had been converted in charts; after that, the data collected by the questionnaires had been analyzed according to the technique of the collective subject analysis. Results. The results had supplied important information to high school teachers reflection about teach-learning process, showing that the used strategies allowed student envolvement and participation, proximity with personal and professional reality, bigger interaction in the interpersonal relations and critical reflection. Conclusions. The theoretical referencial about adult learning, the active methodologies and the interpersonal relationship between professor and pupils, with the analysis of the students vision about the positive and negative points in the teach-learning process, had provided subsidies to believe a methodology and specific didactic strategies for adults and that must contemplate the teachers motivation and the pedagogical communication, including elements like creativity, up to date technician content and formative content to the future profession, experiences exchange, that allow an affective relationship teacher-student, with interaction and dialogue.

  20. The Benefits of Mouse Keeping—an Empirical Study on Students' Flow and Intrinsic Motivation in Biology Lessons

    Science.gov (United States)

    Meyer, Annika; Klingenberg, Konstantin; Wilde, Matthias

    2016-02-01

    Contact with living animals is an exceptional possibility within biology education to facilitate an intense immersion into the study topic and even allow for a flow experience (Csikszentmihalyi 2000). Further, it might affect the perceptions of the students' basic needs for autonomy and competence and thereby their quality of motivation (Deci and Ryan 1985, 2002). Still, there is little empirical evidence about the duration of the exposure with living animals that is required. We investigated the students' flow experience, and the students' motivation, reported retrospectively in three different treatments: lessons involving short-term or long-term contact with living harvest mice and a control group without living animals. Our sample consisted of 156 fifth graders (10.76 years, SD = 0.513). The test instruments were adapted versions of the Flow Short Scale (FSS, Rheinberg et al. 2003) and of the Intrinsic Motivation Inventory (IMI, Ryan 1982). As expected, the control group produced significantly lower scores for both FSS and IMI. In addition, we found a significant difference between students with short-term versus long-term contact. Whereas the flow experience was indistinguishable for all pupils who had contact with living animals, those with long-term experience reported significantly higher intrinsic motivation.

  1. An Authentic RFLP Lab for High School or College Biology Students.

    Science.gov (United States)

    Guilfoile, Patrick G.; Plum, Stephen

    1998-01-01

    Explains how students can perform an alternative authentic DNA fingerprinting analysis. Presents restriction fragment length polymorphism (RFLP) analysis and can serve as a simulated molecular epidemiology laboratory or as a simulated forensic laboratory exercise. (DDR)

  2. Helping Students Succeed at a Creative Writing Assignment in the Biological Sciences.

    Science.gov (United States)

    Burns, Roxanne H.

    1994-01-01

    Describes an effort to provide students in an introductory human anatomy course with an experience that both allows them to be creative with the facts they are learning and to be supported throughout the writing process. (ZWH)

  3. The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

    Science.gov (United States)

    Larson, Susan C.

    Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to

  4. Using Primary Literature to Teach Science Literacy to Introductory Biology Students

    OpenAIRE

    Johanna Krontiris-Litowitz

    2013-01-01

    Undergraduate students struggle to read the scientific literature and educators have suggested that this may reflect deficiencies in their science literacy skills. In this two-year study we develop and test a strategy for using the scientific literature to teach science literacy skills to novice life science majors. The first year of the project served as a preliminary investigation in which we evaluated student science literacy skills, created a set of science literacy learning objectives al...

  5. 78 FR 70282 - New England Fishery Management Council; Public Meetings

    Science.gov (United States)

    2013-11-25

    .... Council address: New England Fishery Management Council, 50 Water Street, Mill 2, Newburyport, MA 01950... National Oceanic and Atmospheric Administration RIN 0648-XC993 New England Fishery Management Council... Council's (Council) Groundfish Oversight Committee and Electronic Monitoring Working Group (EMWG)...

  6. 76 FR 64073 - New England Fishery Management Council; Public Meetings

    Science.gov (United States)

    2011-10-17

    ... locations, see SUPPLEMENTARY INFORMATION. Council address: New England Fishery Management Council, 50 Water... National Oceanic and Atmospheric Administration RIN 0648-XA763 New England Fishery Management Council... Council's (Council) Groundfish Advisory Panel, Recreational Advisory Panel and Groundfish...

  7. Hewitt launches Research Councils UK

    CERN Multimedia

    2002-01-01

    "Trade and Industry Secretary Patricia Hewitt today launched 'Research Councils UK' - a new strategic partnership that will champion research in science, engineering and technology across the UK" (1 page).

  8. 18 CFR 725.5 - Council studies.

    Science.gov (United States)

    2010-04-01

    ... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Council studies. 725.5 Section 725.5 Conservation of Power and Water Resources WATER RESOURCES COUNCIL IMPLEMENTATION OF... Council studies. All studies and appraisals performed by the Council pursuant to section 102 of Pub. L....

  9. 42 CFR 51.23 - Advisory council.

    Science.gov (United States)

    2010-10-01

    ... § 51.8. (b) Members of the council shall include attorneys, mental health professionals, individuals... 42 Public Health 1 2010-10-01 2010-10-01 false Advisory council. 51.23 Section 51.23 Public Health... § 51.23 Advisory council. (a) Each P&A system shall establish an advisory council to: (1)...

  10. Sequencing and characterizing the genome of Estrella lausannensis as an undergraduate project: training students and biological insights.

    Science.gov (United States)

    Bertelli, Claire; Aeby, Sébastien; Chassot, Bérénice; Clulow, James; Hilfiker, Olivier; Rappo, Samuel; Ritzmann, Sébastien; Schumacher, Paolo; Terrettaz, Céline; Benaglio, Paola; Falquet, Laurent; Farinelli, Laurent; Gharib, Walid H; Goesmann, Alexander; Harshman, Keith; Linke, Burkhard; Miyazaki, Ryo; Rivolta, Carlo; Robinson-Rechavi, Marc; van der Meer, Jan Roelof; Greub, Gilbert

    2015-01-01

    With the widespread availability of high-throughput sequencing technologies, sequencing projects have become pervasive in the molecular life sciences. The huge bulk of data generated daily must be analyzed further by biologists with skills in bioinformatics and by "embedded bioinformaticians," i.e., bioinformaticians integrated in wet lab research groups. Thus, students interested in molecular life sciences must be trained in the main steps of genomics: sequencing, assembly, annotation and analysis. To reach that goal, a practical course has been set up for master students at the University of Lausanne: the "Sequence a genome" class. At the beginning of the academic year, a few bacterial species whose genome is unknown are provided to the students, who sequence and assemble the genome(s) and perform manual annotation. Here, we report the progress of the first class from September 2010 to June 2011 and the results obtained by seven master students who specifically assembled and annotated the genome of Estrella lausannensis, an obligate intracellular bacterium related to Chlamydia. The draft genome of Estrella is composed of 29 scaffolds encompassing 2,819,825 bp that encode for 2233 putative proteins. Estrella also possesses a 9136 bp plasmid that encodes for 14 genes, among which we found an integrase and a toxin/antitoxin module. Like all other members of the Chlamydiales order, Estrella possesses a highly conserved type III secretion system, considered as a key virulence factor. The annotation of the Estrella genome also allowed the characterization of the metabolic abilities of this strictly intracellular bacterium. Altogether, the students provided the scientific community with the Estrella genome sequence and a preliminary understanding of the biology of this recently-discovered bacterial genus, while learning to use cutting-edge technologies for sequencing and to perform bioinformatics analyses. PMID:25745418

  11. Perceptual Influence of Ugandan Biology Students' Understanding of HIV/AIDS

    Science.gov (United States)

    Mutonyi, Harriet; Nashon, Samson; Nielsen, Wendy S.

    2010-01-01

    In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media campaigns based on Uganda's cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what…

  12. Using the Principles of "BIO2010" to Develop an Introductory, Interdisciplinary Course for Biology Students

    Science.gov (United States)

    Matthews, Kelly E.; Adams, Peter; Goos, Merrilyn

    2010-01-01

    Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate…

  13. The Accessibility of Academic Vocabulary to Spanish Speaking High School Biology Students

    Science.gov (United States)

    Reed, Deborah K.; Medina, Luis A.; Martinez, Norma A.; Veleta, Lorena G.

    2013-01-01

    One recommendation for better preparing English language learners (ELLs) for scientific fields is to capitalize on Spanish speakers' knowledge of cognates. However, little is known about the presence of cognates in high school biology content. This study examined the linguistic basis of 968 terms co-occurring in at least one of four textbooks…

  14. Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology Course

    Science.gov (United States)

    Smith, James J.; Cheruvelil, Kendra Spence; Auvenshine, Stacie

    2013-01-01

    Phylogenetic trees provide visual representations of ancestor-descendant relationships, a core concept of evolutionary theory. We introduced "tree thinking" into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted…

  15. Introducing Systems Biology to Bioscience Students through Mathematical Modelling. A Practical Module

    Science.gov (United States)

    Torres, Nestor V.

    2013-01-01

    Systems Biology, one of the current approaches to the understanding of living things, aims to understand the behaviour of living systems through the creation of mathematical models that integrate the available knowledge of the system's component parts and the relations among them. Accordingly, model building should play a central part in any…

  16. Upper Secondary Students' Understanding of the Use of Multiple Models in Biology Textbooks—The Importance of Conceptual Variation and Incommensurability

    Science.gov (United States)

    Gericke, Niklas; Hagberg, Mariana; Jorde, Doris

    2013-04-01

    In this study we investigate students' ability to discern conceptual variation and the use of multiple models in genetics when reading content-specific excerpts from biology textbooks. Using the history and philosophy of science as our reference, we were able to develop a research instrument allowing students themselves to investigate the occurrence of multiple models and conceptual variation in Swedish upper secondary textbooks. Two excerpts using different models of gene function were selected from authentic textbooks. Students were given the same questionnaire-instrument after reading the two texts, and the results were compared. In this way the students themselves made a classification of the texts which could then be compared with the researchers' classification of the texts. Forty-one upper secondary students aged 18-19 participated in the study. Nine of the students also participated in semi-structured interviews. Students recognized the existence of multiple models in a general way, but had difficulty discerning the different models and the conceptual variation that occurs between them in the texts. Further they did not recognize the occurrence of incommensurability between multiple models. Students had difficulty in transforming their general knowledge of multiple models into an understanding of content specific models of gene function in the textbooks. These findings may have implications for students' understanding of conceptual knowledge because research has established textbooks as one of the most influential aspects in the planning and execution of biology lessons, and teachers commonly assign reading passages to their students without further explanation.

  17. A US-China Interview Study: Biology Students' Argumentation and Explanation about Energy Consumption Issues

    Science.gov (United States)

    Jin, Hui; Hokayem, Hayat; Wang, Sasha; Wei, Xin

    2015-01-01

    As China and the United States become the top two carbon emitters in the world, it is crucial for citizens in both countries to construct a sophisticated understanding of energy consumption issues. This interview study examines how U.S. and Chinese students compare in explaining and arguing about two critical energy consumption issues: burning…

  18. Guiding Student Inquiry into Eukaryotic Organismal Biology Using the Plasmodial Slime Mold "Physarum Polycephalum"

    Science.gov (United States)

    Weeks, Andrea; Bachman, Beverly; Josway, Sarah; Laemmerzahl, Arndt F.; North, Brittany

    2014-01-01

    In order to challenge our undergraduate students' enduring misconception that plants, animals, and fungi must be "advanced" and that other eukaryotes traditionally called protists must be "primitive," we have developed a 24-hour take-home guided inquiry and investigation of live Physarum cultures. The experiment replicates…

  19. Enhancing First Year Undergraduate Student Engagement via the School of Biological Sciences Tutorials Module

    Science.gov (United States)

    McDonald, James E.; Robinson, Rosanna L.

    2014-01-01

    The transition to undergraduate study is often a challenging step for students as they progress from relatively smaller school/college classes with a high degree of contact time with familiar staff to a university department where one-on-one interaction with staff members is significantly reduced. The first year tutorials module offers one of the…

  20. Student Use of Out-of-Class Study Groups in an Introductory Undergraduate Biology Course

    Science.gov (United States)

    Rybczynski, Stephen M.; Schussler, Elisabeth E.

    2011-01-01

    Self-formed out-of-class study groups may benefit student learning; however, few researchers have quantified the relationship between study group use and achievement or described changes in study group usage patterns over a semester. We related study group use to performance on content exams, explored patterns of study group use, and qualitatively…

  1. Measuring Student Attitude and Knowledge in Technology-Rich Biology Classrooms

    Science.gov (United States)

    Incantalupo, Lisa; Treagust, David F.; Koul, Rekha

    2014-01-01

    The use of technology in schools is now ubiquitous, but the effectiveness on the learning environment has mixed results. This paper describes the development and validation of an instrument to measure students' attitudes toward and knowledge of technology with the aim of investigating any differences based on gender after a course where the…

  2. Student Teachers' Ways of Thinking and Ways of Understanding Digestion and the Digestive System in Biology

    Science.gov (United States)

    Çimer, Sabiha Odabasi; Ursavas, Nazihan

    2012-01-01

    The purpose of this study was to identify the ways in which student teachers understand digestion and the digestive system and, subsequently, their ways of thinking, as reflected in their problem solving approaches and the justification schemes that they used to validate their claims. For this purpose, clinical interviews were conducted with 10…

  3. Learning significant critical of contents of health education in students of biology of the University Upel , Caracas, Venezuela

    Directory of Open Access Journals (Sweden)

    Ivana Camejo

    2014-12-01

    Full Text Available Research conducted to address deficiencies of student’s conceptual course Health Education (EPS career training teachers of Biology UPEL-IPC. The aim was to encourage meaningful learning content critical of the semester students EpS in 2013-U. framed in the qualitative-interpretive paradigm that responds to a participatory action research (IAP where techniques and instruments (conceptual maps, interview scripts, validated questionnaires were used to record and interpret information at different times of application of the educational intervention research designed considering the principles of Meaningful Learning Critical Moreira. The content was adjusted to national and international trends Health and EPs. The analysis of results allowed to highlight the need to update the program EpS, following agreements in the field of scientific and teaching and training students in Health and EPs. In the educational intervention built from the IAP they participated teachers, students and experts. The results of its application evolution of meanings show differences in their conceptual progressivity and evidence of meaningful learning.

  4. The development and validation of a scientific attitudes and attitudes toward evolution and creation instrument for Christian college biology students

    Science.gov (United States)

    Tenneson, Michael Gunnar

    2002-01-01

    This study reports on the development of a valid and reliable survey instrument to be used by college biology teachers at Christian colleges to evaluate the scientific attitudes and the attitudes about evolution and attitudes about creationism of their students. Survey questions were largely derived from student responses to open ended interview questions. Content validity was strong as indicated by agreement among content experts through the use of a content validity rating form. Construct validity was examined through the use of principal components analysis of 165 survey responses. Four factors were identified as a result of this analysis: "evolution support," "views of how scientists think/operate," "scientific attitudes," and "hypotheses and theories." These factors were found to be consistent with the three theoretical constructs of scientific attitudes, attitudes about evolution, and attitudes about creationism. Overall instrument reliability, Cronbach's reliability coefficient, alpha, was determined to be 0.64 (N = 165). Readability was found to be at the 7 th grade level. The instrument should be comprehensible by college students.

  5. Developing teachers’ understanding of molecular biology: Building a foundation for students

    OpenAIRE

    Boulay, Rachel; Parisky, Alex; Campbell, Chris

    2010-01-01

    Molecular biology often uses participation in active research laboratories as a form of educational training. However, this approach to learning severely restricts access. As a way of addressing this need, the University of Hawaii launched a project to expand this model to include newly developed online training materials in addition to a hands-on laboratory experience. This paper further explores the process of material development and assessment plans. A pilot case study of a group of advan...

  6. Verbal and visual learning of science terminology by high school biology students

    Science.gov (United States)

    Grant, Andrew Morton

    The purpose of this study is to determine whether scientific terms with multiple meanings are more easily learned when taught pictorially or when taught verbally. The question of interference from previously known colloquial meanings is addressed as well. In carrying out this study, an experimental group of 30 students was taught pictorially and a control group of 30 students was taught verbally. Each group was made up of male and female students from the dominant culture (Caucasian) and from alternate cultures (mainly African American and Asian). The age of the participants was between 14 and 17. Students were selected as class groups. There were four class groups in the study. Class groups were assigned to the experimental or control group by random selection. Results were compared by use of a pre-test and post-test procedure. Students were asked to verbally describe 41 terms having scientific and colloquial meanings; they were to give the scientific meaning, if known, the colloquial if not, or leave a question mark if the term was unknown. They were then asked to draw a picture of the meaning of the term, if known. The same instructions were given to both groups. A series of seven hypotheses were identified. These hypotheses considered learning outcomes related to instructional mode as well as outcomes related to gender and cultural differences. An attempt was made to determine the similarity of the experimental and control groups. Student profiles, a learning styles inventory, and an imbedded image test all showed an initial similarity of the two groups. Once the pretest and posttest were given, data were analyzed by the use of the Chi-square of Association, the McNemar Chi-square, and Z scores (at.05 significance level). Results indicated significant differences in outcomes between the experimental group and the control group. The experimental group showed more science vocabulary learning than the control group and experienced more interference from the

  7. ANALYSIS OF BIOLOGICAL SCIENCES FOR TEACHING STUDENTS WITH VISUAL IMPAIRMENT IN DISTRITO FEDERAL’S SCHOOLS

    OpenAIRE

    Júlia Carvalho Mota de Souza; Carolina Conceição Prado

    2014-01-01

    Visual impairment is a limitation that occurs in the sensory part of the vision, and can be classified as blindness, low vision or subnormal vision. The people with visually impaired have guaranteed rights to study in regular schools or special education schools. Therefore, a differentiated teaching is necessary for the learning of visually impaired students to happen effectively and ensure educational inclusion within the school. The aim of this study was to qualitatively analyze the tea...

  8. Biology and Physics Competencies for Pre-Health and Other Life Sciences Students

    OpenAIRE

    Hilborn, Robert C.; Friedlander, Michael J.

    2013-01-01

    The recent report on the Scientific Foundations for Future Physicians (SFFP) and the revised Medical College Admissions Test (MCAT) reframe the preparation for medical school (and other health professional schools) in terms of competencies: what students should know and be able to do with that knowledge, with a strong emphasis on scientific inquiry and research skills. In this article, we will describe the thinking that went into the SFFP report and what it says about scientific and quantitat...

  9. Three forms of assessment of prior knowledge, and improved performance following an enrichment programme, of English second language biology students within the context of a marine theme

    Science.gov (United States)

    Feltham, Nicola F.; Downs, Colleen T.

    2002-02-01

    The Science Foundation Programme (SFP) was launched in 1991 at the University of Natal, Pietermaritzburg, South Africa in an attempt to equip a selected number of matriculants from historically disadvantaged schools with the skills, resources and self-confidence needed to embark on their tertiary studies. Previous research within the SFP biology component suggests that a major contributor to poor achievement and low retention rates among English second language (ESL) students in the Life Sciences is the inadequate background knowledge in natural history. In this study, SFP student background knowledge was assessed along a continuum of language dependency using a set of three probes. Improved student performance in each of the respective assessments examined the extent to which a sound natural history background facilitated meaningful learning relative to ESL proficiency. Student profiles and attitudes to biology were also examined. Results indicated that students did not perceive language to be a problem in biology. However, analysis of the student performance in the assessment probes indicated that, although the marine course provided the students with the background knowledge that they were initially lacking, they continued to perform better in the drawing and MCQ tools in the post-tests, suggesting that it is their inability to express themselves in the written form that hampers their development. These results have implications for curriculum development within the constructivist framework of the SFP.

  10. 2011 Elections to Staff Council

    CERN Multimedia

    Staff Association

    2011-01-01

    Vote Elections to fill all seats in the Staff Council are being organized this month. Voting will begin on Monday 31 October. Make your voice heard and be many to elect the new Staff Council. By doing so, you will be encouraging the men and women who will  represent you over the next two years and they will doubtless appreciate your gratitude. More details on the elections can be found on the Staff Association web site. (http://association.web.cern.ch) Elections Timetable Monday 31 October, at noon start date for voting Monday 14 November, at noon closing date for voting Monday 21 November, publication of the results in Echo Tuesday 22 and Wednesday 29 November Staff Association Assizes Tuesday 6 December, at 10.00 a.m. first meeting of the new Staff Council and election of the new Executive Committee The voting procedure is monitored by the Election Committee. 

  11. Members of the State Council of Geneva

    CERN Multimedia

    Maximilien Brice

    2002-01-01

    Luncheon hosted by the Director-General for members of the State Council of Geneva: From left to right A. Naudi; J. May; M. Carlo Lamprecht, State Council - Employement, Foreign Office and Economic Departement; M. Robert Hensler, State Chancellor; L. Maiani, CERN Director General; H.F. Hoffmann; M. Robert Cramer, State Council - Environment, Agriculture and Interior Departement; J.Van Der Boon; M. Laurent Moutinot, State Council - Installation, equipment and housing Departement; C. Détraz; C. Wyss; P. Jenni; G. Hentsch; M. Pierre-François Unger, State Council - Health and Social Action Departement; G. Stassinakis; M. Bourquin, CERN Council President.

  12. Science council emphasizes nuclear power

    International Nuclear Information System (INIS)

    The Science Council of Canada's report, ''Canada's Energy Opportunities'' states that Canada should have a long term, national energy policy. The Council advocates nuclear development over other energy sources, and feels that R and D effort should concentrate on the OCR, the thorium fuel cycle, and the recycling of plutonium. It recommends that the Canadian science and technology community should be looking ahead to anticipate the requirements of a totally new energy economy. Some of the other areas into which R and D effort should be directed are coal gasification, oil sands extraction, electrolytically produced hydrogen systems, solar energy, organic waste conversion, as well as various energy storage schemes. (RA)

  13. Intermediate physics for medicine and biology

    CERN Document Server

    Hobbie, Russell K

    2015-01-01

    This classic text has been used in over 20 countries by advanced undergraduate and beginning graduate students in biophysics, physiology, medical physics, neuroscience, and biomedical engineering. It bridges the gap between an introductory physics course and the application of physics to the life and biomedical sciences. Extensively revised and updated, the fifth edition incorporates new developments at the interface between physics and biomedicine. New coverage includes cyclotrons, photodynamic therapy, color vision, x-ray crystallography, the electron microscope, cochlear implants, deep brain stimulation, nanomedicine, and other topics highlighted in the National Research Council report BIO2010. As with the previous edition, the first half of the text is primarily biological physics, emphasizing the use of ideas from physics to understand biology and physiology, and the second half is primarily medical physics, describing the use of physics in medicine for diagnosis (mainly imaging) and therapy. Among the m...

  14. Early integration of the individual student in academic activities: a novel classroom concept for graduate education in molecular biophysics and structural biology

    OpenAIRE

    Leuba, Sanford H.; Carney, Sean M; Dahlburg, Elizabeth M; Eells, Rebecca J; Ghodke, Harshad; Yanamala, Naveena; Schauer, Grant; Klein-Seetharaman, Judith

    2014-01-01

    Background A key challenge in interdisciplinary research is choosing the best approach from a large number of techniques derived from different disciplines and their interfaces. Results To address this challenge in the area of Biophysics and Structural Biology, we have designed a graduate level course to teach students insightful use of experimental biophysical approaches in relationship to addressing biological questions related to biomolecular interactions and dynamics. A weekly seminar and...

  15. Dental anxiety: A comparison of students of dentistry, biology and psychology

    OpenAIRE

    Storjord HP; Teodorsen MM; Bergdahl J; Wynn R; Johnsen JAK

    2014-01-01

    Helene Persen Storjord,1 Mari Mjønes Teodorsen,1 Jan Bergdahl,1 Rolf Wynn,2,3 Jan-Are Kolset Johnsen1 1Department of Clinical Dentistry, 2Department of Clinical Medicine, UiT - The Arctic University of Norway, 3Division of Addictions and Specialized Psychiatric Services, University Hospital of North Norway, Tromsø, Norway Introduction: Dental anxiety is an important challenge for many patients and clinicians. It is thus of importance to know more about dental students'...

  16. Novelty or knowledge? A study of using a student response system in non-major biology courses at a community college

    Science.gov (United States)

    Thames, Tasha Herrington

    The advancement in technology integration is laying the groundwork of a paradigm shift in the higher education system (Noonoo, 2011). The National Dropout Prevention Center (n.d.) claims that technology offers some of the best opportunities for presenting instruction to engage students in meaningful education, addressing multiple intelligences, and adjusting to students' various learning styles. The purpose of this study was to investigate if implementing clicker technology would have a statistically significant difference on student retention and student achievement, while controlling for learning styles, for students in non-major biology courses who were and were not subjected to the technology. This study also sought to identify if students perceived the use of clickers as beneficial to their learning. A quantitative quasi-experimental research design was utilized to determine the significance of differences in pre/posttest achievement scores between students who participated during the fall semester in 2014. Overall, 118 students (n = 118) voluntarily enrolled in the researcher's fall non-major Biology course at a southern community college. A total of 71 students were assigned to the experimental group who participated in instruction incorporating the ConcepTest Process with clicker technology along with traditional lecture. The remaining 51 students were assigned to the control group who participated in a traditional lecture format with peer instruction embedded. Statistical analysis revealed the experimental clicker courses did have higher posttest scores than the non-clicker control courses, but this was not significant (p >.05). Results also implied that clickers did not statistically help retain students to complete the course. Lastly, the results indicated that there were no significant statistical difference in student's clicker perception scores between the different learning style preferences.

  17. What do Cells Really Look Like? An Inquiry into Students' Difficulties in Visualising a 3-D Biological Cell and Lessons for Pedagogy

    Science.gov (United States)

    Vijapurkar, Jyotsna; Kawalkar, Aisha; Nambiar, Priya

    2014-04-01

    In our explorations of students' concepts in an inquiry science classroom with grade 6 students from urban schools in India, we uncovered a variety of problems in their understanding of biological cells as structural and functional units of living organisms. In particular, we found not only that they visualised the cell as a two-dimensional (2-D) structure, instead of a closed three-dimensional (3-D) functional unit, but that they had a strong resistance to changing their 2-D conception to a 3-D one. Based on analyses of students' oral as well as written descriptions of cells in the classroom, and of models they made of the cell, we were able to identify the causes of students' difficulties in correctly visualising the cell. These insights helped us design a pedagogy involving guided discussions and activities that challenges students' 2-D conceptions of the cell. The activities entail very simple, low-cost, easily doable techniques to help students visualise the cell and to understand that it would not be able to function if its structure were 2-D. We also present the results of our investigations of conceptions of grade 7 students and biology undergraduates, revealing that the incorrect 2-D mental model can persist right up to the college level if it is not explicitly addressed. The classroom interactions described in this study illustrate how students' ideas can be probed and addressed in the classroom using pedagogical action research.

  18. Teaching Real Data Interpretation with Models (TRIM): Analysis of Student Dialogue in a Large-Enrollment Cell and Developmental Biology Course.

    Science.gov (United States)

    Zagallo, Patricia; Meddleton, Shanice; Bolger, Molly S

    2016-01-01

    We present our design for a cell biology course to integrate content with scientific practices, specifically data interpretation and model-based reasoning. A 2-yr research project within this course allowed us to understand how students interpret authentic biological data in this setting. Through analysis of written work, we measured the extent to which students' data interpretations were valid and/or generative. By analyzing small-group audio recordings during in-class activities, we demonstrated how students used instructor-provided models to build and refine data interpretations. Often, students used models to broaden the scope of data interpretations, tying conclusions to a biological significance. Coding analysis revealed several strategies and challenges that were common among students in this collaborative setting. Spontaneous argumentation was present in 82% of transcripts, suggesting that data interpretation using models may be a way to elicit this important disciplinary practice. Argumentation dialogue included frequent co-construction of claims backed by evidence from data. Other common strategies included collaborative decoding of data representations and noticing data patterns before making interpretive claims. Focusing on irrelevant data patterns was the most common challenge. Our findings provide evidence to support the feasibility of supporting students' data-interpretation skills within a large lecture course. PMID:27193288

  19. Tracing "Ethical Subjectivities" in Science Education: How Biology Textbooks Can Frame Ethico-Political Choices for Students

    Science.gov (United States)

    Bazzul, Jesse

    2015-02-01

    This article describes how biology textbooks can work to discursively constitute a particular kind of "ethical subjectivity." Not only do textbooks constrain the possibilities for thought and action regarding ethical issues, they also require a certain kind of "subject" to partake in ethical exercises and questions. This study looks at how ethical questions/exercises found in four Ontario textbooks require students and teachers to think and act along specific lines. These include making ethical decisions within a legal-juridical frame; deciding what kinds of research should be publically funded; optimizing personal and population health; and regulation through policy and legislation. While engaging ethical issues in these ways is useful, educators should also question the kinds of (ethical) subjectivities that are partially constituted by discourses of science education. If science education is going to address twenty-first century problems such as climate change and social inequality, educators need to address how the possibilities for ethical engagement afforded to students work to constitute specific kinds of "ethical actors."

  20. Viewpoint of Science Council of Japan

    Science.gov (United States)

    Ikeda, Syunsuke

    The Science Council of Japan (SCJ) is an academic body that represents Japanese 700,000 scientists. The activity of SCJ is changing rapidly, in which the science associated with society is increasingly important. In this context, the engineering education for ethics is treated at SCJ. The importance of engineering ethics was first recognized at the 5th division of 17th term (1999-2001) of SCJ, in which education for engineering ethics based on the analysis of ethical problems occurred in Japan is recommended and it asked the engineering societies to establish the code of ethics. Following this proposal, SCJ founded a committee to treat the problem at 18th and 19th terms. The committee proposed a procedure to prevent misconduct associated with scientific activities and the importance of education of science and engineering ethics especially for young students at tertiary education.

  1. Meeting of the ITER Council

    International Nuclear Information System (INIS)

    Full text: A meeting of the ITER Council took place in Toronto, Canada, on 27-28 February 2001 (Canada participates in the ITER EDA as an associate of the EU Party). The delegations to the Council were led by Dr. U. Finzi, Principal Advisor in charge of Fusion R and D in the Directorate-General for Research of the European Commission, Mr. T. Sugawa, Deputy Director-General of the Research and Development Bureau of the Ministry of Education, Culture, Sport, Science and Technology of Japan, and Academician E. Velikhov, President of the RRC ''Kurchatov Institute''. The European delegation was joined by Canadian experts including a representative from the Canadian Department of Natural Resources. The Council heard presentations from Dr. H. Kishimoto on the successful completion of the Explorations concerning future joint implementation of ITER, and from Dr. J.-P. Rager on the ITER International Industry Liaison Meeting held in Toronto in November 2000. Having noted statements of Parties' status, in particular concerning the readiness to start negotiations and the progress toward site offers, the Council encouraged the Parties to pursue preparations toward future implementation of ITER along the general lines proposed in the Explorers' final report. The Council also noted the readiness the of the RF and EU Parties to instruct specified current JCT members to remain at their places of assignment after the end of the EDA, in preparation for a transition to the Co-ordinated Technical Activities foreseen as support to ITER negotiations. The Council was pleased to hear that meetings with the Director of the ITER Parties' Designated Safety Representatives had started, and commended the progress toward achieving timely licensing processes with a good common understanding. The Council noted with appreciation the Director's view that no difficulties of principle in the licensing approach had been identified during the informal discussions with the regulatory representatives and

  2. Council celebrates CERN Control Centre

    CERN Multimedia

    2006-01-01

    With the unveiling of its new sign, the CERN Control Centre was officially inaugurated on Thursday 16 March. To celebrate its startup, CERN Council members visited the sleek centre, a futuristic-looking room filled with a multitude of monitoring screens.

  3. A busy week for Council

    CERN Multimedia

    2009-01-01

    This has been a busy week for the CERN Council, and there is much to report. Firstly, I’m pleased to say that Council approved the Organization’s Medium Term Plan, and with it the budget for financial year 2010. In a time of global recession, this is a strong vote of confidence from the Member States. This meeting of Council provided an opportunity for the working group on the scientific and geographical enlargement of CERN to set out a roadmap towards its final report, which is to be made at Council’s December session this year. One part of the process over the coming months is to bring the major players in particle physics from beyond the European region into the discussion, ensuring that the working group’s recommendations lead to an optimum position for CERN and European particle physics in the global context. An indicator of the continuing attractiveness of CERN is the fact that Council has received four new applications...

  4. Report on Scottish council elections 2012

    OpenAIRE

    Bochel, Hugh; Denver, David; Steven, Martin

    2012-01-01

    This report to the Electoral Commission covers the Scottish council elections of May 2012. It considers aspects of the administration of the elections, turnout, patterns of candidature and party support and control of councils.

  5. 78 FR 55114 - Native American Employment and Training Council (Council) Charter; Notice of Intent To Renew

    Science.gov (United States)

    2013-09-09

    ... needs of American Indians and Native Americans, as well as enhance the quality of life in accordance... Employment and Training Administration Native American Employment and Training Council (Council) Charter... to Renew the Native American Employment and Training Council (Council) Charter. SUMMARY: Notice...

  6. 75 FR 70905 - President's Export Council: Meeting of the President's Export Council

    Science.gov (United States)

    2010-11-19

    ... International Trade Administration President's Export Council: Meeting of the President's Export Council AGENCY... President's Export Council will hold a meeting to discuss topics related to the National Export Initiative... at 9 a.m. (EST). ADDRESSES: The President's Export Council will convene its next meeting via...

  7. Parent-School Councils in Beijing, China

    Science.gov (United States)

    Lewis, Wayne D.; Bjork, Lars G.; Zhao, Yuru; Chi, Bin

    2011-01-01

    This exploratory study examines how schools in Beijing have responded to a Chinese national policy mandate to establish and maintain parent councils. We surveyed principals and parent council members across schools in the Beijing municipality about the establishment and functions of their schools' parent councils. Survey results provide insights…

  8. 76 FR 34088 - Homeland Security Advisory Council

    Science.gov (United States)

    2011-06-10

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Notice of Open Teleconference Federal Advisory Committee Meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will... message. Fax: (202) 282-9207. Mail: Homeland Security Advisory Council, Department of Homeland...

  9. 76 FR 55079 - Homeland Security Advisory Council

    Science.gov (United States)

    2011-09-06

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Notice of Open Teleconference Federal Advisory Committee Meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will... subject line of the message. Fax: (202) 282-9207. Mail: Homeland Security Advisory Council, Department...

  10. 76 FR 58813 - Homeland Security Advisory Council

    Science.gov (United States)

    2011-09-22

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Notice of open teleconference Federal Advisory Committee meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will... message. Fax: (202) 282-9207 Mail: Homeland Security Advisory Council, Department of Homeland...

  11. 77 FR 59627 - Homeland Security Advisory Council

    Science.gov (United States)

    2012-09-28

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Notice of open teleconference federal advisory committee meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will... line of the message. Fax: (202) 282-9207. Mail: Homeland Security Advisory Council, Department...

  12. 76 FR 81516 - Homeland Security Advisory Council

    Science.gov (United States)

    2011-12-28

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Closed Federal Advisory Committee Meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will meet on January 9... Homeland Security Advisory Council is being published in the Federal Register on December 27, 2011, 14...

  13. 75 FR 53707 - Homeland Security Advisory Council

    Science.gov (United States)

    2010-09-01

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Notice of Open Teleconference Federal Advisory Committee Meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will...: Homeland Security Advisory Council, Department of Homeland Security, Mailstop 0850, 245 Murray Lane,...

  14. 75 FR 59278 - Homeland Security Advisory Council

    Science.gov (United States)

    2010-09-27

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Notice of Closed Federal Advisory Committee Meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will meet on... message. Fax: (202) 282-9207. Mail: Homeland Security Advisory Council, Department of Homeland...

  15. 78 FR 40131 - National Petroleum Council

    Science.gov (United States)

    2013-07-03

    ... National Petroleum Council AGENCY: Office of Fossil Energy, Department of Energy. ACTION: Notice of Open Meeting. SUMMARY: This notice announces a meeting of the National Petroleum Council. The Federal Advisory... Business Properly Brought Before the National Petroleum Council Adjournment Public Participation:...

  16. 77 FR 42297 - National Petroleum Council

    Science.gov (United States)

    2012-07-18

    ... National Petroleum Council AGENCY: Department of Energy, Office of Fossil Energy. ACTION: Notice of open meeting. ] SUMMARY: This notice announces a meeting of the National Petroleum Council. The Federal... Brought Before the National Petroleum Council Adjournment Public Participation: The meeting is open to...

  17. 76 FR 53889 - National Petroleum Council

    Science.gov (United States)

    2011-08-30

    ... National Petroleum Council AGENCY: Department of Energy, Office of Fossil Energy. ACTION: Notice of Open Meeting. SUMMARY: This notice announces a meeting of the National Petroleum Council. The Federal Advisory... National, Petroleum Council, Adjournment. Public Participation: The meeting is open to the public....

  18. 12 CFR 1291.4 - Advisory Councils.

    Science.gov (United States)

    2010-01-01

    ...' AFFORDABLE HOUSING PROGRAM § 1291.4 Advisory Councils. (a) Appointment. (1) Each Bank's board of directors... responses. (3) The Bank's board of directors shall appoint Advisory Council members from a diverse range of... Advisory Council members. Pursuant to policies adopted by the Bank's board of directors, Advisory...

  19. The effects of microcomputer-based laboratory exercises on the acquisition of line graph construction and interpretation skills by high school biology students

    Science.gov (United States)

    Adams, D. Daryl; Shrum, John W.

    Effects of microcomputer-based laboratories and level of cognitive development on tenth-grade biology students' ability to construct and interpret line graphs was investigated. Fortysix students enrolled in general biology classes at a rural high school volunteered to participate in the study. These students were administered instruments to assess level of cognitive development and line-graphing ability. Ten students that scored between zero and three and ten students that scored between six and ten on the graphing assessment were chosen to participate in the study. The 20 students were then assigned to either experimental or conventional groups to achieve a matched design with relation to gender and line-graphing ability. Statistical analysis of the data indicated no effect due to instructional method on graph-interpretation abilities. An instructional effect was demonstrated for graph-construction tasks (p Effect sizes of -1.01 and 0.48 were found for graph-construction and -interpretation skills, respectively. Effects related to cognitive development were indicated with those students classified as high cognitive development outscoring those classified as low (p < 0.10) This was true for both graph-construction and graph-interpretation tasks. No two-way interactions were found.

  20. Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System

    Science.gov (United States)

    Carmichael, Mary C.; St. Clair, Candace; Edwards, Andrea M.; Barrett, Peter; McFerrin, Harris; Davenport, Ian; Awad, Mohamed; Kundu, Anup; Ireland, Shubha Kale

    2016-01-01

    Xavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students. In this multiyear study with ∼5500 participants, data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course. The three hour-long exams were common and administered concurrently to all students. New exam questions were developed using Bloom’s taxonomy, and exam results were analyzed statistically with validated assessment tools. All but the comprehensive final exam were returned to students for self-evaluation and remediation. Among other approaches, course rigor was monitored by using an identical set of 60 questions on the final exam across 10 semesters. Analysis of the identical sets of 60 final exam questions revealed that overall averages increased from 72.9% (2010) to 83.5% (2015). Regression analysis demonstrated a statistically significant correlation between high-risk students and their averages on the 60 questions. Additional analysis demonstrated statistically significant improvements for at least one letter grade from midterm to final and a 20% increase in the course pass rates over time, also for the high-risk population. These results support the hypothesis that our data-driven interventions and assessment techniques are successful in improving student retention, particularly for our academically at-risk students. PMID:27543637

  1. 78 FR 30869 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2013-05-23

    ... England Fishery Management Council, 50 Water Street, Mill 2, Newburyport, MA 01950. FOR FURTHER... National Oceanic and Atmospheric Administration RIN 0648-XC693 New England Fishery Management Council... Council's (Council) Groundfish Advisory Panel will meet to consider actions affecting New...

  2. 76 FR 3155 - Wildlife and Hunting Heritage Conservation Council

    Science.gov (United States)

    2011-01-19

    ... Fish and Wildlife Service Wildlife and Hunting Heritage Conservation Council AGENCY: Fish and Wildlife... public meeting of the Wildlife and Hunting Heritage Conservation Council (Council). DATES: Meeting... that Wildlife and Hunting Heritage Conservation Council will hold a meeting. Background Formed...

  3. Forming of educational motivation of students to direction of preparation «Health of a man» in the process of study of medical and biological disciplines

    Directory of Open Access Journals (Sweden)

    Babich N.L.

    2012-12-01

    Full Text Available The features of forming of educational motivation of students are considered in the process of study of disciplines of medical and biological disciplines. 73 students took part in research. The analysis of publications is resulted in relation to determination of category vehicle of the probed problem, classification of educational reasons; motivational technologies of studies; correlation of reasons of educational activity of students. It is certain and grounded pedagogical terms of forming positive educational motivation of students on the example of study of discipline «Anatomy of timber-toe by bases of sporting morphology». It is recommended in the process of study of the rich in content modules of discipline to make examples of widespread diseases of the different systems and organs. It is set that the noted examples allow directly to influence on forming of educational motivation of students.

  4. Teaching About “Brain and Learning” in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence

    Science.gov (United States)

    Dekker, Sanne; Jolles, Jelle

    2015-01-01

    This study evaluated a new teaching module about “Brain and Learning” using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in “Brain and Learning” and 1241 students in grades 8–9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of “Brain and Learning” had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into “Brain and Learning,” and for changing students' beliefs about intelligence. PMID:26648900

  5. Simultaneous effects of allowed time, teaching method, ability, and student assessment of treatment on achievement in a high school biology course (ISIS)

    Science.gov (United States)

    Burkman, Ernest; Brezin, Michael; Griffin, Patrick

    The simultaneous effects of teaching method (self-directed, group directed, and teacher directed), allowed time for study, and two student variables (academic ability and assessment of treatment implementation) are described for student achievement in a high school biology course (ISIS). The variable student assessment of treatment implementation was viewed as a particularly important variable for two reasons: (1) in research by Stayrook, Corno, and Winne (1978) it has accounted for as much variance in achievement as the assigned treatment; and (2) it provides a means for controlling the range of implementation of teaching methods. A between-student analysis resulted in a description of effects complicated by interactions among all the variables. While the interactions were particularly strong in the student-directed method, it may generally be concluded that as time allowed for study decreased, students who perceived the treatment as being well implemented tended to have higher achievement. Also, it was found that the main effect of ability was quite strong. The results confirmed the importance of student assessment of treatment implementation as a descriptive variable. Additionally, the results suggest a qualification in the conclusion of Cronbach and Snow (1971) that individualized instruction tends to favor high-ability students; that conclusion may need to be modified to situations in which students fully perceive their autonomy.

  6. The Effect of Concept Map Using on Student Success in The Teaching of Biology II Subjects Presented in Science Teacher Programme

    Directory of Open Access Journals (Sweden)

    Tohit GÜNEŞ

    2006-12-01

    Full Text Available In this study, the effects of concept maps on meaningful learning of science 2.grade students to 8 biological topics presented in Biology II course has been comparatively investigated with classical method. For this purpose 140 students have been divided into two groups (70 control and 70 experimental and the subjects have been explained with classical method in control group and concept maps have been prepared in experimental group. Before and after the application, both groups received pre-test and post–test. The data were evaluated using by SPSS 11.5 statistical program. And success relations between samplings were determined using by t-test analyzing.According to data, it has been observed that the experimental group were more successful than control group (t=6,48, p< 0.001. It suggests that Concept maps can be used as teaching strategy in some difficult biology subjects.

  7. Gene and DNA concepts by UNIFAL-MG entering students and the effectiveness of drama as a Molecular Biology teaching strategy

    Directory of Open Access Journals (Sweden)

    Marina Isidoro Silva

    2014-10-01

    Full Text Available The Molecular Biology concepts comprehension is important for understanding several Biological processes as well as to establish correlations and interrelations among cell processes and its interaction with the environment. The aim of this work was to evaluate the undergraduate students from the Universidade Federal de Alfenas-MG (UNIFAL-MG knowledge about gene and DNA concepts as well as to evaluate the effectiveness of drama as an innovative teaching strategy. This strategy was evaluated by the students` knowledge gain and scholar performance. The results showed the UNIFAL-MG beginners’ students presented defective concepts about gene and DNA composition and structure, probably due to deficient teaching-learning process before the University entrance. Drama was an efficient strategy to induce learning gain and to improve scholar performance of classes with a good initial level of knowledge.

  8. "Do I Need to Know This for the Exam?" Using Popular Media, Inquiry-based Laboratories, and a Community of Scientific Practice to Motivate Students to Learn Developmental Biology

    Science.gov (United States)

    Madhuri, Marga; Broussard, Christine

    2008-01-01

    One of the greatest challenges instructors face is getting students to connect with the subject in a manner that encourages them to learn. In this essay, we describe the redesign of our Developmental Biology course to foster a deeper connection between students and the field of developmental biology. In our approach, we created a community of…

  9. 2015 Elections to Staff Council

    CERN Multimedia

    Staff Asscociation

    2015-01-01

    Make your voice heard, support your candidates! Be many to vote and to elect the new Staff Council. By doing so, you will be encouraging the men and women who will represent you over the next two years and they will without doubt appreciate your gratitude. The voting takes place from the 26th of October to the 9th of November, at noon at https://ap-vote.web.cern.ch/elections-2015.   Elections Timetable Monday 9 November, at noon Closing date for voting Monday 16 and Monday 23 November, publication of the results in Echo Tuesday 8 December, at 10.00 a.m. first meeting of the new Staff Council and election of the new Executive Committee The voting procedure will be monitored by the Election Committee, which is also in charge of announcing the results in Echo on 16 and 24 November. Candidates for the 2015 elections

  10. Resolution of the Staff Council

    CERN Multimedia

    Staff Association

    2015-01-01

    You were many to attend the public information meetings organised in October and we thank you for your interest. In this decision phase of the current Five-Yearly Review of our employment conditions they provided an opportunity to review the Management proposals in detail. They were a moment of exchange also on the various topics under review, and your comments were many and very valuable. Meeting on Thursday 29th October, the Staff Council discussed once more these proposals. It considered that the "package" of proposed measures is not balanced enough in its current form. It decided to formulate additional requests to the Management, relating mainly to the effects of the introduction of the proposed new career system. The resolution adopted this morning also implies that the consultation of staff, originally foreseen next week, is postponed. The staff Council will reconvene in a special session on Thursday, 5th November to reassess its position depending on the progress made regarding its d...

  11. Fiscal councils and economic volatility

    Czech Academy of Sciences Publication Activity Database

    Geršl, A.; Jašová, M.; Zápal, Jan

    2014-01-01

    Roč. 64, č. 3 (2014), s. 190-212. ISSN 0015-1920 Grant ostatní: UK(CZ) UNCE 204005/2012 Institutional support: PRVOUK-P23 Keywords : dynamic inconsistency * fiscal and monetary policy interaction * independent fiscal council Subject RIV: AH - Economics Impact factor: 0.420, year: 2014 http://journal.fsv.cuni.cz/storage/1298_jasova.pdf

  12. The resistance councils in Uganda

    DEFF Research Database (Denmark)

    Tidemand, Per

    Much has been written, especially the last five years, about the alleged wave of democracy in Africa. However, the focus has usually been on rather narrow institutional questions such as introduction of multi-party elections, and analyses have in general focused on national politics as played out...... political participation rather than only form al rights. I shall do so by analysing the Resistance Councils (RCs) in Uganda....

  13. Patterns of thinking about phylogenetic trees: A study of student learning and the potential of tree thinking to improve comprehension of biological concepts

    Science.gov (United States)

    Naegle, Erin

    Evolution education is a critical yet challenging component of teaching and learning biology. There is frequently an emphasis on natural selection when teaching about evolution and conducting educational research. A full understanding of evolution, however, integrates evolutionary processes, such as natural selection, with the resulting evolutionary patterns, such as species divergence. Phylogenetic trees are models of evolutionary patterns. The perspective gained from understanding biology through phylogenetic analyses is referred to as tree thinking. Due to the increasing prevalence of tree thinking in biology, understanding how to read phylogenetic trees is an important skill for students to learn. Interpreting graphics is not an intuitive process, as graphical representations are semiotic objects. This is certainly true concerning phylogenetic tree interpretation. Previous research and anecdotal evidence report that students struggle to correctly interpret trees. The objective of this research was to describe and investigate the rationale underpinning the prior knowledge of introductory biology students' tree thinking Understanding prior knowledge is valuable as prior knowledge influences future learning. In Chapter 1, qualitative methods such as semi-structured interviews were used to explore patterns of student rationale in regard to tree thinking. Seven common tree thinking misconceptions are described: (1) Equating the degree of trait similarity with the extent of relatedness, (2) Environmental change is a necessary prerequisite to evolution, (3) Essentialism of species, (4) Evolution is inherently progressive, (5) Evolution is a linear process, (6) Not all species are related, and (7) Trees portray evolution through the hybridization of species. These misconceptions are based in students' incomplete or incorrect understanding of evolution. These misconceptions are often reinforced by the misapplication of cultural conventions to make sense of trees

  14. The Effects Of Teaching Photosynthesis Unit With Computer Simulation Supported Co-Operative Learning On Retention And Student Attitude To Biology

    Directory of Open Access Journals (Sweden)

    Rıfat EFE

    2011-06-01

    Full Text Available In this study, student achievement in and attitude toward subject was investigated by comparing computer simulation supported Student Teams Achievement Divisions (STAD of co-operative learning with traditional learning in biology classes. The study was carried out with the participation of 81 students in 10th grade at Diyarbakir Melik Ahmet Secondary School during autumn term of 2009- 2010 academic year. The control and experimental groups were randomly selected from equal groups. An achievement test consisted of 31 questions from photosynthesis unit and an attitude scale was used as the data collection instruments. The study revealed that teaching method that was supported by computer simulations had more effects on student achievement in comparison to the traditional teaching method. Differences between students’ attitude who were taught with computer simulation supported co-operative learning and students’ attitude who were instructed by traditional teaching did not emerge as statistically significant.Keywords:

  15. Notification of upcoming AGU Council meeting

    Science.gov (United States)

    Williams, Billy

    2012-10-01

    The AGU Council will meet on Sunday, 2 December 2012, at the InterContinental Hotel in San Francisco, Calif. The meeting, which is open to all AGU members, will include discussions of AGU's new Grand Challenge Project (a project that will be introduced to members at the 2012 Fall Meeting), the proposed AGU scientific ethics policy, publishing strategies, future plans for honors and recognition, and leadership transition as new members join the Council. This year the Council experimented with a new approach to conducting business. By holding virtual meetings throughout the year, Council members have been able to act in a more timely manner and provide input on important membership and science issues on the Board of Directors' agenda. The Council Leadership Team—an elected subset of the Council—also experimented with a new approach, meeting every month to keep moving projects forward. This approach has increased communication and improved effectiveness in Council decision making.

  16. Works Councils: Lessons from Europe for Australia

    OpenAIRE

    Knudsen, H.; Markey, R.

    2001-01-01

    Any discussion of the viability of works councils in the Australian context needs to examine their operation in Europe, where they have a reasonably substantial history and have become an established part of the industrial relation infrastructure. In recent years, works councils have also expanded their reach in Europe, as a result of national and supranational (European Union) initiatives. Reference to a European form of works councils, however, may hide marked differences in the structure a...

  17. Works councils, wages and job satisfaction

    OpenAIRE

    Grund, Christian; Schmitt, Andreas

    2011-01-01

    Abstract We investigate the effects of works councils on employees? wages and job satisfaction in general and for subgroups with respect to sex and occupational status. Making use of a German representative sample of employees, we find that employees, who move to a firm with a works council, report increases in job satisfaction, but do not receive particular wage increases. Especially the job satisfaction of female employees is affected by a change in works council status. However,...

  18. What do works councils do for employees?

    OpenAIRE

    Schmitt, Andreas Helmut

    2012-01-01

    German works councils have experienced a growing importance in recent years. They are endowed with numerous opportunities of participation ranging from simple information rights to extensive codetermination rights according to the Works Constitution Act (WCA). Since they are mandatory but not automatic, the initiative of the employees is necessary to install a works council in firms with five or more permanent employees. Works councils are committed to improve working relationships and thus t...

  19. Explorations: A Research-Based Program Introducing Undergraduates to Diverse Biology Research Topics Taught by Grad Students and Postdocs

    Science.gov (United States)

    Brownell, Sara E.; Khalfan, Waheeda; Bergmann, Dominique; Simoni, Robert

    2013-01-01

    Undergraduate biology majors are often overwhelmed by and underinformed about the diversity and complexity of biological research that is conducted on research-intensive campuses. We present a program that introduces undergraduates to the diversity and scope of biological research and also provides unique teaching opportunities for graduate…

  20. The EvoDevoCI: A Concept Inventory for Gauging Students' Understanding of Evolutionary Developmental Biology

    Science.gov (United States)

    Perez, Kathryn E.; Hiatt, Anna; Davis, Gregory K.; Trujillo, Caleb; French, Donald P.; Terry, Mark; Price, Rebecca M.

    2013-01-01

    The American Association for the Advancement of Science 2011 report "Vision and Change in Undergraduate Biology Education" encourages the teaching of developmental biology as an important part of teaching evolution. Recently, however, we found that biology majors often lack the developmental knowledge needed to understand evolutionary…

  1. TRIENNIAL REPRODUCTION SYMPOSIUM: American Society of Animal Science L. E. Casida Award for Excellence in Graduate Education: Thoughts on mentoring graduate students in reproductive biology.

    Science.gov (United States)

    Smith, M F

    2016-07-01

    Programs in animal science are particularly well suited for graduate education because students can receive comprehensive training in the laboratory as well as with the whole animal. Furthermore, graduate students in animal science have the opportunity to understand how their research relates to a real world problem. Graduate students need to take ownership of their education by identifying training goals, choosing a mentor who will help them achieve their goals, and becoming engaged in research as soon as possible. In my own graduate program, I emphasize concepts more than techniques and I believe that graduate course work should focus on the basic areas of science that underlie reproductive biology (e.g., endocrinology, biochemistry, physiology, immunology, and statistics). Based on the increase in technology available for scientific investigation and the diversity of expertise required to address important research problems, graduate students need to learn the importance of establishing productive collaborations and begin building a scientific network. Preparation for graduate school frequently begins early with a curiosity and passion for understanding how biology works. Undergraduate courses can facilitate scientific thinking by providing opportunities in lectures and laboratories for students to transition from passive learners to thinking of themselves as animal scientists. There is a profound difference between individuals who view themselves as practitioners of a discipline and those who are simply trying to complete a course requirement. Teachers of undergraduate courses should incorporate experiential learning exercises into their lectures and laboratories to provide undergraduate students the opportunity to function as animal scientists and to embrace their scientific education. Graduate training has been the most enjoyable aspect of my career and it has been a joy to witness the achievements of students following completion of their degree! PMID

  2. Female high school biology students' biofilm-focused learning: The contributions of three instructional strategies to patterns in understanding and motivation

    Science.gov (United States)

    Ales, Jo Dale Hill

    2000-12-01

    This exploratory study examined three instructional strategies used with female high school biology students. The relative contributions of the strategies to student understanding of microbiology and motivation in science were analyzed. The science education community targeted underachievement in science by implementing changes in content and practices (NRC, 1996). Research suggested that teachers facilitate learnirig environments based on human constructivism (Mintzes, Wandersee, & Novak, 1997) that is rooted in meaningful learning theory (Ausubel, Novak & Hanesian, 1978). Teachers were advised to use both visual and verbal instructional strategies (Paivio, 1983) and encourage students to construct understandings by connecting new experiences to prior knowledge. The American Society for Microbiology supports the study of microorganisms because of their prominence in the biosphere (ASK 1997). In this study, two participating teachers taught selected microbiology concepts while focused on the cutting edge science of biofilms. Biology students accessed digitized biofilm images on an ASM web page and adapted them into products, communicated with biofilm researchers, and adapted a professional-quality instructional video for cross-age teaching. The study revealed improvements in understanding as evidenced on a written test; however, differences in learnirig outcomes were not significant. Other data, including student journal reflections, observations of student interactions, and student clinical interviews indicate that students were engaged in cutting edge science and adapted biofilm images in ways that increased understanding of microbiology (with respect to both science content and as a way of knowing) and motivation. An ASM CD-ROM of the images did not effectively enhance learning and this study provides insights into what could make it more successful. It also identifies why, in most cases, students' E-mail communication with biofilm researchers was unsuccessful

  3. Investigation of the Relation Between Intelligence Areas According to Multiple Intelligence Theory and Academic Success in Biology Lesson and Sex of ninth Grade Students.

    OpenAIRE

    Kurt, Murat; Ayhan ÇİNİCİ; DEMİR, Yavuz

    2011-01-01

    The aim of this study is to identify the relationship between grade 9 Students’ intelligence domains in the Multiple Intelligence Theory (MIT) and biology achievement and determine the relationship between the intelligence domains and gender. Investigation is a definitive field research in which scanning model was used. Study universe was accepted also as sample and 80 students from three different ninth grade classes (9/A, 9/C, and 9/E) form...

  4. The effects of usage of sequential teaching method on the academic achievement and retention level of students in area of biological sciences or biochemistry

    OpenAIRE

    Stavreva Veselinovska, Snezana

    2014-01-01

    The aim of the paper is to show the application of teaching methods used in the teaching process in teaching the content area of biological sciences or biochemistry, as well as their empirical confirmation by measuring the achievements of the student. Intentional causes for this paper to be written can be found in the fact that in our teaching practice empirical studies that aim to entrust successful application of contemporary models of learning and teaching are extremely rare, which is espe...

  5. How to arouse the interests of students in learning plant biology%如何激发学生学习植物生物学的兴趣

    Institute of Scientific and Technical Information of China (English)

    郑敏; 葛继稳; 侯新东

    2012-01-01

    植物生物学是生物科学的主要专业基础课之一,内容繁多,学生容易感到枯燥乏味.从灵活运用教学方法和网络资源、丰富实践教学形式、用成功的体验激发学生等方面出发,针对如何激发学生学习兴趣进行了植物生物学教学的初步改革和探讨.%Plant biology is one of the main basic courses of biological science, but students are easy to feel boring because of its various content. This article preliminarily proposes some teaching reforms to the question that how to stimulate students' interest in studying plant biology, such as flexible using of the teaching methods and network resources, diversified teaching practice, inspiring students through the successful experience and so on.

  6. 2015 Elections to Staff Council

    CERN Document Server

    Staff Association

    2015-01-01

    Elections Timetable Monday 26 October, at noon Start date for voting Monday 9 November, at noon Closing date for voting Monday 16 and Monday 23 November, publication of the results in Echo Monday 23 and Tuesday 24 November Staff Association Assizes Tuesday 1st December, at 10.00 a.m. first meeting of the new Staff Council and election of the new Executive Committee The voting procedure will be monitored by the Election Committee, which is also in charge of announcing the results in Echo on 16 and 24 November. During its meeting of March 17 2015, the Staff Council approved the election rules, which define the allocation of seats in each department, as follows:   Number of seats in the electoral colleges Departments BE EN TE DG/DGS FP GS HR/PF IT PH Career paths AA - D 2 3 3 1 1 2 1 1 2 Career paths E - G 2 2 2 1 1 1 1 2 3   Global CERN Career paths AA - G 14     Number of seats for fellows representatives Global CERN 5 For more informat...

  7. 2015 Elections to Staff Council

    CERN Document Server

    Staff Association

    2015-01-01

    Elections Timetable Monday 21 September, at noon Start date for receipt of the application Friday 16 October, at noon Closing date for receipt of the applications Monday 26 October, at noon Start date for voting Monday 9 November, at noon Closing date for voting Monday 16 and Monday 23 November, publication of the results in Echo Monday 23 and Tuesday 24 November Staff Association Assizes Tuesday 1st December, at 10.00 a.m. first meeting of the new Staff Council and election of the new Executive Committee The voting procedure will be monitored by the Election Committee, which is also in charge of announcing the results in Echo on 16 and 24 November. During its meeting of March 17 2015, the Staff Council approved the election rules, which define the allocation of seats in each department, as follows:   Number of seats in the electoral colleges Departments BE EN TE DG/DGS FP GS HR/PF IT PH Career paths AA - D 2 3 3 1 1 2 1 1 2 Career paths E - G 2 2 2 1 1 1 1 2 3   ...

  8. 75 FR 10216 - The Manufacturing Council: Meeting of the Manufacturing Council

    Science.gov (United States)

    2010-03-05

    ... International Trade Administration The Manufacturing Council: Meeting of the Manufacturing Council AGENCY... Manufacturing Council will hold a meeting to discuss a variety of issues affecting the U.S. manufacturing... relating to the U.S. manufacturing industry. DATES: March 22, 2010. Time: 1:30-3 p.m. (ET)....

  9. 75 FR 80039 - The Manufacturing Council: Meeting of the Manufacturing Council

    Science.gov (United States)

    2010-12-21

    ... International Trade Administration The Manufacturing Council: Meeting of the Manufacturing Council AGENCY... Manufacturing Council will hold a meeting to discuss competitiveness, clean energy, export/import issues and workforce development issues affecting the U.S. manufacturing sector and to receive briefings from...

  10. 76 FR 57714 - The Manufacturing Council: Meeting of the Manufacturing Council

    Science.gov (United States)

    2011-09-16

    ... International Trade Administration The Manufacturing Council: Meeting of the Manufacturing Council AGENCY... Manufacturing Council will hold a meeting to hear updates from the Department of Commerce in addition to the... agreements and other issues affecting the U.S. manufacturing sector and to determine future areas of...

  11. 77 FR 26743 - The Manufacturing Council: Work Session of the Manufacturing Council

    Science.gov (United States)

    2012-05-07

    ... International Trade Administration The Manufacturing Council: Work Session of the Manufacturing Council AGENCY...: This notice sets forth the schedule and agenda for an open work session of the Manufacturing Council... Freescale Austin Technology and Manufacturing Center, 3501 Ed Bluestein Boulevard, Austin, Texas. All...

  12. 75 FR 60411 - The Manufacturing Council: Meeting of the Manufacturing Council

    Science.gov (United States)

    2010-09-30

    ... International Trade Administration The Manufacturing Council: Meeting of the Manufacturing Council AGENCY... Manufacturing Council will hold a meeting to discuss and identify the priority issues affecting the U.S. manufacturing industry, which may include increasing exports, supply chain and access to credit, among...

  13. 77 FR 69591 - President's Export Council: Meeting of the President's Export Council

    Science.gov (United States)

    2012-11-20

    ... Council Web site at http://trade.gov/pec . DATES: December 6, 2012 at 8:00 a.m. (ET). ADDRESSES: The President's Export Council meeting will be broadcast via live webcast on the Internet at http://whitehouse... electronically via the President's Export Council Web site at http://trade.gov/pec/peccomments.asp ; or...

  14. 78 FR 75920 - Advisory Council on Government Auditing Standards

    Science.gov (United States)

    2013-12-13

    ...This notice informs the public that the Advisory Council on Government Auditing Standards will hold a public meeting by teleconference on December 17, 2013. The public is invited to listen to the Council's discussion. Members of the public will be provided an opportunity to address the Council with a brief (five-minute) presentation following the Council's discussion. The Advisory Council's......

  15. 75 FR 51240 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2010-08-19

    ...: (401) 732-9309. Council address: New England Fishery Management Council, 50 Water Street, Mill 2... National Oceanic and Atmospheric Administration RIN 0648-XY24 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Scallop Committee, in September, 2010, to...

  16. 78 FR 11820 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2013-02-20

    .... Council address: New England Fishery Management Council, 50 Water Street, Mill 2, Newburyport, MA 01950... National Oceanic and Atmospheric Administration RIN 0648-XC514 New England Fishery Management Council... Council's (Council) VMS/ Enforcement Committee and Advisory Panel will meet to consider actions...

  17. 75 FR 78680 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2010-12-16

    ...: (401) 732-9309. Council address: New England Fishery Management Council, 50 Water Street, Mill 2... National Oceanic and Atmospheric Administration RIN 0648-XA090 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Whiting Advisory Panel in January, 2011...

  18. 76 FR 10561 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2011-02-25

    ...: (978) 750- 7959. Council address: New England Fishery Management Council, 50 Water Street, Mill 2... National Oceanic and Atmospheric Administration RIN 0648-XA248 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Research Steering Committee (Committee), in...

  19. 75 FR 54093 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2010-09-03

    ...; fax: (401) 272-1416. Council address: New England Fishery Management Council, 50 Water Street, Mill 2... National Oceanic and Atmospheric Administration RIN: 0648-XY76 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Scallop Committee, in September, 2010, to...

  20. 75 FR 78681 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2010-12-16

    ...: (207) 871-0510. Council address: New England Fishery Management Council, 50 Water Street, Mill 2... National Oceanic and Atmospheric Administration RIN 0648-XA089 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Skate Committee in January, 2011 to...

  1. 77 FR 14351 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2012-03-09

    ...: (401) 421-0700; fax: (401) 455-3050. Council address: New England Fishery Management Council, 50 Water... National Oceanic and Atmospheric Administration RIN 0648-XB073 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Scientific and Statistical Committee (SSC),...

  2. 18 CFR 701.53 - Council decisions by Members.

    Science.gov (United States)

    2010-04-01

    ... 18 Conservation of Power and Water Resources 2 2010-04-01 2010-04-01 false Council decisions by Members. 701.53 Section 701.53 Conservation of Power and Water Resources WATER RESOURCES COUNCIL COUNCIL ORGANIZATION Headquarters Organization § 701.53 Council decisions by Members. Council decisions by Members...

  3. 76 FR 77214 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2011-12-12

    ...; fax: (401) 861-8002. Council address: New England Fishery Management Council, 50 Water Street, Mill 2... National Oceanic and Atmospheric Administration RIN 0648-XA862 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Scallop Oversight Committee, in January, 2012,...

  4. 75 FR 17901 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2010-04-08

    ... Fishery Management Council, 50 Water Street, Mill 2, Newburyport, MA 01950. FOR FURTHER INFORMATION... National Oceanic and Atmospheric Administration RIN 0648-XV71 New England Fishery Management Council... Council (Council) will hold a three-day Council meeting on April 27-29, 2010 to consider actions...

  5. 78 FR 51712 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2013-08-21

    ...-9600; fax: (401) 734-9700. Council address: New England Fishery Management Council, 50 Water Street... National Oceanic and Atmospheric Administration RIN 0648-XC819 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Whiting Advisory Panel on September 9, 2013...

  6. 76 FR 77492 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2011-12-13

    ...-8000; fax: (401) 861-8002. Council address: New England Fishery Management Council, 50 Water Street... National Oceanic and Atmospheric Administration RIN 0648-XA864 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Joint Whiting Oversight and Advisory Panel,...

  7. 78 FR 29116 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2013-05-17

    ...-8238. Council address: New England Fishery Management Council, 50 Water Street, Mill 2, Newburyport, MA... National Oceanic and Atmospheric Administration RIN 0645-XC688 New England Fishery Management Council... Council's (Council) Vessel Monitoring System (VMS)/Enforcement will meet jointly with the Advisory...

  8. 77 FR 58983 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2012-09-25

    ...) 926-6762; fax: (603) 926-2002. Council address: New England Fishery Management Council, 50 Water... National Oceanic and Atmospheric Administration RIN 0648-XC250 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Joint Advisory Panel and Plan Development Team,...

  9. 77 FR 68735 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2012-11-16

    ...-0700; fax: (401) 455-3050. Council address: New England Fishery Management Council, 50 Water Street... National Oceanic and Atmospheric Administration RIN 0648-XC356 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Monkfish Oversight Committee and Advisory Panel...

  10. 78 FR 51711 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2013-08-21

    ...) 431-2300; fax: (603) 433-5649. Council address: New England Fishery Management Council, 50 Water... National Oceanic and Atmospheric Administration RIN 0648-XC813 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Joint Groundfish/Habitat Committees on September...

  11. 75 FR 63147 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2010-10-14

    ...-0700; fax: (401) 455-3050. Council address: New England Fishery Management Council, 50 Water Street... National Oceanic and Atmospheric Administration RIN 0648-XZ63 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Monkfish Committee, on November 2, 2010,...

  12. 75 FR 78976 - New England Fishery Management Council; Public Meeting

    Science.gov (United States)

    2010-12-17

    ...: (617) 569-5250; fax: (617) 561-0971. Council address: New England Fishery Management Council, 50 Water... National Oceanic and Atmospheric Administration RIN 0648-XA092 New England Fishery Management Council... Council (Council) is scheduling a public meeting of its Habitat/MPA/Ecosystem Committee, in January,...

  13. Using student motivation to design groups in a non-majors biology course for team-based collaborative learning: Impacts on knowledge, views, attitudes, and perceptions

    Science.gov (United States)

    Walters, Kristi L.

    The importance of student motivation and its connection to other learning variables (i.e., attitudes, knowledge, persistence, attendance) is well established. Collaborative work at the undergraduate level has been recognized as a valuable tool in large courses. However, motivation and collaborative group work have rarely been combined. This project utilized student motivation to learn biology to place non-major biology undergraduates in collaborative learning groups at East Carolina University, a mid-sized southeastern American university, to determine the effects of this construct on student learning. A pre-test measuring motivation to learn biology, attitudes toward biology, perceptions of biology and biologists, views of science, and content knowledge was administered. A similar post-test followed as part of the final exam. Two sections of the same introductory biology course (n = 312) were used and students were divided into homogeneous and heterogeneous groups (based on their motivation score). The heterogeneous groups (n = 32) consisted of a mixture of different motivation levels, while the homogeneous groups (n = 32) were organized into teams with similar motivation scores using tiers of high-, middle-, and low-level participants. Data analysis determined mixed perceptions of biology and biologists. These include the perceptions biology was less intriguing, less relevant, less practical, less ethical, and less understandable. Biologists were perceived as being neat and slightly intelligent, but not very altruistic, humane, ethical, logical, honest, or moral. Content knowledge scores more than doubled from pre- to post-test. Half of the items measuring views of science were not statistically significantly different from pre- to post-test. Many of the factors for attitudes toward biology became more agreeable from pre- to post-test. Correlations between motivation scores, participation levels, attendance rates, and final course grades were examined at both the

  14. How does undergraduate college biology students' level of understanding, in regard to the role of the seed plant root system, relate to their level of understanding of photosynthesis?

    Science.gov (United States)

    Njeng'ere, James Gicheha

    This research study investigated how undergraduate college biology students' level of understanding of the role of the seed plant root system relates to their level of understanding of photosynthesis. This research was conducted with 65 undergraduate non-majors biology who had completed 1 year of biology at Louisiana State University in Baton Rouge and Southeastern Louisiana University in Hammond. A root probe instrument was developed from some scientifically acceptable propositional statements about the root system, the process of photosynthesis, as well as the holistic nature of the tree. These were derived from research reviews of the science education and the arboriculture literature. This was administered to 65 students selected randomly from class lists of the two institutions. Most of the root probe's items were based on the Live Oak tree. An in-depth, clinical interview-based analysis was conducted with 12 of those tested students. A team of root experts participated by designing, validating and answering the same questions that the students were asked. A "systems" lens as defined by a team of college instructors, root experts (Shigo, 1991), and this researcher was used to interpret the results. A correlational coefficient determining students' level of understanding of the root system and their level of understanding of the process of photosynthesis was established by means of Pearson's r correlation (r = 0.328) using the SAS statistical analysis (SAS, 1987). From this a coefficient of determination (r2 = 0.104) was determined. Students' level of understanding of the Live Oak root system (mean score 5.94) was not statistically different from their level of understanding of the process of photosynthesis (mean score 5.54) as assessed by the root probe, t (129) = 0.137, p > 0.05 one tailed-test. This suggests that, to some degree, level of the root system limits level of understanding of photosynthesis and vice versa. Analysis of quantitative and qualitative

  15. The effect of problem-based learning on high school students enrolled in biology for the technologies as measured by concept of self and attitude toward science

    Science.gov (United States)

    Carll-Williamson, Martha Perrow

    This study examined the effects of a Problem-Based Learning unit of instruction on high school students enrolled in Biology for the Technologies by measuring the effect of a Problem-Based Learning unit on student concept of self and attitude toward science. Bracken's (1992) commercially available Multidimensional Self Concept Scale (MSCS) with six subscales was used to measure the difference in the concept of self of two groups of high school Bio-Tech students, one group that participated in a Problem-Based Learning unit of study for four to six weeks and another group that did not do so. A second measure, Science as You See It (SAYSI), with five subscales was designed by the investigator to evaluate the effect of the same Problem-Based Learning unit of instruction on the attitude toward science of the same two groups of high school Bio-Tech students. This study also explored the relationship between the dependent variables and considered the effect of gender on performance over time as measured by the MSCS and the SAYSI. According to the multivariate tests of significance, the intervention, a Problem-Based Learning unit of instruction, appeared to have no statistically significant effect on the total score or subscores of the concept of self of high school students enrolled in Biology for the Technologies, nor did it seem to have any statistically significant effect on the attitude toward science of these same students. No statistically significant correlation was evident between the two measures or their subscales, and no relationship appeared to exist between pre- and post scores according to gender by treatment. Gender, alone, was statistically significant for attitude toward science.

  16. Youth Activists, Youth Councils, and Constrained Democracy

    Science.gov (United States)

    Taft, Jessica K.; Gordon, Hava R.

    2013-01-01

    This article provides a critical examination of a common form of adult attempts to promote civic engagement among young people, namely, youth advisory councils. While youth councils have been widely celebrated as an effective way to integrate young people into political processes, little research has explored why some politically active youth…

  17. Health council report 'Antimicrobial growth promoters'.

    NARCIS (Netherlands)

    Goettsch, W; Degener, JE

    1999-01-01

    The Health Council of the Netherlands has issued a report on the risk of development of resistance among bacteria as result of the use of antibiotics as growth promotors in livestock farming. The committee appointed by the Health Council conclude that the use of antimicrobial growth promotors contri

  18. 75 FR 20371 - Homeland Security Advisory Council

    Science.gov (United States)

    2010-04-19

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Notice of Open Teleconference Federal Advisory Committee Meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will... . Include docket number in the subject line of the message. Fax: (202) 282-9207 Mail: Homeland...

  19. 77 FR 26774 - Homeland Security Advisory Council

    Science.gov (United States)

    2012-05-07

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Notice of partially closed federal advisory committee meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will... number in the subject line of the message. Fax: (202) 282-9207. Mail: Homeland Security Advisory...

  20. 76 FR 4123 - Homeland Security Advisory Council

    Science.gov (United States)

    2011-01-24

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Notice of partially closed Federal Advisory Committee Meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will... . Include docket number in the subject line of the message. Fax: (202) 282-9207 Mail: Homeland...

  1. 75 FR 26782 - Homeland Security Advisory Council

    Science.gov (United States)

    2010-05-12

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Notice of Open Teleconference Federal Advisory Committee Meeting. SUMMARY: The Homeland Security Advisory Council (HSAC) will... (Homeland Security) Review Advisory Committee. DATE: The HSAC conference call will take place from 4 p.m....

  2. 75 FR 2880 - Homeland Security Advisory Council

    Science.gov (United States)

    2010-01-19

    ... SECURITY Homeland Security Advisory Council AGENCY: The Office of Policy, DHS. ACTION: Committee management; Notice of partially closed federal advisory committee meeting. SUMMARY: The Homeland Security Advisory.... E-mail: HSAC@dhs.gov . Fax: 202-282-9207. Mail: Homeland Security Advisory Council, 1100...

  3. State Children's Cabinets and Councils: 2008 Directory

    Science.gov (United States)

    Gaines, Elizabeth; Ravindranath, Nalini; Folliard, June

    2008-01-01

    This paper serves as the introduction to the State Children's Cabinets and Councils Series, a set of reports intended to capture and organize the decisions and experiences of more than 20 children's cabinets and councils and present them against an emerging set of expectations about what the public and policy makers could and should expect from…

  4. 76 FR 39850 - The Manufacturing Council: Meeting

    Science.gov (United States)

    2011-07-07

    ... International Trade Administration The Manufacturing Council: Meeting AGENCY: International Trade Administration, U.S. Department of Commerce. ] ACTION: Notice of an open meeting. SUMMARY: The Manufacturing Council..., energy regulation reform, trade agreements and other issues affecting the U.S. manufacturing sector...

  5. 76 FR 79655 - Manufacturing Council Meeting

    Science.gov (United States)

    2011-12-22

    ... International Trade Administration Manufacturing Council Meeting AGENCY: International Trade Administration, U.S. Department of Commerce. ACTION: Notice of an open meeting. SUMMARY: The Manufacturing Council will hold a..., trade agreements and other issues affecting the U.S. manufacturing sector and to determine the...

  6. 75 FR 48320 - National Petroleum Council

    Science.gov (United States)

    2010-08-10

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY National Petroleum Council AGENCY: Department of Energy, Office of Fossil Energy. ACTION: Notice of open meeting. SUMMARY: This notice announces a meeting of the National Petroleum Council. The Federal...

  7. 77 FR 2714 - National Petroleum Council

    Science.gov (United States)

    2012-01-19

    ... From the Federal Register Online via the Government Publishing Office DEPARTMENT OF ENERGY National Petroleum Council AGENCY: Office of Fossil Energy, Department of Energy. ACTION: Notice of Renewal... that the National Petroleum Council has been renewed for a two-year period, beginning January 12,...

  8. 78 FR 44187 - National Women's Business Council

    Science.gov (United States)

    2013-07-23

    ... From the Federal Register Online via the Government Publishing Office SMALL BUSINESS ADMINISTRATION National Women's Business Council ACTION: Notice of open Federal advisory committee meeting... meeting of the National Women's Business Council (NWBC). The meeting will be open to the public. ]...

  9. 77 FR 40400 - National Women's Business Council

    Science.gov (United States)

    2012-07-09

    ... From the Federal Register Online via the Government Publishing Office SMALL BUSINESS ADMINISTRATION National Women's Business Council AGENCY: U.S. Small Business Administration. ACTION: Notice of... location, date, time, and agenda for the next meeting of the National Women's Business Council (NWBC)....

  10. 76 FR 21786 - National Women's Business Council

    Science.gov (United States)

    2011-04-18

    ... From the Federal Register Online via the Government Publishing Office ] SMALL BUSINESS ADMINISTRATION National Women's Business Council AGENCY: U.S. Small Business Administration. ACTION: Notice of... location, date, time, and agenda for the next meeting of the National Women's Business Council (NWBC)....

  11. 76 FR 37873 - National Women's Business Council

    Science.gov (United States)

    2011-06-28

    ... From the Federal Register Online via the Government Publishing Office SMALL BUSINESS ADMINISTRATION National Women's Business Council AGENCY: U.S. Small Business Administration. ACTION: Notice of... location, date, time, ] and agenda for the next meeting of the National Women's Business Council...

  12. 76 FR 62133 - National Women's Business Council

    Science.gov (United States)

    2011-10-06

    ... From the Federal Register Online via the Government Publishing Office SMALL BUSINESS ADMINISTRATION National Women's Business Council AGENCY: U.S. Small Business Administration. ACTION: Notice of... location, date, time, and agenda for the next meeting of the National Women's Business Council (NWBC)....

  13. Coordinating Council. Ninth Meeting: Total Quality Management

    Science.gov (United States)

    1992-01-01

    This report summarizes the 9th meeting of the STI Coordinating Council. The council listened to the speakers' understanding of Total Quality Management (TQM) principles and heard stories of successful applications of these principles. Definitions of quality stated were focused on customer satisfaction. Reports presented by the speakers are also included.

  14. Listening to their voices: The essence of the experience of special and regular education students as they learn monarch, Danaus plexippus, biology and ecology

    Science.gov (United States)

    Koomen, Michele Jean Hollingsworth

    This dissertation reports on a phenomenological study of nine regular and special education students as they studied insect biology and ecology in their inclusive seventh grade life science class. Three fundamental data collection methods of interpretive research (student observations, interviews and artifact analysis) framed the data collection of this study. Hermeneutic phenomenological analysis and a seven-step framework, beginning with establishment of the unit of analysis and ending in theory generation, were used to systematically analyze the data resulting in the emergence of four main themes. The essence of the lived experience of the study participants reveal a variety of ways working with others in groups supported their learning. Students reported that it was easier to share ideas, ask questions and complete their work when they worked together with other classmates. A second finding of this study, It's kind of hard in learning science, exposes some of the anxiety and the challenges that are part of the experiences of both regular and special education students in learning science. A third finding reveals that for the students in this study the practice of inquiry learning in science is fragile. Despite daily opportunities in inquiry activities, many students are fixated in finding the "right" answers and just getting their "work done." The practice of inquiry is also fragile because of the perceptions of how we go about doing and learning science. The perception of practicing science for the special education students was moderated and limited by their viewpoint that science is coupled with language arts. The last major theme describes the manner in which both student groups navigate through science learning using various strategies that contribute to their learning or engaging in behaviors that seem to conceal their learning differences. The results of this research have implication for inclusive classroom teachers, special educators, teacher educators

  15. Where Did You Come From? Where Will You Go? Human Evolutionary Biology Education and American Students' Academic Interests and Achievements, Professional Goals, and Socioscientific Decision-making

    Science.gov (United States)

    Schrein, Caitlin M.

    In the United States, there is a national agenda to increase the number of qualified science, technology, engineering, and maths (STEM) professionals and a movement to promote science literacy among the general public. This project explores the association between formal human evolutionary biology education (HEB) and high school science class enrollment, academic achievement, interest in a STEM degree program, motivation to pursue a STEM career, and socioscientific decision-making for a sample of students enrolled full-time at Arizona State University. Given a lack of a priori knowledge of these relationships, the Grounded Theory Method was used and was the foundation for a mixed-methods analysis involving qualitative and quantitative data from one-on-one interviews, focus groups, questionnaires, and an online survey. Theory development and hypothesis generation were based on data from 44 students. The survey instrument, developed to test the hypotheses, was completed by 486 undergraduates, age 18--22, who graduated from U.S. public high schools. The results showed that higher exposure to HEB was correlated with greater high school science class enrollment, particularly for advanced biological science classes, and that, for some students, HEB exposure may have influenced their enrollment, because the students found the content interesting and relevant. The results also suggested that students with higher K--12 HEB exposure felt more prepared for undergraduate science coursework. There was a positive correlation between HEB exposure and interest in a STEM degree and an indirect relationship between higher HEB exposure and motivation to pursue a STEM career. Regarding a number of socioscientific issues, including but not limited to climate change, homosexuality, and stem cell research, students' behaviors and decision-making more closely reflected a scientific viewpoint---or less-closely aligned to a religion-based perspective---when students had greater HEB exposure

  16. AGU Council to Meet in December

    Science.gov (United States)

    Enderlein, Cheryl L.

    2010-11-01

    The AGU Council will hold a meeting on Sunday, 12 December 2010, in San Francisco in conjunction with the Fall Meeting. This is the first meeting of the reconfigured Council, chaired by President­elect Carol Finn. As an outcome of the membership vote a year ago, the composition and the focus of the Council changed. With the creation of the Board of Directors to handle the business and fiduciary responsibilities of the organization, the Council is free to focus on science policy and other science-related matters. There are currently 59 Council members, including section presidents and presidents-elect, focus group chairs and vice chairs, committee chairs, early-career scientists, and the AGU president, president-elect, and executive director.

  17. The Council of Psychological Advisers.

    Science.gov (United States)

    Sunstein, Cass R

    2016-01-01

    Findings in behavioral science, including psychology, have influenced policies and reforms in many nations. Choice architecture can affect outcomes even if material incentives are not involved. In some contexts, default rules, simplification, and social norms have had even larger effects than significant economic incentives. Psychological research is helping to inform initiatives in savings, finance, highway safety, consumer protection, energy, climate change, obesity, education, poverty, development, crime, corruption, health, and the environment. No nation has yet created a council of psychological advisers, but the role of behavioral research in policy domains is likely to grow in the coming years, especially in light of the mounting interest in promoting ease and simplification ("navigability"); in increasing effectiveness, economic growth, and competitiveness; and in providing low-cost, choice-preserving approaches. PMID:26393867

  18. 77 FR 10543 - Wildlife and Hunting Heritage Conservation Council Charter

    Science.gov (United States)

    2012-02-22

    ... Office of the Secretary Wildlife and Hunting Heritage Conservation Council Charter AGENCY: Office of the... Secretary of Agriculture have renewed the Wildlife and Hunting Heritage Conservation Council (Council...; (8) Hunting and shooting sports outreach and education organizations; (9) Tourism, outfitter,...

  19. 75 FR 53951 - North Pacific Fishery Management Council; Public Meetings

    Science.gov (United States)

    2010-09-02

    ... Council;s Gulf of Alaska (GOA) and Bering Sea/Aleutian Islands (BS/AI) Groundfish Plan Teams will meet in... (GOA Plan Team) and Traynor Room (BS/AI Plan Team), Seattle, WA. Council address: North Pacific...

  20. 75 FR 54092 - North Pacific Fishery Management Council; Public Meeting

    Science.gov (United States)

    2010-09-03

    ... Management Council's (Council) Scallop Plan Team will meet September 28th, 2010 at the Anchorage Hilton Hotel... be held at the Anchorage Hilton Hotel, 500 West 3rd Avenue, Anchorage, AK 99501. Council...

  1. Analyzing Change in Students' Gene-to-Evolution Models in College-Level Introductory Biology

    Science.gov (United States)

    Dauer, Joseph T.; Momsen, Jennifer L.; Speth, Elena Bray; Makohon-Moore, Sasha C.; Long, Tammy M.

    2013-01-01

    Research in contemporary biology has become increasingly complex and organized around understanding biological processes in the context of systems. To better reflect the ways of thinking required for learning about systems, we developed and implemented a pedagogical approach using box-and-arrow models (similar to concept maps) as a foundational…

  2. Soft skills: an important asset acquired from organizing regional student group activities.

    Science.gov (United States)

    de Ridder, Jeroen; Meysman, Pieter; Oluwagbemi, Olugbenga; Abeel, Thomas

    2014-07-01

    Contributing to a student organization, such as the International Society for Computational Biology Student Council (ISCB-SC) and its Regional Student Group (RSG) program, takes time and energy. Both are scarce commodities, especially when you are trying to find your place in the world of computational biology as a graduate student. It comes as no surprise that organizing ISCB-SC-related activities sometimes interferes with day-to-day research and shakes up your priority list. However, we unanimously agree that the rewards, both in the short as well as the long term, make the time spent on these extracurricular activities more than worth it. In this article, we will explain what makes this so worthwhile: soft skills. PMID:24992198

  3. - and Post-Workshop Assessment of Teachers and Students Attending the Scientific Workshop ``FROM Educational to Scientific Perspectives: Sugar Polymers in Biology and Their Applications''

    Science.gov (United States)

    Ufondu, Chuck; Ali, Nawab; Stapleton, Carl; Taylor, Loria; Barker, Linda; Tarasenko, Olga

    2011-06-01

    During summer 2010, a two-week-long scientific workshop "From educational to scientific perspectives: sugar polymers in biology and their applications" was offered for high school teachers and students at the University of Arkansas at Little Rock's Department of Biology. Teacher and student participants took part in science, technology, engineering, and mathematics (STEM) activities in order to improve math and science skills. Participants were taught various laboratory techniques, computer skills, Public Medical library searches, individual research project, PowerPoint presentation preparation, and a final oral presentation. Each participant was given pre- and post-workshop questionnaires, to gage initial and acquired knowledge. From the questionnaires, it was determined that there was a significant gain in knowledge of basic scientific concepts related to sugar polymers and their applications. It was found that 100% of participants—five teachers and seven students—reported their overall STEM experience as favorable. Furthermore, participants reported that the research project, computer techniques, and PowerPoint presentations were useful. This research experience provides knowledge about basic scientific concepts and is an excellent method to bridge the gap between high school and post-secondary education for both teachers and students.

  4. Students' Participation in an Interdisciplinary, Socioscientific Issues Based Undergraduate Human Biology Major and Their Understanding of Scientific Inquiry

    Science.gov (United States)

    Eastwood, Jennifer L.; Sadler, Troy D.; Sherwood, Robert D.; Schlegel, Whitney M.

    2013-01-01

    The purpose of this study was to examine whether Socioscientific Issues (SSI) based learning environments affect university students' epistemological understanding of scientific inquiry differently from traditional science educational contexts. We identify and compare conceptions of scientific inquiry of students participating in an…

  5. Using a Newton Personal Data Assistant To Assess Student Participation in Biology Laboratories--A Technique Borrowed from Ethology.

    Science.gov (United States)

    Russell, Connie P.; French, Donald P.

    2001-01-01

    Describes the use of ethological observation methods in a study of student behavior for use in student or course assessment. Describes how a convenient, highly portable recording system designed for ethological observation can be used in educational settings. (Contains 12 references.) (ASK)

  6. Short-Term Effects of Field Programme on Students' Knowledge and Attitude toward Biology: A Slovak Experience

    Science.gov (United States)

    Prokop, Pavol; Tuncer, Gaye; Kvasnicak, Radoslav

    2007-01-01

    Field trips are ideal for increasing students' experience and perceptions of various organisms and their relationship between the original habitat. However, in general field trips are greatly neglected by teachers and their short-term effects are thought to be questionable. Therefore, we conducted a one-day field trip for both improving students'…

  7. The Experimental Teaching Reform in Biochemistry and Molecular Biology for Undergraduate Students in Peking University Health Science Center

    Science.gov (United States)

    Yang, Xiaohan; Sun, Luyang; Zhao, Ying; Yi, Xia; Zhu, Bin; Wang, Pu; Lin, Hong; Ni, Juhua

    2015-01-01

    Since 2010, second-year undergraduate students of an eight-year training program leading to a Doctor of Medicine degree or Doctor of Philosophy degree in Peking University Health Science Center (PKUHSC) have been required to enter the "Innovative talent training project." During that time, the students joined a research lab and…

  8. A Comparison of the Twelve Core Values of Thai People Defined by the Head of the National Council for Peace and Order (NCPO) Found in Thai Private and Public University Students

    Science.gov (United States)

    Ngammuk, Patariya

    2016-01-01

    This study aims to examine the twelve core values of Thai people found in Thai university students. The twelve values consist of the following attributes: 1.Upholding the nation, the religions and the Monarchy 2. Being honest, sacrificial and patient with positive attitude for the common good of the public 3. Being grateful to the parents,…

  9. Biological Clocks & Circadian Rhythms

    Science.gov (United States)

    Robertson, Laura; Jones, M. Gail

    2009-01-01

    The study of biological clocks and circadian rhythms is an excellent way to address the inquiry strand in the National Science Education Standards (NSES) (NRC 1996). Students can study these everyday phenomena by designing experiments, gathering and analyzing data, and generating new experiments. As students explore biological clocks and circadian…

  10. 78 FR 13641 - Pacific Fishery Management Council (Pacific Council); March 5-11, 2013 Pacific Council Meeting

    Science.gov (United States)

    2013-02-28

    ... Habitat Issues F. Administrative Matters 1. Research Planning 2. Approval of Council Meeting Minutes 3... interpretation or other auxiliary aids should be directed to Carolyn Porter at 503-820-2280 at least five...

  11. Human Brains Engaged in Rat Brains: Student-driven Neuroanatomy Research in an Introductory Biology Lab Course.

    Science.gov (United States)

    Gardner, Stephanie M; Adedokun, Omolola A; Weaver, Gabriela C; Bartlett, Edward L

    2011-01-01

    Inquiry-based laboratory instruction has been shown to actively engage students in the content and skills being taught. These courses are further intended to teach students not only what is known, but also the process by which investigators come to know it. We sought to take this approach one step further and incorporate novel research questions into an inquiry-based laboratory model early in the undergraduate course of study. In this research-based introductory laboratory course, first-year students acquired basic lab skills not just for their own sake, but rather within the context of a research question of a member of the faculty. Student projects investigated potential neuroanatomical changes in animal models of dyslexia and aging and included measurements of neuron numbers and levels and distribution of neuronal proteins. Students played an active role in designing and implementing an experimental plan, explored data analysis techniques, and reflected on the results that they obtained in scholarly forms such as research papers and a departmental poster session. Student feedback on this approach has been extremely positive, and the data collected were research quality preliminary data that are being actively pursued for further study. Based on our encouraging experiences, we conclude that designing an introductory course around novel research, including some assessments modeled after scholarly practices, provides motivation and excitement for the students, instills good scientific habits, and can potentially benefit departmental research. PMID:23626490

  12. Supplemental instruction for non-science majors biology students: Meanings and influences on science identities for women

    Science.gov (United States)

    Warner, Jennifer M.

    The purpose of this study was to examine the meanings women make of their participation in a Supplemental Instruction (SI) program associated with a postsecondary non-majors biology course. Interview and survey data were utilized to determine why women attended SI, the affordances provided by regular SI participation, how women depicted the learning environment of SI, and how women described science as they experienced it in SI. Additional interviews were conducted with a sub-population of participants who regularly utilized SI to provide an understanding of the role SI participation played in terms of access to science identities for women who changed their majors, minors, or concentration within an education major to biology as a result of their experiences in non-majors biology and SI. The results of this study suggest that the SI experience provides more than just a means to increase grades for women who participate regularly. The supportive and safe climate of the SI environment set a comfort level for women that increased their competence and confidence in biology. The SI experience increased interest in biology and afforded the opportunity for women to be recognized by others, and to recognize themselves, for their science abilities. Additionally, for a small number of women, their experiences in non-majors biology and SI facilitated a shift in science identities that led the women to immigrate into science.

  13. Oxygen in human health from life to death – An approach to teaching redox biology and signaling to graduate and medical students

    Directory of Open Access Journals (Sweden)

    Margaret M. Briehl

    2015-08-01

    Full Text Available In the absence of oxygen human life is measured in minutes. In the presence of oxygen, normal metabolism generates reactive species (ROS that have the potential to cause cell injury contributing to human aging and disease. Between these extremes, organisms have developed means for sensing oxygen and ROS and regulating their cellular processes in response. Redox signaling contributes to the control of cell proliferation and death. Aberrant redox signaling underlies many human diseases. The attributes acquired by altered redox homeostasis in cancer cells illustrate this particularly well. This teaching review and the accompanying illustrations provide an introduction to redox biology and signaling aimed at instructors of graduate and medical students.

  14. 2013 Elections to Staff Council

    CERN Multimedia

    Staff Association

    2013-01-01

    Elections Timetable Starting with Echo of 16 September, posters, etc. call for applications Monday 21 October, at noon closing date for receipt of the applications Monday 28 October, at noon start date for voting Monday 11 November, at noon closing date for voting Monday 18 and Monday 25 November, publication of the results in Echo Tuesday 19 November Staff Association Assizes Tuesday 3 December, at 10.00 a.m. first meeting of the new Staff Council and election of the new Executive Committee The voting procedure is monitored by the Election Committee, which is also in charge of announcing the results in Echo on 18 and 25 November. n its meeting on 11 September 2013, the Electoral Commission decided on the following distribution of seats in colleges O.1 to O.6: Sectors Departments Career paths AA – A – B – C – D Career paths E – F – G – H Accelerators and Technology BE TE EN Electoral colle...

  15. 2011 Elections to Staff Council

    CERN Multimedia

    Association du personnel

    2011-01-01

    Elections Timetable Starting with Echo of 26 September, posters, etc. call for applications Wednesday 26 October, at noon closing date for receipt of the application Monday 31 October, at noon start date for voting Monday 14 November, at noon closing date for voting Monday 21 November, publication of the results in Echo Tuesday 22 and Wednesday 29 November Staff Association Assizes Tuesday 6 December, at 10.00 a.m. first meeting of the new Staff Council and election of the new Executive Committee The voting procedure will be monitored by the Election Committee, which is also in charge of announcing the results in Echo on 21 November. In its meeting on 19 September 2011, the Electoral Commission decided on the following distribution of seats in colleges 0.1 to 0.6: Sector Department Career path AA – A – B – C – D Career path E – F – G – H Accelerators and Technology BE TE EN Electoral college 0.1 18 si&e...

  16. 2013 Elections to Staff Council

    CERN Multimedia

    Staff Association

    2013-01-01

    Elections Timetable Starting with Echo of 16 September, posters, etc. call for applications Monday 21 October, at noon closing date for receipt of the applications Monday 28 October, at noon start date for voting Monday 11 November, at noon closing date for voting Monday 18 and Monday 25 November, publication of the results in Echo Tuesday 19 November Staff Association Assizes Tuesday 3 December, at 10.00 a.m. first meeting of the new Staff Council and election of the new Executive Committee The voting procedure is monitored by the Election Committee, which is also in charge of announcing the results in Echo on 18 and 25 November. n its meeting on 11 September 2013, the Electoral Commission decided on the following distribution of seats in colleges O.1 to O.6: Sectors Departments Career paths AA – A – B – C – D Career paths E – F – G – H Accelerators and Technology BE TE EN Electoral college 0.1 13 si&...

  17. The `What is a system' reflection interview as a knowledge integration activity for high school students' understanding of complex systems in human biology

    Science.gov (United States)

    Tripto, Jaklin; Ben-Zvi Assaraf, Orit; Snapir, Zohar; Amit, Miriam

    2016-03-01

    This study examined the reflection interview as a tool for assessing and facilitating the use of 'systems language' amongst 11th grade students who have recently completed their first year of high school biology. Eighty-three students composed two concept maps in the 10th grade-one at the beginning of the school year and one at its end. The first part of the interview is dedicated to guiding the students through comparing their two concept maps and by means of both explicit and non-explicit teaching. Our study showed that the explicit guidance in comparing the two concept maps was more effective than the non-explicit, eliciting a variety of different, more specific, types of interactions and patterns (e.g. 'hierarchy', 'dynamism', 'homeostasis') in the students' descriptions of the human body system. The reflection interview as a knowledge integration activity was found to be an effective tool for assessing the subjects' conceptual models of 'system complexity', and for identifying those aspects of a system that are most commonly misunderstood.

  18. The influence of ict tools on biological competence of students in the area of genetic knowledge: preliminary report

    OpenAIRE

    Potyrala, Katarzyna; Wolek, Jerzy

    2005-01-01

    The main aim of the research is an attempt to find the answer to the question regarding the influence of ICT tools prepared by authors on high school students’ competence in the are of genetics knowledge and skills. In the research 300 students of high school took part. The result points to the fact that in all the studied cases student achievements are significantly higher than in control classes.

  19. Fraternal Leadership: Differences in Leadership Practices among Four Governing Greek Councils

    OpenAIRE

    DiChiara, Anthony Nicholas

    2007-01-01

    The purpose of this study was to examine the leadership practices of students affiliated with fraternities and sororities. In addition, this study explored the differences in leadership practices among members of the four governing councils of the fraternities and sororities present at the host institution. Data were collected by administering the Student Leadership Practices Inventory (SLPI, Kouzes & Posner, 2006) to affiliated members of fraternities and sororities enrolled at a major resea...

  20. Can You Change a Student's Mind in a Course about the Brain? Belief Change Following an Introductory Course in Biological Psychology.

    Science.gov (United States)

    Harrington, Ian A

    2013-01-01

    Undergraduate courses in the neurosciences, including biological psychology, often appeal to students because they offer perspectives on human behavior and experience that are so different from those students arrive with or are exposed to elsewhere on campus. Consider, for example, this passage from Crick's, Astonishing Hypothesis: "You, your joys and your sorrows, your memories and your ambitions, your sense of personal identity and free will, are in fact no more than the behaviour of a vast assembly of nerve cells and their associated molecules." Unfortunately, because this perspective is at such odds with those many students arrive with, the very thing that makes these classes so interesting is also likely to engender resistance. With Crick's hypothesis serving as the theme of my introductory course in biological psychology, we explore the ways in which complex experiences and behaviors can be explained by lower-level, biological phenomena. Historically, and for a host of valid reasons, class assessment tends to focus on whether students understand the course material (e.g., Can you explain the role of Ca(2+) in synaptic transmission?), rather than whether students believe what they have been introduced to (e.g., Do you believe that the mind exists as something separate from the body?). For a number of years, however, I have also been collecting pre- and post-test data from students enrolled in three formats of the class in an effort to measure changes in beliefs. One format was a conventional standalone class, whereas the other two were more intensive and involved parallel coursework in the Philosophy of Mind with a second instructor. The full assessment, identical at both test intervals, was comprised of 56 items and included 16 items from a Theoretical Orientation Scale (TOS; Coan, 1979), several of which addressed whether human behavior was predictable; 14 items that addressed dualism, the veracity of our perceptions, personal responsibility, and other