Computational biology

DEFF Research Database (Denmark)

Hartmann, Lars Røeboe; Jones, Neil; Simonsen, Jakob Grue

2011-01-01

Computation via biological devices has been the subject of close scrutiny since von Neumann’s early work some 60 years ago. In spite of the many relevant works in this field, the notion of programming biological devices seems to be, at best, ill-defined. While many devices are claimed or proved t...

Student Engagement in a Computer Rich Science Classroom

Science.gov (United States)

Hunter, Jeffrey C.

The purpose of this study was to examine the student lived experience when using computers in a rural science classroom. The overarching question the project sought to examine was: How do rural students relate to computers as a learning tool in comparison to a traditional science classroom? Participant data were collected using a pre-study survey, Experience Sampling during class and post-study interviews. Students want to use computers in their classrooms. Students shared that they overwhelmingly (75%) preferred a computer rich classroom to a traditional classroom (25%). Students reported a higher level of engagement in classes that use technology/computers (83%) versus those that do not use computers (17%). A computer rich classroom increased student control and motivation as reflected by a participant who shared; "by using computers I was more motivated to get the work done" (Maggie, April 25, 2014, survey). The researcher explored a rural school environment. Rural populations represent a large number of students and appear to be underrepresented in current research. The participants, tenth grade Biology students, were sampled in a traditional teacher led class without computers for one week followed by a week using computers daily. Data supported that there is a new gap that separates students, a device divide. This divide separates those who have access to devices that are robust enough to do high level class work from those who do not. Although cellular phones have reduced the number of students who cannot access the Internet, they may have created a false feeling that access to a computer is no longer necessary at home. As this study shows, although most students have Internet access, fewer have access to a device that enables them to complete rigorous class work at home. Participants received little or no training at school in proper, safe use of a computer and the Internet. It is clear that the majorities of students are self-taught or receive guidance

Michael Levitt and Computational Biology

Science.gov (United States)

dropdown arrow Site Map A-Z Index Menu Synopsis Michael Levitt and Computational Biology Resources with Michael Levitt, PhD, professor of structural biology at the Stanford University School of Medicine, has function. ... Levitt's early work pioneered computational structural biology, which helped to predict

An interactive computer lab of the galvanic cell for students in biochemistry.

Science.gov (United States)

Ahlstrand, Emma; Buetti-Dinh, Antoine; Friedman, Ran

2018-01-01

We describe an interactive module that can be used to teach basic concepts in electrochemistry and thermodynamics to first year natural science students. The module is used together with an experimental laboratory and improves the students' understanding of thermodynamic quantities such as Δ r G, Δ r H, and Δ r S that are calculated but not directly measured in the lab. We also discuss how new technologies can substitute some parts of experimental chemistry courses, and improve accessibility to course material. Cloud computing platforms such as CoCalc facilitate the distribution of computer codes and allow students to access and apply interactive course tools beyond the course's scope. Despite some limitations imposed by cloud computing, the students appreciated the approach and the enhanced opportunities to discuss study questions with their classmates and instructor as facilitated by the interactive tools. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(1):58-65, 2018. © 2017 The International Union of Biochemistry and Molecular Biology.

7th World Congress on Nature and Biologically Inspired Computing

CERN Document Server

Engelbrecht, Andries; Abraham, Ajith; Plessis, Mathys; Snášel, Václav; Muda, Azah

2016-01-01

World Congress on Nature and Biologically Inspired Computing (NaBIC) is organized to discuss the state-of-the-art as well as to address various issues with respect to Nurturing Intelligent Computing Towards Advancement of Machine Intelligence. This Volume contains the papers presented in the Seventh World Congress (NaBIC’15) held in Pietermaritzburg, South Africa during December 01-03, 2015. The 39 papers presented in this Volume were carefully reviewed and selected. The Volume would be a valuable reference to researchers, students and practitioners in the computational intelligence field.

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

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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…

Synthetic biology: engineering molecular computers

CERN Multimedia

CERN. Geneva

2018-01-01

Complicated systems cannot survive the rigors of a chaotic environment, without balancing mechanisms that sense, decide upon and counteract the exerted disturbances. Especially so with living organisms, forced by competition to incredible complexities, escalating also their self-controlling plight. Therefore, they compute. Can we harness biological mechanisms to create artificial computing systems? Biology offers several levels of design abstraction: molecular machines, cells, organisms... ranging from the more easily-defined to the more inherently complex. At the bottom of this stack we find the nucleic acids, RNA and DNA, with their digital structure and relatively precise interactions. They are central enablers of designing artificial biological systems, in the confluence of engineering and biology, that we call Synthetic biology. In the first part, let us follow their trail towards an overview of building computing machines with molecules -- and in the second part, take the case study of iGEM Greece 201...

Final report for Conference Support Grant "From Computational Biophysics to Systems Biology - CBSB12"

Energy Technology Data Exchange (ETDEWEB)

Hansmann, Ulrich H.E.

2012-07-02

This report summarizes the outcome of the international workshop From Computational Biophysics to Systems Biology (CBSB12) which was held June 3-5, 2012, at the University of Tennessee Conference Center in Knoxville, TN, and supported by DOE through the Conference Support Grant 120174. The purpose of CBSB12 was to provide a forum for the interaction between a data-mining interested systems biology community and a simulation and first-principle oriented computational biophysics/biochemistry community. CBSB12 was the sixth in a series of workshops of the same name organized in recent years, and the second that has been held in the USA. As in previous years, it gave researchers from physics, biology, and computer science an opportunity to acquaint each other with current trends in computational biophysics and systems biology, to explore venues of cooperation, and to establish together a detailed understanding of cells at a molecular level. The conference grant of $10,000 was used to cover registration fees and provide travel fellowships to selected students and postdoctoral scientists. By educating graduate students and providing a forum for young scientists to perform research into the working of cells at a molecular level, the workshop adds to DOE's mission of paving the way to exploit the abilities of living systems to capture, store and utilize energy.

Computational aspects of systematic biology.

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Lilburn, Timothy G; Harrison, Scott H; Cole, James R; Garrity, George M

2006-06-01

We review the resources available to systematic biologists who wish to use computers to build classifications. Algorithm development is in an early stage, and only a few examples of integrated applications for systematic biology are available. The availability of data is crucial if systematic biology is to enter the computer age.

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…

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.

The Relationships Between Epistemic Beliefs in Biology and Approaches to Learning Biology Among Biology-Major University Students in Taiwan

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

2012-12-01

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 large, it was found that the students reflected "mixed" motives in biology learning, while those who had more sophisticated epistemic beliefs tended to employ deep strategies. In addition, the results of paired t tests revealed that the female students were more likely to possess beliefs about biological knowledge residing in external authorities, to believe in a right answer, and to utilize rote learning as a learning strategy. Moreover, compared to juniors and seniors, freshmen and sophomores tended to hold less mature views on all factors of epistemic beliefs regarding biology. Another comparison indicated that theoretical biology students (e.g. students majoring in the Department of Biology) tended to have more mature beliefs in learning biology and more advanced strategies for biology learning than those students studying applied biology (e.g. in the Department of Biotechnology). Stepwise regression analysis, in general, indicated that students who valued the role of experiments and justify epistemic assumptions and knowledge claims based on evidence were more oriented towards having mixed motives and utilizing deep strategies to learn biology. In contrast, students who believed in the certainty of biological knowledge were more likely to adopt rote learning strategies and to aim to qualify in biology.

Graphics processing units in bioinformatics, computational biology and systems biology.

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Nobile, Marco S; Cazzaniga, Paolo; Tangherloni, Andrea; Besozzi, Daniela

2017-09-01

Several studies in Bioinformatics, Computational Biology and Systems Biology rely on the definition of physico-chemical or mathematical models of biological systems at different scales and levels of complexity, ranging from the interaction of atoms in single molecules up to genome-wide interaction networks. Traditional computational methods and software tools developed in these research fields share a common trait: they can be computationally demanding on Central Processing Units (CPUs), therefore limiting their applicability in many circumstances. To overcome this issue, general-purpose Graphics Processing Units (GPUs) are gaining an increasing attention by the scientific community, as they can considerably reduce the running time required by standard CPU-based software, and allow more intensive investigations of biological systems. In this review, we present a collection of GPU tools recently developed to perform computational analyses in life science disciplines, emphasizing the advantages and the drawbacks in the use of these parallel architectures. The complete list of GPU-powered tools here reviewed is available at http://bit.ly/gputools. © The Author 2016. Published by Oxford University Press.

Problem-solving activities in Biology for Open University students [poster session

OpenAIRE

Ash, P.; Robinson, D.

2006-01-01

Problem-based learning is a valuable tool for enhancing student learning and for providing remedial help in grasping difficult concepts in Biology. Most teaching at the Open University is by course texts, DVDs and television. Teaching material is written by academics and\\ud expert consultants. An important feature of the material is that it includes interactive in-text and self-assessed questions, and also activities which may be home experiments or computer-based.\\ud Students are provided wi...

Integrating quantitative thinking into an introductory biology course improves students' mathematical reasoning in biological contexts.

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Hester, Susan; Buxner, Sanlyn; Elfring, Lisa; Nagy, Lisa

2014-01-01

Recent calls for improving undergraduate biology education have emphasized the importance of students learning to apply quantitative skills to biological problems. Motivated by students' apparent inability to transfer their existing quantitative skills to biological contexts, we designed and taught an introductory molecular and cell biology course in which we integrated application of prerequisite mathematical skills with biology content and reasoning throughout all aspects of the course. In this paper, we describe the principles of our course design and present illustrative examples of course materials integrating mathematics and biology. We also designed an outcome assessment made up of items testing students' understanding of biology concepts and their ability to apply mathematical skills in biological contexts and administered it as a pre/postcourse test to students in the experimental section and other sections of the same course. Precourse results confirmed students' inability to spontaneously transfer their prerequisite mathematics skills to biological problems. Pre/postcourse outcome assessment comparisons showed that, compared with students in other sections, students in the experimental section made greater gains on integrated math/biology items. They also made comparable gains on biology items, indicating that integrating quantitative skills into an introductory biology course does not have a deleterious effect on students' biology learning.

Modelling, abstraction, and computation in systems biology: A view from computer science.

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Melham, Tom

2013-04-01

Systems biology is centrally engaged with computational modelling across multiple scales and at many levels of abstraction. Formal modelling, precise and formalised abstraction relationships, and computation also lie at the heart of computer science--and over the past decade a growing number of computer scientists have been bringing their discipline's core intellectual and computational tools to bear on biology in fascinating new ways. This paper explores some of the apparent points of contact between the two fields, in the context of a multi-disciplinary discussion on conceptual foundations of systems biology. Copyright © 2012 Elsevier Ltd. All rights reserved.

Computational Tools for Stem Cell Biology.

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Bian, Qin; Cahan, Patrick

2016-12-01

For over half a century, the field of developmental biology has leveraged computation to explore mechanisms of developmental processes. More recently, computational approaches have been critical in the translation of high throughput data into knowledge of both developmental and stem cell biology. In the past several years, a new subdiscipline of computational stem cell biology has emerged that synthesizes the modeling of systems-level aspects of stem cells with high-throughput molecular data. In this review, we provide an overview of this new field and pay particular attention to the impact that single cell transcriptomics is expected to have on our understanding of development and our ability to engineer cell fate. Copyright © 2016 Elsevier Ltd. All rights reserved.

Computer Models and Automata Theory in Biology and Medicine

CERN Document Server

Baianu, I C

2004-01-01

The applications of computers to biological and biomedical problem solving goes back to the very beginnings of computer science, automata theory [1], and mathematical biology [2]. With the advent of more versatile and powerful computers, biological and biomedical applications of computers have proliferated so rapidly that it would be virtually impossible to compile a comprehensive review of all developments in this field. Limitations of computer simulations in biology have also come under close scrutiny, and claims have been made that biological systems have limited information processing power [3]. Such general conjectures do not, however, deter biologists and biomedical researchers from developing new computer applications in biology and medicine. Microprocessors are being widely employed in biological laboratories both for automatic data acquisition/processing and modeling; one particular area, which is of great biomedical interest, involves fast digital image processing and is already established for rout...

Student Perceptions of Their Biology Teacher's Interpersonal Teaching Behaviors and Student Achievement

Science.gov (United States)

Madike, Victor N.

Inadequate student-teacher interactions in undergraduate courses have been linked to poor student performance. Researchers have noted that students' perceptions of student-teacher relationships may be an important factor related to student performance. The administration of a Mid-Atlantic community college prioritized increasing undergraduate biology student performance. The purpose of this quantitative study was to examine the relationship between students' biology achievement and their perceptions of interpersonal teaching behaviors and student-teacher interactions in introductory biology courses. Leary's theory on interpersonal communication and the systems communication theory of Watzlawick, Beavin, and Jackson served as the theoretical foundation. The Wubbel's Likert-scale questionnaire on student-teacher interactions was administered to 318 undergraduate biology students. Non-parametric Spearman's rank correlations revealed a significant direct correlation between students' grades and their perceptions of teachers' interpersonal teaching behaviors. The relationship between student achievement and students' perceptions of student-teacher interactions prompted the recommendation for additional study on the importance of student-teacher interactions in undergraduate programs. A recommendation for local practice included faculty development on strategies for improving student-teacher interactions. The study's implications for positive social change include increased understanding for administrators and instructors on the importance of teacher-student interactions at the community college level.

Computational Modeling of Biological Systems From Molecules to Pathways

CERN Document Server

2012-01-01

Computational modeling is emerging as a powerful new approach for studying and manipulating biological systems. Many diverse methods have been developed to model, visualize, and rationally alter these systems at various length scales, from atomic resolution to the level of cellular pathways. Processes taking place at larger time and length scales, such as molecular evolution, have also greatly benefited from new breeds of computational approaches. Computational Modeling of Biological Systems: From Molecules to Pathways provides an overview of established computational methods for the modeling of biologically and medically relevant systems. It is suitable for researchers and professionals working in the fields of biophysics, computational biology, systems biology, and molecular medicine.

From computer to brain foundations of computational neuroscience

CERN Document Server

Lytton, William W

2002-01-01

Biology undergraduates, medical students and life-science graduate students often have limited mathematical skills. Similarly, physics, math and engineering students have little patience for the detailed facts that make up much of biological knowledge. Teaching computational neuroscience as an integrated discipline requires that both groups be brought forward onto common ground. This book does this by making ancillary material available in an appendix and providing basic explanations without becoming bogged down in unnecessary details. The book will be suitable for undergraduates and beginning graduate students taking a computational neuroscience course and also to anyone with an interest in the uses of the computer in modeling the nervous system.

An Interactive Computer Model for Improved Student Understanding of Random Particle Motion and Osmosis

Science.gov (United States)

Kottonau, Johannes

2011-01-01

Effectively teaching the concepts of osmosis to college-level students is a major obstacle in biological education. Therefore, a novel computer model is presented that allows students to observe the random nature of particle motion simultaneously with the seemingly directed net flow of water across a semipermeable membrane during osmotic…

Ranked retrieval of Computational Biology models.

Science.gov (United States)

Henkel, Ron; Endler, Lukas; Peters, Andre; Le Novère, Nicolas; Waltemath, Dagmar

2010-08-11

The study of biological systems demands computational support. If targeting a biological problem, the reuse of existing computational models can save time and effort. Deciding for potentially suitable models, however, becomes more challenging with the increasing number of computational models available, and even more when considering the models' growing complexity. Firstly, among a set of potential model candidates it is difficult to decide for the model that best suits ones needs. Secondly, it is hard to grasp the nature of an unknown model listed in a search result set, and to judge how well it fits for the particular problem one has in mind. Here we present an improved search approach for computational models of biological processes. It is based on existing retrieval and ranking methods from Information Retrieval. The approach incorporates annotations suggested by MIRIAM, and additional meta-information. It is now part of the search engine of BioModels Database, a standard repository for computational models. The introduced concept and implementation are, to our knowledge, the first application of Information Retrieval techniques on model search in Computational Systems Biology. Using the example of BioModels Database, it was shown that the approach is feasible and extends the current possibilities to search for relevant models. The advantages of our system over existing solutions are that we incorporate a rich set of meta-information, and that we provide the user with a relevance ranking of the models found for a query. Better search capabilities in model databases are expected to have a positive effect on the reuse of existing models.

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…

Experiences of Judeo-Christian Students in Undergraduate Biology

Science.gov (United States)

Barnes, M. Elizabeth; Truong, Jasmine M.; Brownell, Sara E.

2017-01-01

A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower retention. In this paper, we explore how Judeo-Christian students in biology have experiences related to their religious identities that could impact their retention in biology. In 28 interviews with Judeo-Christian students taking undergraduate biology classes, students reported a religious identity that can conflict with the secular culture and content of biology. Some students felt that, because they are religious, they fall within a minority in their classes and would not be seen as credible within the biology community. Students reported adverse experiences when instructors had negative dispositions toward religion and when instructors were rigid in their instructional practices when teaching evolution. These data suggest that this may be a population susceptible to experiences of cultural conflict between their religious identities and their STEM identities, which could have implications for retention. We argue that more research should explore how Judeo-Christian students’ experiences in biology classes influence their sense of belonging and retention. PMID:28232586

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

2015-03-02

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 novel scenarios. Targeted at graduating students, the MBCA consists of 18 multiple-true/false (T/F) questions. Each question consists of a narrative stem followed by four T/F statements, which allows a more detailed assessment of student understanding than the traditional multiple-choice format. Questions were iteratively developed with extensive faculty and student feedback, including validation through faculty reviews and response validation through student interviews. The final assessment was taken online by 504 students in upper-division courses at seven institutions. Data from this administration indicate that the MBCA has acceptable levels of internal reliability (α=0.80) and test-retest stability (r=0.93). Students achieved a wide range of scores with a 67% overall average. Performance results suggest that students have an incomplete understanding of many molecular biology concepts and continue to hold incorrect conceptions previously documented among introductory-level students. By pinpointing areas of conceptual difficulty, the MBCA can provide faculty members with guidance for improving undergraduate biology programs. © 2015 B. A. Couch et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Computational biology and bioinformatics in Nigeria.

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Fatumo, Segun A; Adoga, Moses P; Ojo, Opeolu O; Oluwagbemi, Olugbenga; Adeoye, Tolulope; Ewejobi, Itunuoluwa; Adebiyi, Marion; Adebiyi, Ezekiel; Bewaji, Clement; Nashiru, Oyekanmi

2014-04-01

Over the past few decades, major advances in the field of molecular biology, coupled with advances in genomic technologies, have led to an explosive growth in the biological data generated by the scientific community. The critical need to process and analyze such a deluge of data and turn it into useful knowledge has caused bioinformatics to gain prominence and importance. Bioinformatics is an interdisciplinary research area that applies techniques, methodologies, and tools in computer and information science to solve biological problems. In Nigeria, bioinformatics has recently played a vital role in the advancement of biological sciences. As a developing country, the importance of bioinformatics is rapidly gaining acceptance, and bioinformatics groups comprised of biologists, computer scientists, and computer engineers are being constituted at Nigerian universities and research institutes. In this article, we present an overview of bioinformatics education and research in Nigeria. We also discuss professional societies and academic and research institutions that play central roles in advancing the discipline in Nigeria. Finally, we propose strategies that can bolster bioinformatics education and support from policy makers in Nigeria, with potential positive implications for other developing countries.

Computational biology and bioinformatics in Nigeria.

Directory of Open Access Journals (Sweden)

Segun A Fatumo

2014-04-01

Full Text Available Over the past few decades, major advances in the field of molecular biology, coupled with advances in genomic technologies, have led to an explosive growth in the biological data generated by the scientific community. The critical need to process and analyze such a deluge of data and turn it into useful knowledge has caused bioinformatics to gain prominence and importance. Bioinformatics is an interdisciplinary research area that applies techniques, methodologies, and tools in computer and information science to solve biological problems. In Nigeria, bioinformatics has recently played a vital role in the advancement of biological sciences. As a developing country, the importance of bioinformatics is rapidly gaining acceptance, and bioinformatics groups comprised of biologists, computer scientists, and computer engineers are being constituted at Nigerian universities and research institutes. In this article, we present an overview of bioinformatics education and research in Nigeria. We also discuss professional societies and academic and research institutions that play central roles in advancing the discipline in Nigeria. Finally, we propose strategies that can bolster bioinformatics education and support from policy makers in Nigeria, with potential positive implications for other developing countries.

Student Misconceptions in Introductory Biology.

Science.gov (United States)

Fisher, Kathleen M.; Lipson, Joseph I.

Defining a "misconception" as an error of translation (transformation, correspondence, interpolation, interpretation) between two different kinds of information which causes students to have incorrect expectations, a Taxonomy of Errors has been developed to examine student misconceptions in an introductory biology course for science…

Students "Hacking" School Computer Systems

Science.gov (United States)

Stover, Del

2005-01-01

This article deals with students hacking school computer systems. School districts are getting tough with students "hacking" into school computers to change grades, poke through files, or just pit their high-tech skills against district security. Dozens of students have been prosecuted recently under state laws on identity theft and unauthorized…

Application of computational intelligence to biology

CERN Document Server

Sekhar, Akula

2016-01-01

This book is a contribution of translational and allied research to the proceedings of the International Conference on Computational Intelligence and Soft Computing. It explains how various computational intelligence techniques can be applied to investigate various biological problems. It is a good read for Research Scholars, Engineers, Medical Doctors and Bioinformatics researchers.

The fusion of biology, computer science, and engineering: towards efficient and successful synthetic biology.

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Linshiz, Gregory; Goldberg, Alex; Konry, Tania; Hillson, Nathan J

2012-01-01

Synthetic biology is a nascent field that emerged in earnest only around the turn of the millennium. It aims to engineer new biological systems and impart new biological functionality, often through genetic modifications. The design and construction of new biological systems is a complex, multistep process, requiring multidisciplinary collaborative efforts from "fusion" scientists who have formal training in computer science or engineering, as well as hands-on biological expertise. The public has high expectations for synthetic biology and eagerly anticipates the development of solutions to the major challenges facing humanity. This article discusses laboratory practices and the conduct of research in synthetic biology. It argues that the fusion science approach, which integrates biology with computer science and engineering best practices, including standardization, process optimization, computer-aided design and laboratory automation, miniaturization, and systematic management, will increase the predictability and reproducibility of experiments and lead to breakthroughs in the construction of new biological systems. The article also discusses several successful fusion projects, including the development of software tools for DNA construction design automation, recursive DNA construction, and the development of integrated microfluidics systems.

Computational biology for ageing

Science.gov (United States)

Wieser, Daniela; Papatheodorou, Irene; Ziehm, Matthias; Thornton, Janet M.

2011-01-01

High-throughput genomic and proteomic technologies have generated a wealth of publicly available data on ageing. Easy access to these data, and their computational analysis, is of great importance in order to pinpoint the causes and effects of ageing. Here, we provide a description of the existing databases and computational tools on ageing that are available for researchers. We also describe the computational approaches to data interpretation in the field of ageing including gene expression, comparative and pathway analyses, and highlight the challenges for future developments. We review recent biological insights gained from applying bioinformatics methods to analyse and interpret ageing data in different organisms, tissues and conditions. PMID:21115530

Student Teachers' Conceptions of Teaching Biology

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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 biology…

Biocellion: accelerating computer simulation of multicellular biological system models.

Science.gov (United States)

Kang, Seunghwa; Kahan, Simon; McDermott, Jason; Flann, Nicholas; Shmulevich, Ilya

2014-11-01

Biological system behaviors are often the outcome of complex interactions among a large number of cells and their biotic and abiotic environment. Computational biologists attempt to understand, predict and manipulate biological system behavior through mathematical modeling and computer simulation. Discrete agent-based modeling (in combination with high-resolution grids to model the extracellular environment) is a popular approach for building biological system models. However, the computational complexity of this approach forces computational biologists to resort to coarser resolution approaches to simulate large biological systems. High-performance parallel computers have the potential to address the computing challenge, but writing efficient software for parallel computers is difficult and time-consuming. We have developed Biocellion, a high-performance software framework, to solve this computing challenge using parallel computers. To support a wide range of multicellular biological system models, Biocellion asks users to provide their model specifics by filling the function body of pre-defined model routines. Using Biocellion, modelers without parallel computing expertise can efficiently exploit parallel computers with less effort than writing sequential programs from scratch. We simulate cell sorting, microbial patterning and a bacterial system in soil aggregate as case studies. Biocellion runs on x86 compatible systems with the 64 bit Linux operating system and is freely available for academic use. Visit http://biocellion.com for additional information. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

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

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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…

Computing Platforms for Big Biological Data Analytics: Perspectives and Challenges.

Science.gov (United States)

Yin, Zekun; Lan, Haidong; Tan, Guangming; Lu, Mian; Vasilakos, Athanasios V; Liu, Weiguo

2017-01-01

The last decade has witnessed an explosion in the amount of available biological sequence data, due to the rapid progress of high-throughput sequencing projects. However, the biological data amount is becoming so great that traditional data analysis platforms and methods can no longer meet the need to rapidly perform data analysis tasks in life sciences. As a result, both biologists and computer scientists are facing the challenge of gaining a profound insight into the deepest biological functions from big biological data. This in turn requires massive computational resources. Therefore, high performance computing (HPC) platforms are highly needed as well as efficient and scalable algorithms that can take advantage of these platforms. In this paper, we survey the state-of-the-art HPC platforms for big biological data analytics. We first list the characteristics of big biological data and popular computing platforms. Then we provide a taxonomy of different biological data analysis applications and a survey of the way they have been mapped onto various computing platforms. After that, we present a case study to compare the efficiency of different computing platforms for handling the classical biological sequence alignment problem. At last we discuss the open issues in big biological data analytics.

On the Cultivation of Students' Interests in Biology Teaching

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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.

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…

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.…

A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

Science.gov (United States)

Leonard, William H.

This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc were not real and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the wet laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.

Computational structural biology: methods and applications

National Research Council Canada - National Science Library

Schwede, Torsten; Peitsch, Manuel Claude

2008-01-01

... sequencing reinforced the observation that structural information is needed to understand the detailed function and mechanism of biological molecules such as enzyme reactions and molecular recognition events. Furthermore, structures are obviously key to the design of molecules with new or improved functions. In this context, computational structural biology...

Mobile computing device as tools for college student education: a case on flashcards application

Science.gov (United States)

Kang, Congying

2012-04-01

Traditionally, college students always use flash cards as a tool to remember massive knowledge, such as nomenclature, structures, and reactions in chemistry. Educational and information technology have enabled flashcards viewed on computers, like Slides and PowerPoint, works as tunnels of drilling and feedback for the learners. The current generation of students is more capable of information technology and mobile computing devices. For example, they use their Mobile phones much more intensively everyday day. Trends of using Mobile phone as an educational tool is analyzed and a educational technology initiative is proposed, which use Mobile phone flash cards applications to help students learn biology and chemistry. Experiments show that users responded positively to these mobile flash cards.

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

Science.gov (United States)

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 by synthetic biologists. Our educational goals are consistent with Vision and Change and emphasize core concepts and competencies. pClone is a family of three plasmids that students use to clone a new transcriptional promoter or mutate a canonical promoter and measure promoter activity in Escherichia coli. We also developed the Registry of Functional Promoters, an open-access database of student promoter research results. Using pre- and posttests, we measured significant learning gains among students using pClone in introductory biology and genetics classes. Student posttest scores were significantly better than scores of students who did not use pClone. pClone is an easy and affordable mechanism for large-enrollment labs to meet the high standards of Vision and Change. PMID:26086659

COMPUTER TESTING AS A METHOD FOR ESTIMATION OF ACADEMIC ACHIEVEMENTS OF STUDENTS ON BIOLOGICAL CHEMISTRY IN MEDICAL UNIVERSITIES

Directory of Open Access Journals (Sweden)

Petushok N. E.

2018-05-01

Full Text Available Background. Assessment of students' knowledge is one of the key tasks of any educational system. The aim of the study is to identify the significance of testing in a multipurpose system of means of assessing students' knowledge. Material and methods. Statistic analysis of the relationship of the results of computer testing, the examination score and the average annual score. Results. A positive correlation was revealed between all pairs of the compared indicators. For students of the Faculty of General Medicine high strength of relationship was noted for the average annual score ↔ examination score and testing ↔ examination score. For students of the Medical Faculty for International Students, the tendencies of interdependence of the indicators are similar, the strength of relationship is less pronounced. Conclusions. Computer testing should be used in complex with other tools of assessment of academic achievements.

Varied Student Perception of E-Text Use among Student Populations in Biology Courses

Science.gov (United States)

McDaniel, Kerrie; Daday, Jerry

2018-01-01

The faculty in a biology department at a four-year public comprehensive university adopted e-texts for all 100 and 200 level biology courses with the primary motivation of reducing textbook costs to students. This study examines the students' perceptions of the e-texts adopted for these 100 and 200 level biology courses. An online questionnaire…

Learning Partnerships Between Undergraduate Biology Students and Younger Learners

Directory of Open Access Journals (Sweden)

Lee Abrahamsen

2009-12-01

Full Text Available 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 were done at the schools and at Bates College. Feedback and data suggest that the partnerships have helped teachers enrich their curricula, enhanced student learning, encouraged additional high school students to consider applying to college, and encouraged college students to consider teaching science.

The quantitative methods boot camp: teaching quantitative thinking and computing skills to graduate students in the life sciences.

Directory of Open Access Journals (Sweden)

Melanie I Stefan

2015-04-01

Full Text Available The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a "boot camp" in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students' engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014 show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others.

The quantitative methods boot camp: teaching quantitative thinking and computing skills to graduate students in the life sciences.

Science.gov (United States)

Stefan, Melanie I; Gutlerner, Johanna L; Born, Richard T; Springer, Michael

2015-04-01

The past decade has seen a rapid increase in the ability of biologists to collect large amounts of data. It is therefore vital that research biologists acquire the necessary skills during their training to visualize, analyze, and interpret such data. To begin to meet this need, we have developed a "boot camp" in quantitative methods for biology graduate students at Harvard Medical School. The goal of this short, intensive course is to enable students to use computational tools to visualize and analyze data, to strengthen their computational thinking skills, and to simulate and thus extend their intuition about the behavior of complex biological systems. The boot camp teaches basic programming using biological examples from statistics, image processing, and data analysis. This integrative approach to teaching programming and quantitative reasoning motivates students' engagement by demonstrating the relevance of these skills to their work in life science laboratories. Students also have the opportunity to analyze their own data or explore a topic of interest in more detail. The class is taught with a mixture of short lectures, Socratic discussion, and in-class exercises. Students spend approximately 40% of their class time working through both short and long problems. A high instructor-to-student ratio allows students to get assistance or additional challenges when needed, thus enhancing the experience for students at all levels of mastery. Data collected from end-of-course surveys from the last five offerings of the course (between 2012 and 2014) show that students report high learning gains and feel that the course prepares them for solving quantitative and computational problems they will encounter in their research. We outline our course here which, together with the course materials freely available online under a Creative Commons License, should help to facilitate similar efforts by others.

Computer Simulation and Data Analysis in Molecular Biology and Biophysics An Introduction Using R

CERN Document Server

Bloomfield, Victor

2009-01-01

This book provides an introduction, suitable for advanced undergraduates and beginning graduate students, to two important aspects of molecular biology and biophysics: computer simulation and data analysis. It introduces tools to enable readers to learn and use fundamental methods for constructing quantitative models of biological mechanisms, both deterministic and with some elements of randomness, including complex reaction equilibria and kinetics, population models, and regulation of metabolism and development; to understand how concepts of probability can help in explaining important features of DNA sequences; and to apply a useful set of statistical methods to analysis of experimental data from spectroscopic, genomic, and proteomic sources. These quantitative tools are implemented using the free, open source software program R. R provides an excellent environment for general numerical and statistical computing and graphics, with capabilities similar to Matlab®. Since R is increasingly used in bioinformat...

Micro-Computers in Biology Inquiry.

Science.gov (United States)

Barnato, Carolyn; Barrett, Kathy

1981-01-01

Describes the modification of computer programs (BISON and POLLUT) to accommodate species and areas indigenous to the Pacific Coast area. Suggests that these programs, suitable for PET microcomputers, may foster a long-term, ongoing, inquiry-directed approach in biology. (DS)

Biology Student Teachers' Cognitive Structure about "Living Thing"

Science.gov (United States)

Kurt, Hakan

2013-01-01

The current study aims to determine biology student teachers' cognitive structure on the concept of "living thing" through revealing their conceptual framework. Qualitative research method was applied in this study. The data were collected from 44 biology student teachers. A free word association test was used as a data collection…

Teaching psychology to computing students

OpenAIRE

Taylor, Jacqui

2008-01-01

The aim of this paper is twofold. The first aim is to discuss some observations gained from teaching Psychology to Computing students, highlighting both the wide range of areas where Psychology is relevant to Computing education and the topics that are relevant at different stages of students’ education. The second aim is to consider findings from research investigating the characteristics of Computing and Psychology students. It is proposed that this information could be considered in the de...

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…

Development of biology student worksheets to facilitate science process skills of student

Science.gov (United States)

Rahayu, Y. S.; Pratiwi, R.; Indana, S.

2018-01-01

This research aims to describe development of Biology student worksheets to facilitate science process skills of student, at the same time to facilitate thinking skills of students in senior high school are equipped with Assesment Sheets. The worksheets development refers to cycle which includes phase analysis (analysis), planning (planning), design (design), development (development), implementation (implementation), evaluation and revision (evaluation and revision). Phase evaluation and revision is an ongoing activity conducted in each phase of the development cycle. That is, after the evaluation of the results of these activities and make revisions at any phase, then continue to the next phase. Based on the test results for grade X, XI, and XII in St. Agnes Surabaya high school, obtained some important findings. The findings are as follows. (1) Developed biology student worksheets could be used to facilitate thinking ability of students in particular skills integrated process that includes components to formulate the problem, formulate hypotheses, determine the study variables, formulate an operational definition of variables, determine the steps in the research, planning data tables, organizing Data in the form of tables/charts, drawing conclusions, (2) Developed biology student worksheets could also facilitate the development of social interaction of students such as working together, listening/respect the opinions of others, assembling equipment and materials, discuss and share information and facilitate the upgrading of skills hands-on student activity. (3) Developed biology worksheets basically could be implemented with the guidance of the teacher step by step, especially for students who have never used a similar worksheet. Guidance at the beginning of this need, especially for worksheets that require special skills or understanding of specific concepts as a prerequisite, such as using a microscope, determine the heart rate, understand the mechanism of

Report from the 2nd Summer School in Computational Biology organized by the Queen's University of Belfast

Directory of Open Access Journals (Sweden)

Frank Emmert-Streib

2014-12-01

Full Text Available In this paper, we present a meeting report for the 2nd Summer School in Computational Biology organized by the Queen's University of Belfast. We describe the organization of the summer school, its underlying concept and student feedback we received after the completion of the summer school.

6th International Conference on Practical Applications of Computational Biology & Bioinformatics

CERN Document Server

Luscombe, Nicholas; Fdez-Riverola, Florentino; Rodríguez, Juan; Practical Applications of Computational Biology & Bioinformatics

2012-01-01

The growth in the Bioinformatics and Computational Biology fields over the last few years has been remarkable.. The analysis of the datasets of Next Generation Sequencing needs new algorithms and approaches from fields such as Databases, Statistics, Data Mining, Machine Learning, Optimization, Computer Science and Artificial Intelligence. Also Systems Biology has also been emerging as an alternative to the reductionist view that dominated biological research in the last decades. This book presents the results of the  6th International Conference on Practical Applications of Computational Biology & Bioinformatics held at University of Salamanca, Spain, 28-30th March, 2012 which brought together interdisciplinary scientists that have a strong background in the biological and computational sciences.

Requiring students to have computers: questions for consideration.

Science.gov (United States)

McAuley, R J

1998-06-01

For the past several years a dialogue has been taking place in the offices, lounges, and meeting rooms of medical schools about whether medical students should be required to bring or purchase computers when they enter school. Microcomputers offer educators a unique opportunity to provide students with access to computer-assisted instruction, asynchronous communication, and extensive knowledge bases. However, there is still no evidence attesting to the effectiveness of computers as teaching or learning tools in medical education. The author raises questions that schools need to consider before requiring students to own computers: What kind of computer best suits their needs? What might impede using computers to teach? And who is currently requiring computers? In addressing the last question, the author presents information about 15 North American schools that currently require their students to have computers, reporting each school's software and hardware requirements; how each expects students to use the computers; and who covers the cost of the computers (the students or the school). Finally, he argues that major institutional commitment is needed for computers to be successfully integrated into any medical school curriculum.

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…

Computer simulations in the high school: students' cognitive stages, science process skills and academic achievement in microbiology

Science.gov (United States)

Huppert, J.; Michal Lomask, S.; Lazarowitz, R.

2002-08-01

Computer-assisted learning, including simulated experiments, has great potential to address the problem solving process which is a complex activity. It requires a highly structured approach in order to understand the use of simulations as an instructional device. This study is based on a computer simulation program, 'The Growth Curve of Microorganisms', which required tenth grade biology students to use problem solving skills whilst simultaneously manipulating three independent variables in one simulated experiment. The aims were to investigate the computer simulation's impact on students' academic achievement and on their mastery of science process skills in relation to their cognitive stages. The results indicate that the concrete and transition operational students in the experimental group achieved significantly higher academic achievement than their counterparts in the control group. The higher the cognitive operational stage, the higher students' achievement was, except in the control group where students in the concrete and transition operational stages did not differ. Girls achieved equally with the boys in the experimental group. Students' academic achievement may indicate the potential impact a computer simulation program can have, enabling students with low reasoning abilities to cope successfully with learning concepts and principles in science which require high cognitive skills.

How Computers are Arming biology!

Indian Academy of Sciences (India)

Home; Journals; Resonance – Journal of Science Education; Volume 23; Issue 1. In-vitro to In-silico - How Computers are Arming biology! Geetha Sugumaran Sushila Rajagopal. Face to Face Volume 23 Issue 1 January 2018 pp 83-102. Fulltext. Click here to view fulltext PDF. Permanent link:

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.

Computer Self-Efficacy: A Practical Indicator of Student Computer Competency in Introductory IS Courses

Directory of Open Access Journals (Sweden)

Rex Karsten

1998-01-01

Full Text Available Students often receive their first college-level computer training in introductory information systems courses. Students and faculty frequently expect this training to develop a level of student computer competence that will support computer use in future courses. In this study, we applied measures of computer self-efficacy to students in a typical introductory IS course. The measures provided useful evidence that student perceptions of their ability to use computers effectively in the future significantly improved as a result of their training experience. The computer self-efficacy measures also provided enhanced insight into course-related factors of practical concern to IS educators. Study results also suggest computer self-efficacy measures may be a practical and informative means of assessing computer-training outcomes in the introductory IS course context

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 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.

[Musculoskeletal disorders among university student computer users].

Science.gov (United States)

Lorusso, A; Bruno, S; L'Abbate, N

2009-01-01

Musculoskeletal disorders are a common problem among computer users. Many epidemiological studies have shown that ergonomic factors and aspects of work organization play an important role in the development of these disorders. We carried out a cross-sectional survey to estimate the prevalence of musculoskeletal symptoms among university students using personal computers and to investigate the features of occupational exposure and the prevalence of symptoms throughout the study course. Another objective was to assess the students' level of knowledge of computer ergonomics and the relevant health risks. A questionnaire was distributed to 183 students attending the lectures for second and fourth year courses of the Faculty of Architecture. Data concerning personal characteristics, ergonomic and organizational aspects of computer use, and the presence of musculoskeletal symptoms in the neck and upper limbs were collected. Exposure to risk factors such as daily duration of computer use, time spent at the computer without breaks, duration of mouse use and poor workstation ergonomics was significantly higher among students of the fourth year course. Neck pain was the most commonly reported symptom (69%), followed by hand/wrist (53%), shoulder (49%) and arm (8%) pain. The prevalence of symptoms in the neck and hand/wrist area was signifcantly higher in the students of the fourth year course. In our survey we found high prevalence of musculoskeletal symptoms among university students using computers for long time periods on a daily basis. Exposure to computer-related ergonomic and organizational risk factors, and the prevalence ofmusculoskeletal symptoms both seem to increase significantly throughout the study course. Furthermore, we found that the level of perception of computer-related health risks among the students was low. Our findings suggest the need for preventive intervention consisting of education in computer ergonomics.

9th International Conference on Practical Applications of Computational Biology and Bioinformatics

CERN Document Server

Rocha, Miguel; Fdez-Riverola, Florentino; Paz, Juan

2015-01-01

This proceedings presents recent practical applications of Computational Biology and  Bioinformatics. It contains the proceedings of the 9th International Conference on Practical Applications of Computational Biology & Bioinformatics held at University of Salamanca, Spain, at June 3rd-5th, 2015. The International Conference on Practical Applications of Computational Biology & Bioinformatics (PACBB) is an annual international meeting dedicated to emerging and challenging applied research in Bioinformatics and Computational Biology. Biological and biomedical research are increasingly driven by experimental techniques that challenge our ability to analyse, process and extract meaningful knowledge from the underlying data. The impressive capabilities of next generation sequencing technologies, together with novel and ever evolving distinct types of omics data technologies, have put an increasingly complex set of challenges for the growing fields of Bioinformatics and Computational Biology. The analysis o...

Teaching Tree-Thinking to Undergraduate Biology Students.

Science.gov (United States)

Meisel, Richard P

2010-07-27

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 common student misconceptions have been described, and a successful instructor needs a suite of tools for correcting those misconceptions. I review the literature on teaching tree-thinking to undergraduate students and suggest how this material can be presented within an inquiry-based framework.

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

Science.gov (United States)

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 explanations were rated by two independent raters. Responses were also analyzed using SPSS Text Analysis for Surveys and a custom library of science-related terms and lexical categories relevant to the assessment item. These analyses revealed conceptual connections made by students, student difficulties explaining these topics, and the heterogeneity of student ideas. We validated the lexical analysis by correlating student interviews with the lexical analysis. We used discriminant analysis to create classification functions that identified seven key lexical categories that predict expert scoring (interrater reliability with experts = 0.899). This study suggests that computerized lexical analysis may be useful for automatically categorizing large numbers of student open-ended responses. Lexical analysis provides instructors unique insights into student thinking and a whole-class perspective that are difficult to obtain from multiple-choice questions or reading individual responses. PMID:22949425

Computational biology in the cloud: methods and new insights from computing at scale.

Science.gov (United States)

Kasson, Peter M

2013-01-01

The past few years have seen both explosions in the size of biological data sets and the proliferation of new, highly flexible on-demand computing capabilities. The sheer amount of information available from genomic and metagenomic sequencing, high-throughput proteomics, experimental and simulation datasets on molecular structure and dynamics affords an opportunity for greatly expanded insight, but it creates new challenges of scale for computation, storage, and interpretation of petascale data. Cloud computing resources have the potential to help solve these problems by offering a utility model of computing and storage: near-unlimited capacity, the ability to burst usage, and cheap and flexible payment models. Effective use of cloud computing on large biological datasets requires dealing with non-trivial problems of scale and robustness, since performance-limiting factors can change substantially when a dataset grows by a factor of 10,000 or more. New computing paradigms are thus often needed. The use of cloud platforms also creates new opportunities to share data, reduce duplication, and to provide easy reproducibility by making the datasets and computational methods easily available.

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 were…

Mathematical modeling of biological processes

CERN Document Server

Friedman, Avner

2014-01-01

This book on mathematical modeling of biological processes includes a wide selection of biological topics that demonstrate the power of mathematics and computational codes in setting up biological processes with a rigorous and predictive framework. Topics include: enzyme dynamics, spread of disease, harvesting bacteria, competition among live species, neuronal oscillations, transport of neurofilaments in axon, cancer and cancer therapy, and granulomas. Complete with a description of the biological background and biological question that requires the use of mathematics, this book is developed for graduate students and advanced undergraduate students with only basic knowledge of ordinary differential equations and partial differential equations; background in biology is not required. Students will gain knowledge on how to program with MATLAB without previous programming experience and how to use codes in order to test biological hypothesis.

Computational Biomechanics Theoretical Background and BiologicalBiomedical Problems

CERN Document Server

Tanaka, Masao; Nakamura, Masanori

2012-01-01

Rapid developments have taken place in biological/biomedical measurement and imaging technologies as well as in computer analysis and information technologies. The increase in data obtained with such technologies invites the reader into a virtual world that represents realistic biological tissue or organ structures in digital form and allows for simulation and what is called “in silico medicine.” This volume is the third in a textbook series and covers both the basics of continuum mechanics of biosolids and biofluids and the theoretical core of computational methods for continuum mechanics analyses. Several biomechanics problems are provided for better understanding of computational modeling and analysis. Topics include the mechanics of solid and fluid bodies, fundamental characteristics of biosolids and biofluids, computational methods in biomechanics analysis/simulation, practical problems in orthopedic biomechanics, dental biomechanics, ophthalmic biomechanics, cardiovascular biomechanics, hemodynamics...

Applications of membrane computing in systems and synthetic biology

CERN Document Server

Gheorghe, Marian; Pérez-Jiménez, Mario

2014-01-01

Membrane Computing was introduced as a computational paradigm in Natural Computing. The models introduced, called Membrane (or P) Systems, provide a coherent platform to describe and study living cells as computational systems. Membrane Systems have been investigated for their computational aspects and employed to model problems in other fields, like: Computer Science, Linguistics, Biology, Economy, Computer Graphics, Robotics, etc. Their inherent parallelism, heterogeneity and intrinsic versatility allow them to model a broad range of processes and phenomena, being also an efficient means to solve and analyze problems in a novel way. Membrane Computing has been used to model biological systems, becoming with time a thorough modeling paradigm comparable, in its modeling and predicting capabilities, to more established models in this area. This book is the result of the need to collect, in an organic way, different facets of this paradigm. The chapters of this book, together with the web pages accompanying th...

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…

Comparing the social skills of students addicted to computer games with normal students.

Science.gov (United States)

Zamani, Eshrat; Kheradmand, Ali; Cheshmi, Maliheh; Abedi, Ahmad; Hedayati, Nasim

2010-01-01

This study aimed to investigate and compare the social skills of studentsaddicted to computer games with normal students. The dependentvariable in the present study is the social skills. The study population included all the students in the second grade ofpublic secondary school in the city of Isfahan at the educational year of2009-2010. The sample size included 564 students selected using thecluster random sampling method. Data collection was conducted usingQuestionnaire of Addiction to Computer Games and Social SkillsQuestionnaire (The Teenage Inventory of Social Skill or TISS). The results of the study showed that generally, there was a significantdifference between the social skills of students addicted to computer gamesand normal students. In addition, the results indicated that normal studentshad a higher level of social skills in comparison with students addicted tocomputer games. As the study results showed, addiction to computer games may affectthe quality and quantity of social skills. In other words, the higher theaddiction to computer games, the less the social skills. The individualsaddicted to computer games have less social skills.).

Applicability of Computational Systems Biology in Toxicology

DEFF Research Database (Denmark)

Kongsbak, Kristine Grønning; Hadrup, Niels; Audouze, Karine Marie Laure

2014-01-01

be used to establish hypotheses on links between the chemical and human diseases. Such information can also be applied for designing more intelligent animal/cell experiments that can test the established hypotheses. Here, we describe how and why to apply an integrative systems biology method......Systems biology as a research field has emerged within the last few decades. Systems biology, often defined as the antithesis of the reductionist approach, integrates information about individual components of a biological system. In integrative systems biology, large data sets from various sources...... and databases are used to model and predict effects of chemicals on, for instance, human health. In toxicology, computational systems biology enables identification of important pathways and molecules from large data sets; tasks that can be extremely laborious when performed by a classical literature search...

WE-DE-202-00: Connecting Radiation Physics with Computational Biology

International Nuclear Information System (INIS)

2016-01-01

Radiation therapy for the treatment of cancer has been established as a highly precise and effective way to eradicate a localized region of diseased tissue. To achieve further significant gains in the therapeutic ratio, we need to move towards biologically optimized treatment planning. To achieve this goal, we need to understand how the radiation-type dependent patterns of induced energy depositions within the cell (physics) connect via molecular, cellular and tissue reactions to treatment outcome such as tumor control and undesirable effects on normal tissue. Several computational biology approaches have been developed connecting physics to biology. Monte Carlo simulations are the most accurate method to calculate physical dose distributions at the nanometer scale, however simulations at the DNA scale are slow and repair processes are generally not simulated. Alternative models that rely on the random formation of individual DNA lesions within one or two turns of the DNA have been shown to reproduce the clusters of DNA lesions, including single strand breaks (SSBs), double strand breaks (DSBs) without the need for detailed track structure simulations. Efficient computational simulations of initial DNA damage induction facilitate computational modeling of DNA repair and other molecular and cellular processes. Mechanistic, multiscale models provide a useful conceptual framework to test biological hypotheses and help connect fundamental information about track structure and dosimetry at the sub-cellular level to dose-response effects on larger scales. In this symposium we will learn about the current state of the art of computational approaches estimating radiation damage at the cellular and sub-cellular scale. How can understanding the physics interactions at the DNA level be used to predict biological outcome? We will discuss if and how such calculations are relevant to advance our understanding of radiation damage and its repair, or, if the underlying biological

WE-DE-202-00: Connecting Radiation Physics with Computational Biology

Energy Technology Data Exchange (ETDEWEB)

NONE

2016-06-15

Radiation therapy for the treatment of cancer has been established as a highly precise and effective way to eradicate a localized region of diseased tissue. To achieve further significant gains in the therapeutic ratio, we need to move towards biologically optimized treatment planning. To achieve this goal, we need to understand how the radiation-type dependent patterns of induced energy depositions within the cell (physics) connect via molecular, cellular and tissue reactions to treatment outcome such as tumor control and undesirable effects on normal tissue. Several computational biology approaches have been developed connecting physics to biology. Monte Carlo simulations are the most accurate method to calculate physical dose distributions at the nanometer scale, however simulations at the DNA scale are slow and repair processes are generally not simulated. Alternative models that rely on the random formation of individual DNA lesions within one or two turns of the DNA have been shown to reproduce the clusters of DNA lesions, including single strand breaks (SSBs), double strand breaks (DSBs) without the need for detailed track structure simulations. Efficient computational simulations of initial DNA damage induction facilitate computational modeling of DNA repair and other molecular and cellular processes. Mechanistic, multiscale models provide a useful conceptual framework to test biological hypotheses and help connect fundamental information about track structure and dosimetry at the sub-cellular level to dose-response effects on larger scales. In this symposium we will learn about the current state of the art of computational approaches estimating radiation damage at the cellular and sub-cellular scale. How can understanding the physics interactions at the DNA level be used to predict biological outcome? We will discuss if and how such calculations are relevant to advance our understanding of radiation damage and its repair, or, if the underlying biological

Selected factors associated with achievement of biology preparatory students and their follow-up to higher level biology courses

Science.gov (United States)

Biermann, Carol A.; Sarinsky, Gary B.

This study was undertaken to determine whether a biology preparatory course given at an urban community college was helping students to develop the proper skills and background necessary for them to successfully complete follow-up courses in biology. A group of students who enrolled in a biology preparatory course, and subsequently, a follow-up anatomy and physiology or general biology course (experimental group) was compared to a group of students who should have registered for the preparatory course, but who enrolled directly into the anatomy and physiology or general biology course (control group). It was shown that there was no significant difference in their anatomy and physiology or general biology grades. Furthermore, only 16% of the initial group of preparatory students enrolled in and passed a follow-up biology course. Examination of the preparatory group using discriminant analysis ascertained that mathematics score was the principle discriminator between pass/fail groups. A stepwise multiple regression analysis of the variables explaining the preparatory grade showed that mathematics score, reading score, and type of high school degree explained 33% of the variance. Of the students who did pass the preparatory course and enrolled in a follow-up biology class, their preparatory grade was a good predictor of their achievement (measured by follow-up course grade), as determined by multiple regression.

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…

Computing paths and cycles in biological interaction graphs

Directory of Open Access Journals (Sweden)

von Kamp Axel

2009-06-01

Full Text Available Abstract Background Interaction graphs (signed directed graphs provide an important qualitative modeling approach for Systems Biology. They enable the analysis of causal relationships in cellular networks and can even be useful for predicting qualitative aspects of systems dynamics. Fundamental issues in the analysis of interaction graphs are the enumeration of paths and cycles (feedback loops and the calculation of shortest positive/negative paths. These computational problems have been discussed only to a minor extent in the context of Systems Biology and in particular the shortest signed paths problem requires algorithmic developments. Results We first review algorithms for the enumeration of paths and cycles and show that these algorithms are superior to a recently proposed enumeration approach based on elementary-modes computation. The main part of this work deals with the computation of shortest positive/negative paths, an NP-complete problem for which only very few algorithms are described in the literature. We propose extensions and several new algorithm variants for computing either exact results or approximations. Benchmarks with various concrete biological networks show that exact results can sometimes be obtained in networks with several hundred nodes. A class of even larger graphs can still be treated exactly by a new algorithm combining exhaustive and simple search strategies. For graphs, where the computation of exact solutions becomes time-consuming or infeasible, we devised an approximative algorithm with polynomial complexity. Strikingly, in realistic networks (where a comparison with exact results was possible this algorithm delivered results that are very close or equal to the exact values. This phenomenon can probably be attributed to the particular topology of cellular signaling and regulatory networks which contain a relatively low number of negative feedback loops. Conclusion The calculation of shortest positive

The case for biological quantum computer elements

Science.gov (United States)

Baer, Wolfgang; Pizzi, Rita

2009-05-01

An extension to vonNeumann's analysis of quantum theory suggests self-measurement is a fundamental process of Nature. By mapping the quantum computer to the brain architecture we will argue that the cognitive experience results from a measurement of a quantum memory maintained by biological entities. The insight provided by this mapping suggests quantum effects are not restricted to small atomic and nuclear phenomena but are an integral part of our own cognitive experience and further that the architecture of a quantum computer system parallels that of a conscious brain. We will then review the suggestions for biological quantum elements in basic neural structures and address the de-coherence objection by arguing for a self- measurement event model of Nature. We will argue that to first order approximation the universe is composed of isolated self-measurement events which guaranties coherence. Controlled de-coherence is treated as the input/output interactions between quantum elements of a quantum computer and the quantum memory maintained by biological entities cognizant of the quantum calculation results. Lastly we will present stem-cell based neuron experiments conducted by one of us with the aim of demonstrating the occurrence of quantum effects in living neural networks and discuss future research projects intended to reach this objective.

7th International Conference on Practical Applications of Computational Biology & Bioinformatics

CERN Document Server

Nanni, Loris; Rocha, Miguel; Fdez-Riverola, Florentino

2013-01-01

The growth in the Bioinformatics and Computational Biology fields over the last few years has been remarkable and the trend is to increase its pace. In fact, the need for computational techniques that can efficiently handle the huge amounts of data produced by the new experimental techniques in Biology is still increasing driven by new advances in Next Generation Sequencing, several types of the so called omics data and image acquisition, just to name a few. The analysis of the datasets that produces and its integration call for new algorithms and approaches from fields such as Databases, Statistics, Data Mining, Machine Learning, Optimization, Computer Science and Artificial Intelligence. Within this scenario of increasing data availability, Systems Biology has also been emerging as an alternative to the reductionist view that dominated biological research in the last decades. Indeed, Biology is more and more a science of information requiring tools from the computational sciences. In the last few years, we ...

Students' perceptions of difficult concepts in biology in senior ...

African Journals Online (AJOL)

Students' perceptions of difficult concepts in biology in senior secondary schools in ... that students in Senior Secondary School Two (SSII) have difficulties in learning, the ... However, teaching strategies, students' attitude, inadequate learning ...

Human vs. Computer Diagnosis of Students' Natural Selection Knowledge: Testing the Efficacy of Text Analytic Software

Science.gov (United States)

Nehm, Ross H.; Haertig, Hendrik

2012-01-01

Our study examines the efficacy of Computer Assisted Scoring (CAS) of open-response text relative to expert human scoring within the complex domain of evolutionary biology. Specifically, we explored whether CAS can diagnose the explanatory elements (or Key Concepts) that comprise undergraduate students' explanatory models of natural selection with…

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

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…

Improving Students' Critical Thinking Skills through Remap NHT in Biology Classroom

Science.gov (United States)

Mahanal, Susriyati; Zubaidah, Siti; Bahri, Arsad; Syahadatud Dinnurriya, Maratusy

2016-01-01

Previous studies in Malang, Indonesia, showed that there were the failure biology learning caused by not only the low students' prior knowledge, but also biology learning model has not improved the students' critical thinking skills yet, which affected the low of cognitive learning outcomes. The learning model is required to improve students'…

11th International Conference on Practical Applications of Computational Biology & Bioinformatics

CERN Document Server

Mohamad, Mohd; Rocha, Miguel; Paz, Juan; Pinto, Tiago

2017-01-01

Biological and biomedical research are increasingly driven by experimental techniques that challenge our ability to analyse, process and extract meaningful knowledge from the underlying data. The impressive capabilities of next-generation sequencing technologies, together with novel and constantly evolving, distinct types of omics data technologies, have created an increasingly complex set of challenges for the growing fields of Bioinformatics and Computational Biology. The analysis of the datasets produced and their integration call for new algorithms and approaches from fields such as Databases, Statistics, Data Mining, Machine Learning, Optimization, Computer Science and Artificial Intelligence. Clearly, Biology is more and more a science of information and requires tools from the computational sciences. In the last few years, we have seen the rise of a new generation of interdisciplinary scientists with a strong background in the biological and computational sciences. In this context, the interaction of r...

8th International Conference on Practical Applications of Computational Biology & Bioinformatics

CERN Document Server

Rocha, Miguel; Fdez-Riverola, Florentino; Santana, Juan

2014-01-01

Biological and biomedical research are increasingly driven by experimental techniques that challenge our ability to analyse, process and extract meaningful knowledge from the underlying data. The impressive capabilities of next generation sequencing technologies, together with novel and ever evolving distinct types of omics data technologies, have put an increasingly complex set of challenges for the growing fields of Bioinformatics and Computational Biology. The analysis of the datasets produced and their integration call for new algorithms and approaches from fields such as Databases, Statistics, Data Mining, Machine Learning, Optimization, Computer Science and Artificial Intelligence. Clearly, Biology is more and more a science of information requiring tools from the computational sciences. In the last few years, we have seen the surge of a new generation of interdisciplinary scientists that have a strong background in the biological and computational sciences. In this context, the interaction of researche...

10th International Conference on Practical Applications of Computational Biology & Bioinformatics

CERN Document Server

Rocha, Miguel; Fdez-Riverola, Florentino; Mayo, Francisco; Paz, Juan

2016-01-01

Biological and biomedical research are increasingly driven by experimental techniques that challenge our ability to analyse, process and extract meaningful knowledge from the underlying data. The impressive capabilities of next generation sequencing technologies, together with novel and ever evolving distinct types of omics data technologies, have put an increasingly complex set of challenges for the growing fields of Bioinformatics and Computational Biology. The analysis of the datasets produced and their integration call for new algorithms and approaches from fields such as Databases, Statistics, Data Mining, Machine Learning, Optimization, Computer Science and Artificial Intelligence. Clearly, Biology is more and more a science of information requiring tools from the computational sciences. In the last few years, we have seen the surge of a new generation of interdisciplinary scientists that have a strong background in the biological and computational sciences. In this context, the interaction of researche...

Assessing Computer Knowledge among College Students.

Science.gov (United States)

Parrish, Allen; And Others

This paper reports on a study involving the administration of two examinations that were designed to evaluate student knowledge in several areas of computing. The tests were given both to computer science majors and to those enrolled in computer science classes from other majors. They sought to discover whether computer science majors demonstrated…

Computer game assisted instruction and students' achievement in ...

African Journals Online (AJOL)

Computer game assisted instruction and students' achievement in social studies. ... This paper examines the effects of computer game assisted instructional method, student's achievement in social studies in ... AJOL African Journals Online.

Computer Anxiety, Academic Stress, and Academic Procrastination on College Students

Directory of Open Access Journals (Sweden)

Wahyu Rahardjo

2013-01-01

Full Text Available Academic procrastination is fairly and commonly found among college students. The lack of understanding in making the best use of computer technology may lead to anxiety in terms of operating computer hence cause postponement in completing course assignments related to computer operation. On the other hand, failure in achieving certain academic targets as expected by parents and/or the students themselves also makes students less focused and leads to tendency of postponing many completions of course assignments. The aim of this research is to investigate contribution of anxiety in operating computer and academic stress toward procrastination on students. As much as 65 students majoring in psychology became participants in this study. The results showed that anxiety in operating computer and academic stress play significant role in influencing academic procrastination among social sciences students. In terms of academic procrastination tendencies, anxiety in operating computer and academic stress, male students have higher percentage than female students.

Student perceptions of their biology teacher's interpersonal teaching behaviors and student achievement and affective learning outcomes

Science.gov (United States)

Smith, Wade Clay, Jr.

The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.

Notions of similarity for computational biology models

KAUST Repository

Waltemath, Dagmar

2016-03-21

Computational models used in biology are rapidly increasing in complexity, size, and numbers. To build such large models, researchers need to rely on software tools for model retrieval, model combination, and version control. These tools need to be able to quantify the differences and similarities between computational models. However, depending on the specific application, the notion of similarity may greatly vary. A general notion of model similarity, applicable to various types of models, is still missing. Here, we introduce a general notion of quantitative model similarities, survey the use of existing model comparison methods in model building and management, and discuss potential applications of model comparison. To frame model comparison as a general problem, we describe a theoretical approach to defining and computing similarities based on different model aspects. Potentially relevant aspects of a model comprise its references to biological entities, network structure, mathematical equations and parameters, and dynamic behaviour. Future similarity measures could combine these model aspects in flexible, problem-specific ways in order to mimic users\\' intuition about model similarity, and to support complex model searches in databases.

Notions of similarity for computational biology models

KAUST Repository

Waltemath, Dagmar; Henkel, Ron; Hoehndorf, Robert; Kacprowski, Tim; Knuepfer, Christian; Liebermeister, Wolfram

2016-01-01

Computational models used in biology are rapidly increasing in complexity, size, and numbers. To build such large models, researchers need to rely on software tools for model retrieval, model combination, and version control. These tools need to be able to quantify the differences and similarities between computational models. However, depending on the specific application, the notion of similarity may greatly vary. A general notion of model similarity, applicable to various types of models, is still missing. Here, we introduce a general notion of quantitative model similarities, survey the use of existing model comparison methods in model building and management, and discuss potential applications of model comparison. To frame model comparison as a general problem, we describe a theoretical approach to defining and computing similarities based on different model aspects. Potentially relevant aspects of a model comprise its references to biological entities, network structure, mathematical equations and parameters, and dynamic behaviour. Future similarity measures could combine these model aspects in flexible, problem-specific ways in order to mimic users' intuition about model similarity, and to support complex model searches in databases.

Learning Style and Attitude toward Computer among Iranian Medical Students

Directory of Open Access Journals (Sweden)

Seyedeh Shohreh Alavi

2016-02-01

Full Text Available Background and purpose: Presently, the method of medical teaching has shifted from lecture-based to computer-based. The learning style may play a key role in the attitude toward learning computer. The goal of this study was to study the relationship between the learning style and attitude toward computer among Iranian medical students.Methods: This cross-sectional study included 400 medical students. Barsch learning style inventory and a questionnaire on the attitude toward computer was sent to each student. The enthusiasm, anxiety, and overall attitude toward computer were compared among the different learning styles.Results: The response rate to the questionnaire was 91.8%. The distribution of learning styles in the students was 181 (49.3% visual, 106 (28.9% auditory, 27 (7.4% tactual, and 53 (14.4% overall. Visual learners were less anxious for computer use and showed more positive attitude toward computer. Sex, age, and academic grade were not associated with students’ attitude toward computer.Conclusions: The learning style is an important factor in the students’ attitude toward computer among medical students, which should be considered in planning computer-based learning programs.Keywords: LEARNING STYLE, ATTITUDE, COMPUTER, MEDICAL STUDENT, ANXIETY, ENTHUSIASM

Improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward student of biology education

Directory of Open Access Journals (Sweden)

Bayu Sandika

2018-03-01

Full Text Available Inquiry-based learning is one of the learning methods which can provide an active and authentic scientific learning process in order students are able to improve the creative thinking skills and scientific attitude. This study aims at improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward students of biology education at the Institut Agama Islam Negeri (IAIN Jember, Indonesia. This study is included in a descriptive quantitative research. The research focused on the topic of cell transport which was taught toward 25 students of Biology 2 class from 2017 academic year of Biology Education Department at the IAIN Jember. The learning process was conducted in two meetings in November 2017. The enhancement of students' creative thinking skills was determined by one group pre-test and post-test research design using test instrument meanwhile the scientific attitude focused on curiosity and objectivity were observed using the non-test instrument. Research result showed that students' creative thinking skills enhanced highly and students' scientific attitude improved excellently through inquiry-based learning in basic biology lecture.

The Student/Library Computer Science Collaborative

Science.gov (United States)

Hahn, Jim

2015-01-01

With funding from an Institute of Museum and Library Services demonstration grant, librarians of the Undergraduate Library at the University of Illinois at Urbana-Champaign partnered with students in computer science courses to design and build student-centered mobile apps. The grant work called for demonstration of student collaboration…

Student Interpretations of Phylogenetic Trees in an Introductory Biology Course

Science.gov (United States)

Dees, Jonathan; Momsen, Jennifer L.; Niemi, Jarad; Montplaisir, Lisa

2014-01-01

Phylogenetic trees are widely used visual representations in the biological sciences and the most important visual representations in evolutionary biology. Therefore, phylogenetic trees have also become an important component of biology education. We sought to characterize reasoning used by introductory biology students in interpreting taxa…

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.

Tracking the PhD Students' Daily Computer Use

Science.gov (United States)

Sim, Kwong Nui; van der Meer, Jacques

2015-01-01

This study investigated PhD students' computer activities in their daily research practice. Software that tracks computer usage (Manic Time) was installed on the computers of nine PhD students, who were at their early, mid and final stage in doing their doctoral research in four different discipline areas (Commerce, Humanities, Health Sciences and…

Functional Automata - Formal Languages for Computer Science Students

Directory of Open Access Journals (Sweden)

Marco T. Morazán

2014-12-01

Full Text Available An introductory formal languages course exposes advanced undergraduate and early graduate students to automata theory, grammars, constructive proofs, computability, and decidability. Programming students find these topics to be challenging or, in many cases, overwhelming and on the fringe of Computer Science. The existence of this perception is not completely absurd since students are asked to design and prove correct machines and grammars without being able to experiment nor get immediate feedback, which is essential in a learning context. This article puts forth the thesis that the theory of computation ought to be taught using tools for actually building computations. It describes the implementation and the classroom use of a library, FSM, designed to provide students with the opportunity to experiment and test their designs using state machines, grammars, and regular expressions. Students are able to perform random testing before proceeding with a formal proof of correctness. That is, students can test their designs much like they do in a programming course. In addition, the library easily allows students to implement the algorithms they develop as part of the constructive proofs they write. Providing students with this ability ought to be a new trend in the formal languages classroom.

Structure, function, and behaviour of computational models in systems biology.

Science.gov (United States)

Knüpfer, Christian; Beckstein, Clemens; Dittrich, Peter; Le Novère, Nicolas

2013-05-31

Systems Biology develops computational models in order to understand biological phenomena. The increasing number and complexity of such "bio-models" necessitate computer support for the overall modelling task. Computer-aided modelling has to be based on a formal semantic description of bio-models. But, even if computational bio-models themselves are represented precisely in terms of mathematical expressions their full meaning is not yet formally specified and only described in natural language. We present a conceptual framework - the meaning facets - which can be used to rigorously specify the semantics of bio-models. A bio-model has a dual interpretation: On the one hand it is a mathematical expression which can be used in computational simulations (intrinsic meaning). On the other hand the model is related to the biological reality (extrinsic meaning). We show that in both cases this interpretation should be performed from three perspectives: the meaning of the model's components (structure), the meaning of the model's intended use (function), and the meaning of the model's dynamics (behaviour). In order to demonstrate the strengths of the meaning facets framework we apply it to two semantically related models of the cell cycle. Thereby, we make use of existing approaches for computer representation of bio-models as much as possible and sketch the missing pieces. The meaning facets framework provides a systematic in-depth approach to the semantics of bio-models. It can serve two important purposes: First, it specifies and structures the information which biologists have to take into account if they build, use and exchange models. Secondly, because it can be formalised, the framework is a solid foundation for any sort of computer support in bio-modelling. The proposed conceptual framework establishes a new methodology for modelling in Systems Biology and constitutes a basis for computer-aided collaborative research.

2nd Colombian Congress on Computational Biology and Bioinformatics

CERN Document Server

Cristancho, Marco; Isaza, Gustavo; Pinzón, Andrés; Rodríguez, Juan

2014-01-01

This volume compiles accepted contributions for the 2nd Edition of the Colombian Computational Biology and Bioinformatics Congress CCBCOL, after a rigorous review process in which 54 papers were accepted for publication from 119 submitted contributions. Bioinformatics and Computational Biology are areas of knowledge that have emerged due to advances that have taken place in the Biological Sciences and its integration with Information Sciences. The expansion of projects involving the study of genomes has led the way in the production of vast amounts of sequence data which needs to be organized, analyzed and stored to understand phenomena associated with living organisms related to their evolution, behavior in different ecosystems, and the development of applications that can be derived from this analysis.  .

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

Increasing Students' Motivation by Using Computers

Directory of Open Access Journals (Sweden)

Rodríguez Aura Stella

2000-08-01

Full Text Available The lack of motivation in the 9th grade students of Tomás Rueda Vargas School was the objective of this project, so we planned a series of workshops in Microsoft Word to apply in the computer lab. We observed that by working in groups of four in the computer lab, the students did the activities with enthusiasm. It could also be noticed that the workshops were effective in reinforcing English learning.

The Case for Cyberlearning: Genomics (and Dragons!) in the High School Biology Classroom

Science.gov (United States)

Southworth, Meghan; Mokros, Jan; Dorsey, Chad; Smith, Randy

2010-01-01

GENIQUEST is a cyberlearning computer program that allows students to investigate biological data using a research-based instructional model. In this article, the authors make the case for using cyberlearning to teach students about the rapidly growing fields of genomics and computational biology. (Contains 2 figures and 1 online resource.)

Novel opportunities for computational biology and sociology in drug discovery☆

Science.gov (United States)

Yao, Lixia; Evans, James A.; Rzhetsky, Andrey

2013-01-01

Current drug discovery is impossible without sophisticated modeling and computation. In this review we outline previous advances in computational biology and, by tracing the steps involved in pharmaceutical development, explore a range of novel, high-value opportunities for computational innovation in modeling the biological process of disease and the social process of drug discovery. These opportunities include text mining for new drug leads, modeling molecular pathways and predicting the efficacy of drug cocktails, analyzing genetic overlap between diseases and predicting alternative drug use. Computation can also be used to model research teams and innovative regions and to estimate the value of academy–industry links for scientific and human benefit. Attention to these opportunities could promise punctuated advance and will complement the well-established computational work on which drug discovery currently relies. PMID:20349528

Novel opportunities for computational biology and sociology in drug discovery

Science.gov (United States)

Yao, Lixia

2009-01-01

Drug discovery today is impossible without sophisticated modeling and computation. In this review we touch on previous advances in computational biology and by tracing the steps involved in pharmaceutical development, we explore a range of novel, high value opportunities for computational innovation in modeling the biological process of disease and the social process of drug discovery. These opportunities include text mining for new drug leads, modeling molecular pathways and predicting the efficacy of drug cocktails, analyzing genetic overlap between diseases and predicting alternative drug use. Computation can also be used to model research teams and innovative regions and to estimate the value of academy-industry ties for scientific and human benefit. Attention to these opportunities could promise punctuated advance, and will complement the well-established computational work on which drug discovery currently relies. PMID:19674801

Computational protein design-the next generation tool to expand synthetic biology applications.

Science.gov (United States)

Gainza-Cirauqui, Pablo; Correia, Bruno Emanuel

2018-05-02

One powerful approach to engineer synthetic biology pathways is the assembly of proteins sourced from one or more natural organisms. However, synthetic pathways often require custom functions or biophysical properties not displayed by natural proteins, limitations that could be overcome through modern protein engineering techniques. Structure-based computational protein design is a powerful tool to engineer new functional capabilities in proteins, and it is beginning to have a profound impact in synthetic biology. Here, we review efforts to increase the capabilities of synthetic biology using computational protein design. We focus primarily on computationally designed proteins not only validated in vitro, but also shown to modulate different activities in living cells. Efforts made to validate computational designs in cells can illustrate both the challenges and opportunities in the intersection of protein design and synthetic biology. We also highlight protein design approaches, which although not validated as conveyors of new cellular function in situ, may have rapid and innovative applications in synthetic biology. We foresee that in the near-future, computational protein design will vastly expand the functional capabilities of synthetic cells. Copyright © 2018. Published by Elsevier Ltd.

Genome annotation in a community college cell biology lab.

Science.gov (United States)

Beagley, C Timothy

2013-01-01

The Biology Department at Salt Lake Community College has used the IMG-ACT toolbox to introduce a genome mapping and annotation exercise into the laboratory portion of its Cell Biology course. This project provides students with an authentic inquiry-based learning experience while introducing them to computational biology and contemporary learning skills. Additionally, the project strengthens student understanding of the scientific method and contributes to student learning gains in curricular objectives centered around basic molecular biology, specifically, the Central Dogma. Importantly, inclusion of this project in the laboratory course provides students with a positive learning environment and allows for the use of cooperative learning strategies to increase overall student success. Copyright © 2012 International Union of Biochemistry and Molecular Biology, Inc.

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. © 2016 G. L. Connell, D. A. Donovan, and T. G. Chambers. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

THE TRENDS AND USE OF COMPUTER AND INTERNET AMONG MEDICAL STUDENTS

Directory of Open Access Journals (Sweden)

M. Sathikumar

2018-02-01

Full Text Available BACKGROUND Computer-based learning is becoming more and more widespread and it has been important especially in medical subjects since lifelong learning is a goal of medical professional. The study was conducted to find out the computer literacy, computer and internet availability and the trend of use of computer, laptop and other gadget among medical students. MATERIALS AND METHODS A cross sectional descriptive study was conducted among the medical students of Jubilee Mission Medical College & Research Institute, Thrissur and SUT Academy of Medical Sciences, Thiruvananthapuram, Kerala. A total of 420 students participated in the study. RESULTS Out of the 420 students, 42.38% students had their own laptop or computer and 45.71% students were using family shared computer or laptop for their use. 80.48% students were found using mobile phones or tablets with internet facility. Most of the students, access internet for recreational facilities. Regarding e- learning 54.29% of the students participated in the study were of aware of it. Majority of medical students are of the opinion that computer and internet use should be encouraged in medical colleges. CONCLUSION Those who have participated in the study have necessary infrastructure and positive attitude about computer-based learning even though they are using it mainly for recreational purposes.

A comprehensive approach to decipher biological computation to achieve next generation high-performance exascale computing.

Energy Technology Data Exchange (ETDEWEB)

James, Conrad D.; Schiess, Adrian B.; Howell, Jamie; Baca, Michael J.; Partridge, L. Donald; Finnegan, Patrick Sean; Wolfley, Steven L.; Dagel, Daryl James; Spahn, Olga Blum; Harper, Jason C.; Pohl, Kenneth Roy; Mickel, Patrick R.; Lohn, Andrew; Marinella, Matthew

2013-10-01

The human brain (volume=1200cm3) consumes 20W and is capable of performing > 10^16 operations/s. Current supercomputer technology has reached 1015 operations/s, yet it requires 1500m^3 and 3MW, giving the brain a 10^12 advantage in operations/s/W/cm^3. Thus, to reach exascale computation, two achievements are required: 1) improved understanding of computation in biological tissue, and 2) a paradigm shift towards neuromorphic computing where hardware circuits mimic properties of neural tissue. To address 1), we will interrogate corticostriatal networks in mouse brain tissue slices, specifically with regard to their frequency filtering capabilities as a function of input stimulus. To address 2), we will instantiate biological computing characteristics such as multi-bit storage into hardware devices with future computational and memory applications. Resistive memory devices will be modeled, designed, and fabricated in the MESA facility in consultation with our internal and external collaborators.

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.

Converting differential-equation models of biological systems to membrane computing.

Science.gov (United States)

Muniyandi, Ravie Chandren; Zin, Abdullah Mohd; Sanders, J W

2013-12-01

This paper presents a method to convert the deterministic, continuous representation of a biological system by ordinary differential equations into a non-deterministic, discrete membrane computation. The dynamics of the membrane computation is governed by rewrite rules operating at certain rates. That has the advantage of applying accurately to small systems, and to expressing rates of change that are determined locally, by region, but not necessary globally. Such spatial information augments the standard differentiable approach to provide a more realistic model. A biological case study of the ligand-receptor network of protein TGF-β is used to validate the effectiveness of the conversion method. It demonstrates the sense in which the behaviours and properties of the system are better preserved in the membrane computing model, suggesting that the proposed conversion method may prove useful for biological systems in particular. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Chinese Herbal Medicine Meets Biological Networks of Complex Diseases: A Computational Perspective

OpenAIRE

Shuo Gu; Jianfeng Pei

2017-01-01

With the rapid development of cheminformatics, computational biology, and systems biology, great progress has been made recently in the computational research of Chinese herbal medicine with in-depth understanding towards pharmacognosy. This paper summarized these studies in the aspects of computational methods, traditional Chinese medicine (TCM) compound databases, and TCM network pharmacology. Furthermore, we chose arachidonic acid metabolic network as a case study to demonstrate the regula...

Computer literacy and attitudes towards e-learning among first year medical students.

Science.gov (United States)

Link, Thomas Michael; Marz, Richard

2006-06-19

At the Medical University of Vienna, most information for students is available only online. In 2005, an e-learning project was initiated and there are plans to introduce a learning management system. In this study, we estimate the level of students' computer skills, the number of students having difficulty with e-learning, and the number of students opposed to e-learning. The study was conducted in an introductory course on computer-based and web-based training (CBT/WBT). Students were asked to fill out a questionnaire online that covered a wide range of relevant attitudes and experiences. While the great majority of students possess sufficient computer skills and acknowledge the advantages of interactive and multimedia-enhanced learning material, a small percentage lacks basic computer skills and/or is very skeptical about e-learning. There is also a consistently significant albeit weak gender difference in available computer infrastructure and Internet access. As for student attitudes toward e-learning, we found that age, computer use, and previous exposure to computers are more important than gender. A sizable number of students, 12% of the total, make little or no use of existing e-learning offerings. Many students would benefit from a basic introduction to computers and to the relevant computer-based resources of the university. Given to the wide range of computer skills among students, a single computer course for all students would not be useful nor would it be accepted. Special measures should be taken to prevent students who lack computer skills from being disadvantaged or from developing computer-hostile attitudes.

Parallel metaheuristics in computational biology: an asynchronous cooperative enhanced scatter search method

OpenAIRE

Penas, David R.; González, Patricia; Egea, José A.; Banga, Julio R.; Doallo, Ramón

2015-01-01

Metaheuristics are gaining increased attention as efficient solvers for hard global optimization problems arising in bioinformatics and computational systems biology. Scatter Search (SS) is one of the recent outstanding algorithms in that class. However, its application to very hard problems, like those considering parameter estimation in dynamic models of systems biology, still results in excessive computation times. In order to reduce the computational cost of the SS and improve its success...

An Examination of Science High School Students' Motivation towards Learning Biology and Their Attitude towards Biology Lessons

Science.gov (United States)

Kisoglu, Mustafa

2018-01-01

The purpose of this study is to examine motivation of science high school students towards learning biology and their attitude towards biology lessons. The sample of the study consists of 564 high school students (308 females, 256 males) studying at two science high schools in Aksaray, Turkey. In the study, the relational scanning method, which is…

Computer Games for the Math Achievement of Diverse Students

Science.gov (United States)

Kim, Sunha; Chang, Mido

2010-01-01

Although computer games as a way to improve students' learning have received attention by many educational researchers, no consensus has been reached on the effects of computer games on student achievement. Moreover, there is lack of empirical research on differential effects of computer games on diverse learners. In response, this study…

The Virtual Cell: a software environment for computational cell biology.

Science.gov (United States)

Loew, L M; Schaff, J C

2001-10-01

The newly emerging field of computational cell biology requires software tools that address the needs of a broad community of scientists. Cell biological processes are controlled by an interacting set of biochemical and electrophysiological events that are distributed within complex cellular structures. Computational modeling is familiar to researchers in fields such as molecular structure, neurobiology and metabolic pathway engineering, and is rapidly emerging in the area of gene expression. Although some of these established modeling approaches can be adapted to address problems of interest to cell biologists, relatively few software development efforts have been directed at the field as a whole. The Virtual Cell is a computational environment designed for cell biologists as well as for mathematical biologists and bioengineers. It serves to aid the construction of cell biological models and the generation of simulations from them. The system enables the formulation of both compartmental and spatial models, the latter with either idealized or experimentally derived geometries of one, two or three dimensions.

ISCB Ebola Award for Important Future Research on the Computational Biology of Ebola Virus.

Directory of Open Access Journals (Sweden)

Peter D. Karp

2015-01-01

Full Text Available Speed is of the essence in combating Ebola; thus, computational approaches should form a significant component of Ebola research. As for the development of any modern drug, computational biology is uniquely positioned to contribute through comparative analysis of the genome sequences of Ebola strains as well as 3-D protein modeling. Other computational approaches to Ebola may include large-scale docking studies of Ebola proteins with human proteins and with small-molecule libraries, computational modeling of the spread of the virus, computational mining of the Ebola literature, and creation of a curated Ebola database. Taken together, such computational efforts could significantly accelerate traditional scientific approaches. In recognition of the need for important and immediate solutions from the field of computational biology against Ebola, the International Society for Computational Biology (ISCB announces a prize for an important computational advance in fighting the Ebola virus. ISCB will confer the ISCB Fight against Ebola Award, along with a prize of US$2,000, at its July 2016 annual meeting (ISCB Intelligent Systems for Molecular Biology [ISMB] 2016, Orlando, Florida.

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)

Test of Science Process Skills of Biology Students towards Developing of Learning Exercises

Directory of Open Access Journals (Sweden)

Judith S. Rabacal

2016-11-01

Full Text Available This is a descriptive study aimed to determine the academic achievement on science process skills of the BS Biology Students of Northern Negros State College of Science and Technology, Philippines with the end view of developing learning exercises which will enhance their academic achievement on basic and integrated science process skills. The data in this study were obtained using a validated questionnaire. Mean was the statistical tool used to determine the academic achievement on the above mentioned science process skills; t-test for independent means was used to determine significant difference on the academic achievement of science process skills of BS Biology students while Pearson Product Moment of Correlation Coefficient was used to determine the significant relationship between basic and integrated science process skills of the BS Biology students. A 0.05 level of significance was used to determine whether the hypothesis set in the study will be rejected or accepted. Findings revealed that the academic achievement on basic and integrated science process skills of the BS Biology students was average. Findings revealed that there are no significant differences on the academic performance of the BS Biology students when grouped according to year level and gender. Findings also revealed that there is a significant difference on the academic achievement between basic and integrated science process skills of the BS Biology students. Findings revealed that there is a significant relationship between academic achievement on the basic and integrated science process skills of the BS Biology students.

iTools: a framework for classification, categorization and integration of computational biology resources.

Directory of Open Access Journals (Sweden)

Ivo D Dinov

2008-05-01

Full Text Available The advancement of the computational biology field hinges on progress in three fundamental directions--the development of new computational algorithms, the availability of informatics resource management infrastructures and the capability of tools to interoperate and synergize. There is an explosion in algorithms and tools for computational biology, which makes it difficult for biologists to find, compare and integrate such resources. We describe a new infrastructure, iTools, for managing the query, traversal and comparison of diverse computational biology resources. Specifically, iTools stores information about three types of resources--data, software tools and web-services. The iTools design, implementation and resource meta-data content reflect the broad research, computational, applied and scientific expertise available at the seven National Centers for Biomedical Computing. iTools provides a system for classification, categorization and integration of different computational biology resources across space-and-time scales, biomedical problems, computational infrastructures and mathematical foundations. A large number of resources are already iTools-accessible to the community and this infrastructure is rapidly growing. iTools includes human and machine interfaces to its resource meta-data repository. Investigators or computer programs may utilize these interfaces to search, compare, expand, revise and mine meta-data descriptions of existent computational biology resources. We propose two ways to browse and display the iTools dynamic collection of resources. The first one is based on an ontology of computational biology resources, and the second one is derived from hyperbolic projections of manifolds or complex structures onto planar discs. iTools is an open source project both in terms of the source code development as well as its meta-data content. iTools employs a decentralized, portable, scalable and lightweight framework for long

Interactomes to Biological Phase Space: a call to begin thinking at a new level in computational biology.

Energy Technology Data Exchange (ETDEWEB)

Davidson, George S.; Brown, William Michael

2007-09-01

Techniques for high throughput determinations of interactomes, together with high resolution protein collocalizations maps within organelles and through membranes will soon create a vast resource. With these data, biological descriptions, akin to the high dimensional phase spaces familiar to physicists, will become possible. These descriptions will capture sufficient information to make possible realistic, system-level models of cells. The descriptions and the computational models they enable will require powerful computing techniques. This report is offered as a call to the computational biology community to begin thinking at this scale and as a challenge to develop the required algorithms and codes to make use of the new data.3

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

Scientific Conceptions of Photosynthesis among Primary School Pupils and Student Teachers of Biology

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Darja Skribe Dimec

2017-03-01

Full Text Available Photosynthesis is the most important biochemical process on Earth. Most living beings depend on it directly or indirectly. Knowledge about photosynthesis enables us to understand how the world functions as an ecosystem and how photosynthesis acts as a bridge between the non-living and living worlds. It is, therefore, understandable that photosynthesis is included in national curricula around the world. The practice unfortunately shows that students at all school levels mostly learn about photosynthesis by rote. Consequently, they have difficulties understanding this vital process. Research also shows many misconceptions in relation to photosynthesis among students of different ages. Based on these, the main aim of our study was to explore the scientific conceptions about photosynthesis held by primary school pupils and student teachers of biology. Data were collected using a questionnaire containing seven biology content questions. The sample consisted of 634 participants, 427 primary school pupils (aged 11–14, and 207 student teachers of biology (aged 20–23. We found that the populations of primary school pupils and student teachers of biology differ greatly concerning scientific conceptions of photosynthesis. The student teachers showed good and complex understanding of photosynthesis, while pupils showed some misconceptions (location of chlorophyll and photosynthesis in a plant, transformation of energy in photosynthesis. Analysis of the development of scientific conceptions about photosynthesis with age showed that there is very little progress among primary school pupils and none among biology student teachers. More involvement of student teachers of biology in practical work at primary schools during their study was suggested to make student teachers aware of, and better understand pupils’ misconceptions.

Evolution Acceptance and Epistemological Beliefs of College Biology Students

Science.gov (United States)

Borgerding, Lisa A.; Deniz, Hasan; Anderson, Elizabeth Shevock

2017-01-01

Evolutionary theory is central to biology, and scientifically accurate evolution instruction is promoted within national and state standards documents. Previous literature has identified students' epistemological beliefs as potential predictors of evolution acceptance. The present work seeks to explore more directly how student views of evolution…

"Teaching students how to wear their Computer"

DEFF Research Database (Denmark)

Guglielmi, Michel; Johannesen, Hanne Louise

2005-01-01

to address this question trough the angle of what we called ‘Physical Computing’ and asked ourselves and the students if new fields like ‘tangible media’ or ‘wearable computers’ can contribute to improvements of life? And whose life improvement are we aiming for? Computers are a ubiquitous part....... Through the workshop the students were encouraged to disrupt the myth of how a computer should be used and to focus on the human-human interaction (HHI) through the computer rather than human-computer interaction (HCI). The physical computing approach offered furthermore a unique opportunity to break down......This paper intends to present the goal, results and methodology of a workshop run in collaboration with Visual Culture (humanities), University of Copenhagen, the Danish academy of Design in Copenhagen and Media lab Aalborg, University of Aalborg. The workshop was related to a design competition...

Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting.

Science.gov (United States)

Biel, Rachel; Brame, Cynthia J

2016-12-01

Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students' learning of key biology skills and concepts.

Project PEACH at UCLH: Student Projects in Healthcare Computing.

Science.gov (United States)

Ramachandran, Navin; Mohamedally, Dean; Taylor, Paul

2017-01-01

A collaboration between clinicians at UCLH and the Dept of Computer Science at UCL is giving students of computer science the opportunity to undertake real healthcare computing projects as part of their education. This is enabling the creation of a significant research computing platform within the Trust, based on open source components and hosted in the cloud, while providing a large group of students with experience of the specific challenges of health IT.

Computer Access and Computer Use for Science Performance of Racial and Linguistic Minority Students

Science.gov (United States)

Chang, Mido; Kim, Sunha

2009-01-01

This study examined the effects of computer access and computer use on the science achievement of elementary school students, with focused attention on the effects for racial and linguistic minority students. The study used the Early Childhood Longitudinal Study (ECLS-K) database and conducted statistical analyses with proper weights and…

Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

Directory of Open Access Journals (Sweden)

Rachel Biel

2016-12-01

Full Text Available Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types of institutions. Of the larger-scale studies, two found that students in F2F sections outperformed students in online sections, and three found no significant difference; it should be noted, however, that these studies reported little information about course design. Of the eight smaller scale studies, six found no significant difference in student performance between the F2F and online sections, while two found that the online sections outperformed the F2F sections. In alignment with general findings about online teaching and learning, these results suggest that well-designed online biology courses can be effective at promoting student learning. Three recommendations for effective online instruction in biology are given: the inclusion of an online orientation to acclimate students to the online classroom; student-instructor and student-student interactions facilitated through synchronous and asynchronous communication; and elements that prompt student reflection and self-assessment. We conclude that well-designed online biology courses can be as effective as their traditional counterparts, but that more research is needed to elucidate specific course elements and structures that can maximize online students’ learning of key biology skills and concepts.

From biological neural networks to thinking machines: Transitioning biological organizational principles to computer technology

Science.gov (United States)

Ross, Muriel D.

1991-01-01

The three-dimensional organization of the vestibular macula is under study by computer assisted reconstruction and simulation methods as a model for more complex neural systems. One goal of this research is to transition knowledge of biological neural network architecture and functioning to computer technology, to contribute to the development of thinking computers. Maculas are organized as weighted neural networks for parallel distributed processing of information. The network is characterized by non-linearity of its terminal/receptive fields. Wiring appears to develop through constrained randomness. A further property is the presence of two main circuits, highly channeled and distributed modifying, that are connected through feedforward-feedback collaterals and biasing subcircuit. Computer simulations demonstrate that differences in geometry of the feedback (afferent) collaterals affects the timing and the magnitude of voltage changes delivered to the spike initiation zone. Feedforward (efferent) collaterals act as voltage followers and likely inhibit neurons of the distributed modifying circuit. These results illustrate the importance of feedforward-feedback loops, of timing, and of inhibition in refining neural network output. They also suggest that it is the distributed modifying network that is most involved in adaptation, memory, and learning. Tests of macular adaptation, through hyper- and microgravitational studies, support this hypothesis since synapses in the distributed modifying circuit, but not the channeled circuit, are altered. Transitioning knowledge of biological systems to computer technology, however, remains problematical.

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…

Computational Biology and the Limits of Shared Vision

DEFF Research Database (Denmark)

Carusi, Annamaria

2011-01-01

of cases is necessary in order to gain a better perspective on social sharing of practices, and on what other factors this sharing is dependent upon. The article presents the case of currently emerging inter-disciplinary visual practices in the domain of computational biology, where the sharing of visual...... practices would be beneficial to the collaborations necessary for the research. Computational biology includes sub-domains where visual practices are coming to be shared across disciplines, and those where this is not occurring, and where the practices of others are resisted. A significant point......, its domain of study. Social practices alone are not sufficient to account for the shaping of evidence. The philosophy of Merleau-Ponty is introduced as providing an alternative framework for thinking of the complex inter-relations between all of these factors. This [End Page 300] philosophy enables us...

Bioconductor: open software development for computational biology and bioinformatics

DEFF Research Database (Denmark)

Gentleman, R.C.; Carey, V.J.; Bates, D.M.

2004-01-01

The Bioconductor project is an initiative for the collaborative creation of extensible software for computational biology and bioinformatics. The goals of the project include: fostering collaborative development and widespread use of innovative software, reducing barriers to entry into interdisci......The Bioconductor project is an initiative for the collaborative creation of extensible software for computational biology and bioinformatics. The goals of the project include: fostering collaborative development and widespread use of innovative software, reducing barriers to entry...... into interdisciplinary scientific research, and promoting the achievement of remote reproducibility of research results. We describe details of our aims and methods, identify current challenges, compare Bioconductor to other open bioinformatics projects, and provide working examples....

Chinese Herbal Medicine Meets Biological Networks of Complex Diseases: A Computational Perspective

Directory of Open Access Journals (Sweden)

Shuo Gu

2017-01-01

Full Text Available With the rapid development of cheminformatics, computational biology, and systems biology, great progress has been made recently in the computational research of Chinese herbal medicine with in-depth understanding towards pharmacognosy. This paper summarized these studies in the aspects of computational methods, traditional Chinese medicine (TCM compound databases, and TCM network pharmacology. Furthermore, we chose arachidonic acid metabolic network as a case study to demonstrate the regulatory function of herbal medicine in the treatment of inflammation at network level. Finally, a computational workflow for the network-based TCM study, derived from our previous successful applications, was proposed.

Chinese Herbal Medicine Meets Biological Networks of Complex Diseases: A Computational Perspective.

Science.gov (United States)

Gu, Shuo; Pei, Jianfeng

2017-01-01

With the rapid development of cheminformatics, computational biology, and systems biology, great progress has been made recently in the computational research of Chinese herbal medicine with in-depth understanding towards pharmacognosy. This paper summarized these studies in the aspects of computational methods, traditional Chinese medicine (TCM) compound databases, and TCM network pharmacology. Furthermore, we chose arachidonic acid metabolic network as a case study to demonstrate the regulatory function of herbal medicine in the treatment of inflammation at network level. Finally, a computational workflow for the network-based TCM study, derived from our previous successful applications, was proposed.

XIV Mediterranean Conference on Medical and Biological Engineering and Computing

CERN Document Server

Christofides, Stelios; Pattichis, Constantinos

2016-01-01

This volume presents the proceedings of Medicon 2016, held in Paphos, Cyprus. Medicon 2016 is the XIV in the series of regional meetings of the International Federation of Medical and Biological Engineering (IFMBE) in the Mediterranean. The goal of Medicon 2016 is to provide updated information on the state of the art on Medical and Biological Engineering and Computing under the main theme “Systems Medicine for the Delivery of Better Healthcare Services”. Medical and Biological Engineering and Computing cover complementary disciplines that hold great promise for the advancement of research and development in complex medical and biological systems. Research and development in these areas are impacting the science and technology by advancing fundamental concepts in translational medicine, by helping us understand human physiology and function at multiple levels, by improving tools and techniques for the detection, prevention and treatment of disease. Medicon 2016 provides a common platform for the cross fer...

Lack of Evolution Acceptance Inhibits Students' Negotiation of Biology-Based Socioscientific Issues

Science.gov (United States)

Fowler, S. R.; Zeidler, D. L.

2016-01-01

The purpose of this study was to explore science content used during college students' negotiation of biology-based socioscientific issues (SSI) and examine how it related to students' conceptual understanding and acceptance of biological evolution. The Socioscientific Issues Questionnaire (SSI-Q) was developed to measure depth of evolutionary…

Assessing Student Behaviors and Motivation for Actively Learning Biology

Science.gov (United States)

Moore, Michael Edward

Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is why active learning is such an effective instructional tool and the limits of this instructional method’s ability to influence performance. This dissertation builds a case in three steps for why active learning is an effective instructional tool. In step one, I assessed the influence of different types of active learning (clickers, group activities, and whole class discussions) on student engagement behavior in one semester of two different introductory biology courses and found that active learning positively influenced student engagement behavior significantly more than lecture. For step two, I examined over four semesters whether student engagement behavior was a predictor of performance and found participation (engagement behavior) in the online (video watching) and in-class course activities (clicker participation) that I measure were significant predictors of performance. In the third, I assessed whether certain active learning satisfied the psychological needs that lead to students’ intrinsic motivation to participate in those activities when compared over two semesters and across two different institutions of higher learning. Findings from this last step show us that student’s perceptions of autonomy, competency, and relatedness in doing various types of active learning are significantly higher than lecture and consistent across two institutions of higher learning. Lastly, I tie everything together, discuss implications of the research, and address future directions for research on biology student motivation and behavior.

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.

Computer-aided design of biological circuits using TinkerCell.

Science.gov (United States)

Chandran, Deepak; Bergmann, Frank T; Sauro, Herbert M

2010-01-01

Synthetic biology is an engineering discipline that builds on modeling practices from systems biology and wet-lab techniques from genetic engineering. As synthetic biology advances, efficient procedures will be developed that will allow a synthetic biologist to design, analyze, and build biological networks. In this idealized pipeline, computer-aided design (CAD) is a necessary component. The role of a CAD application would be to allow efficient transition from a general design to a final product. TinkerCell is a design tool for serving this purpose in synthetic biology. In TinkerCell, users build biological networks using biological parts and modules. The network can be analyzed using one of several functions provided by TinkerCell or custom programs from third-party sources. Since best practices for modeling and constructing synthetic biology networks have not yet been established, TinkerCell is designed as a flexible and extensible application that can adjust itself to changes in the field. © 2010 Landes Bioscience

Enhancing Lecture Presentations in Introductory Biology with Computer-Based Multimedia.

Science.gov (United States)

Fifield, Steve; Peifer, Rick

1994-01-01

Uses illustrations and text to discuss convenient ways to organize and present computer-based multimedia to students in lecture classes. Includes the following topics: (1) Effects of illustrations on learning; (2) Using computer-based illustrations in lecture; (3) MacPresents-Multimedia Presentation Software; (4) Advantages of computer-based…

Peculiarities of organization of project and research activity of students in computer science, physics and technology

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Stolyarov, I. V.

2017-01-01

The author of this article manages a project and research activity of students in the areas of computer science, physics, engineering and biology, basing on the acquired experience in these fields. Pupils constantly become winners of competitions and conferences of different levels, for example, three of the finalists of Intel ISEF in 2013 in Phoenix (Arizona, USA) and in 2014 in Los Angeles (California, USA). In 2013 A. Makarychev received the "Small Nobel prize" in Computer Science section and special award sponsors - the company's CAST. Scientific themes and methods suggested by the author and developed in joint publications of students from Russia, Germany and Austria are the patents for invention and certificates for registration in the ROSPATENT. The article presents the results of the implementation of specific software and hardware systems in physics, engineering and medicine.

Graduate student training and creating new physics labs for biology students, killing two birds with one stone.

Science.gov (United States)

Jones, Barbara

2001-03-01

At UCSD biology majors are required to take 3 quarters of a calculus based physics course. This is taught in a standard format large lecture class partly by faculty and partly by freeway flyers. We are working with physics graduate students who are also participating in our PFPF (Preparing Future Physics Faculty) program to write, review, and teach new weekly labs for these biology students. This provides an experience for the grad student that is both rewarding to them and useful to the department. The grad students participate in curriculum development, they observe the students behaviour in the labs, and assess the effectiveness of different lab formats. The labs are intended to provide an interactive, hands on experience with a wide variety of equipment which is mostly both simple and inexpensive. Both students and grads find the labs to be engaging and fun. Based on group discussions the labs are modified to try to try to create the best teaching environment. The biology students benefit from the improvements both in the quality of the labs they do, and from the enthusiasm of the TAs who take an active interest in their learning. The ability to make significant changes to the material taught maintains the interest of the grad students and helps to make the labs a stable and robust environment.

A cyber-linked undergraduate research experience in computational biomolecular structure prediction and design.

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Alford, Rebecca F; Leaver-Fay, Andrew; Gonzales, Lynda; Dolan, Erin L; Gray, Jeffrey J

2017-12-01

Computational biology is an interdisciplinary field, and many computational biology research projects involve distributed teams of scientists. To accomplish their work, these teams must overcome both disciplinary and geographic barriers. Introducing new training paradigms is one way to facilitate research progress in computational biology. Here, we describe a new undergraduate program in biomolecular structure prediction and design in which students conduct research at labs located at geographically-distributed institutions while remaining connected through an online community. This 10-week summer program begins with one week of training on computational biology methods development, transitions to eight weeks of research, and culminates in one week at the Rosetta annual conference. To date, two cohorts of students have participated, tackling research topics including vaccine design, enzyme design, protein-based materials, glycoprotein modeling, crowd-sourced science, RNA processing, hydrogen bond networks, and amyloid formation. Students in the program report outcomes comparable to students who participate in similar in-person programs. These outcomes include the development of a sense of community and increases in their scientific self-efficacy, scientific identity, and science values, all predictors of continuing in a science research career. Furthermore, the program attracted students from diverse backgrounds, which demonstrates the potential of this approach to broaden the participation of young scientists from backgrounds traditionally underrepresented in computational biology.

A cyber-linked undergraduate research experience in computational biomolecular structure prediction and design.

Directory of Open Access Journals (Sweden)

Rebecca F Alford

2017-12-01

Full Text Available Computational biology is an interdisciplinary field, and many computational biology research projects involve distributed teams of scientists. To accomplish their work, these teams must overcome both disciplinary and geographic barriers. Introducing new training paradigms is one way to facilitate research progress in computational biology. Here, we describe a new undergraduate program in biomolecular structure prediction and design in which students conduct research at labs located at geographically-distributed institutions while remaining connected through an online community. This 10-week summer program begins with one week of training on computational biology methods development, transitions to eight weeks of research, and culminates in one week at the Rosetta annual conference. To date, two cohorts of students have participated, tackling research topics including vaccine design, enzyme design, protein-based materials, glycoprotein modeling, crowd-sourced science, RNA processing, hydrogen bond networks, and amyloid formation. Students in the program report outcomes comparable to students who participate in similar in-person programs. These outcomes include the development of a sense of community and increases in their scientific self-efficacy, scientific identity, and science values, all predictors of continuing in a science research career. Furthermore, the program attracted students from diverse backgrounds, which demonstrates the potential of this approach to broaden the participation of young scientists from backgrounds traditionally underrepresented in computational biology.

Computer Anxiety, Academic Stress, and Academic Procrastination on College Students

OpenAIRE

Wahyu Rahardjo; Juneman Juneman; Yeni Setiani

2013-01-01

Academic procrastination is fairly and commonly found among college students. The lack of understanding in making the best use of computer technology may lead to anxiety in terms of operating computer hence cause postponement in completing course assignments related to computer operation. On the other hand, failure in achieving certain academic targets as expected by parents and/or the students themselves also makes students less focused and leads to tendency of postponing many completions of...

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…

Campus Eco Tours: An Integrative & Interactive Field Project for Undergraduate Biology Students

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Boes, Katie E.

2013-01-01

Outdoor areas within or near college campuses offer an opportunity for biology students to observe the natural world and apply concepts from class. Here, I describe an engaging and integrative project where undergraduate non-major biology students work in teams to develop and present professional "eco tours." This project takes place over multiple…

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.

Assessment of computer-related health problems among post-graduate nursing students.

Science.gov (United States)

Khan, Shaheen Akhtar; Sharma, Veena

2013-01-01

The study was conducted to assess computer-related health problems among post-graduate nursing students and to develop a Self Instructional Module for prevention of computer-related health problems in a selected university situated in Delhi. A descriptive survey with co-relational design was adopted. A total of 97 samples were selected from different faculties of Jamia Hamdard by multi stage sampling with systematic random sampling technique. Among post-graduate students, majority of sample subjects had average compliance with computer-related ergonomics principles. As regards computer related health problems, majority of post graduate students had moderate computer-related health problems, Self Instructional Module developed for prevention of computer-related health problems was found to be acceptable by the post-graduate students.

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

Students' Computing Use and Study: When More is Less

Directory of Open Access Journals (Sweden)

Christine A McLachlan

2016-02-01

Full Text Available Since the turn of the century there has been a steady decline in enrolments of students in senior secondary computing classes in Australia. A flow on effect has seen reduced enrolments in tertiary computing courses and the subsequent predictions of shortages in skilled computing professionals. This paper investigates the relationship between students’ computing literacy levels, their use and access to computing tools, and students’ interest in and attitudes to formal computing study. Through the use of secondary data obtained from Australian and international reports, a reverse effect was discovered indicating that the more students used computing tools, the less interested they become in computing studies. Normal 0 false false false EN-AU X-NONE X-NONE

Student Perceived Importance and Correlations of Selected Computer Literacy Course Topics

Science.gov (United States)

Ciampa, Mark

2013-01-01

Traditional college-level courses designed to teach computer literacy are in a state of flux. Today's students have high rates of access to computing technology and computer ownership, leading many policy decision makers to conclude that students already are computer literate and thus computer literacy courses are dinosaurs in a modern digital…

Assessing Student Behaviors and Motivation for Actively Learning Biology

Science.gov (United States)

Moore, Michael Edward

2017-01-01

Vision and Change states that one of the major changes in the way we design biology courses should be a switch in approach from teacher-centered learning to student-centered learning and identifies active learning as a recommended methods. Studies show performance benefits for students taking courses that use active learning. What is unknown is…

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.…

Modeling biological problems in computer science: a case study in genome assembly.

Science.gov (United States)

Medvedev, Paul

2018-01-30

As computer scientists working in bioinformatics/computational biology, we often face the challenge of coming up with an algorithm to answer a biological question. This occurs in many areas, such as variant calling, alignment and assembly. In this tutorial, we use the example of the genome assembly problem to demonstrate how to go from a question in the biological realm to a solution in the computer science realm. We show the modeling process step-by-step, including all the intermediate failed attempts. Please note this is not an introduction to how genome assembly algorithms work and, if treated as such, would be incomplete and unnecessarily long-winded. © The Author(s) 2018. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The Computer Student Worksheet Based Mathematical Literacy for Statistics

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Manoy, J. T.; Indarasati, N. A.

2018-01-01

The student worksheet is one of media teaching which is able to improve teaching an activity in the classroom. Indicators in mathematical literacy were included in a student worksheet is able to help the students for applying the concept in daily life. Then, the use of computers in learning can create learning with environment-friendly. This research used developmental research which was Thiagarajan (Four-D) development design. There are 4 stages in the Four-D, define, design, develop, and disseminate. However, this research was finish until the third stage, develop stage. The computer student worksheet based mathematical literacy for statistics executed good quality. This student worksheet is achieving the criteria if able to achieve three aspects, validity, practicality, and effectiveness. The subject in this research was the students at The 1st State Senior High School of Driyorejo, Gresik, grade eleven of The 5th Mathematics and Natural Sciences. The computer student worksheet products based mathematical literacy for statistics executed good quality, while it achieved the aspects for validity, practical, and effectiveness. This student worksheet achieved the validity aspects with an average of 3.79 (94.72%), and practical aspects with an average of 2.85 (71.43%). Besides, it achieved the effectiveness aspects with a percentage of the classical complete students of 94.74% and a percentage of the student positive response of 75%.

Computational intelligence, medicine and biology selected links

CERN Document Server

Zaitseva, Elena

2015-01-01

This book contains an interesting and state-of the art collection of chapters presenting several examples of attempts to developing modern tools utilizing computational intelligence in different real life problems encountered by humans. Reasoning, prediction, modeling, optimization, decision making, etc. need modern, soft and intelligent algorithms, methods and methodologies to solve, in the efficient ways, problems appearing in human activity. The contents of the book is divided into two parts. Part I, consisting of four chapters, is devoted to selected links of computational intelligence, medicine, health care and biomechanics. Several problems are considered: estimation of healthcare system reliability, classification of ultrasound thyroid images, application of fuzzy logic to measure weight status and central fatness, and deriving kinematics directly from video records. Part II, also consisting of four chapters, is devoted to selected links of computational intelligence and biology. The common denominato...

Using the Scientific Method to Motivate Biology Students to Study Precalculus

Science.gov (United States)

Fulton, James P.; Sabatino, Linda

2008-01-01

During the last two years we have developed a precalculus course customized around biology by using the scientific method as a framework to engage and motivate biology students. Historically, the precalculus and calculus courses required for the Suffolk County Community College biology curriculum were designed using examples from the physical…

Genome Annotation in a Community College Cell Biology Lab

Science.gov (United States)

Beagley, C. Timothy

2013-01-01

The Biology Department at Salt Lake Community College has used the IMG-ACT toolbox to introduce a genome mapping and annotation exercise into the laboratory portion of its Cell Biology course. This project provides students with an authentic inquiry-based learning experience while introducing them to computational biology and contemporary learning…

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

OpenAIRE

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 approach. Significant differences in students’ perception of their knowledge and their determined knowledge exist at the beginning (pretest) and end (postte...

Who am I? ~ Undergraduate Computer Science Student

OpenAIRE

Ferris, Jane

2012-01-01

As part of a school review process a survey of the students was designed to gain insight into who the students of the school were. The survey was a voluntary anonymous online survey. Students were able to skip questions and select more than one option in some questions. This was to reduce frustration with participation in the survey and ensure that the survey was completed. This conference details the average undergraduate Computer Science student of a large third level institute.

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.

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.

Beyond the first "click:" Women graduate students in computer science

Science.gov (United States)

Sader, Jennifer L.

This dissertation explored the ways that constructions of gender shaped the choices and expectations of women doctoral students in computer science. Women who do graduate work in computer science still operate in an environment where they are in the minority. How much of women's underrepresentation in computer science fields results from a problem of imagining women as computer scientists? As long as women in these fields are seen as exceptions, they are exceptions that prove the "rule" that computing is a man's domain. The following questions were the focus of this inquiry: What are the career aspirations of women doctoral students in computer science? How do they feel about their chances to succeed in their chosen career and field? How do women doctoral students in computer science construct womanhood? What are their constructions of what it means to be a computer scientist? In what ways, if any, do they believe their gender has affected their experience in their graduate programs? The goal was to examine how constructions of computer science and of gender---including participants' own understanding of what it meant to be a woman, as well as the messages they received from their environment---contributed to their success as graduate students in a field where women are still greatly outnumbered by men. Ten women from four different institutions of higher education were recruited to participate in this study. These women varied in demographic characteristics like age, race, and ethnicity. Still, there were many common threads in their experiences. For example, their construction of womanhood did not limit their career prospects to traditionally female jobs. They had grown up with the expectation that they would be able to succeed in whatever field they chose. Most also had very positive constructions of programming as something that was "fun," rewarding, and intellectually stimulating. Their biggest obstacles were feelings of isolation and a resulting loss of

Introduction to Computing: Lab Manual. Faculty Guide [and] Student Guide.

Science.gov (United States)

Frasca, Joseph W.

This lab manual is designed to accompany a college course introducing students to computing. The exercises are designed to be completed by the average student in a supervised 2-hour block of time at a computer lab over 15 weeks. The intent of each lab session is to introduce a topic and have the student feel comfortable with the use of the machine…

Examining the Computer Self-Efficacy Perceptions of Gifted Students

Science.gov (United States)

Kaplan, Abdullah; Öztürk, Mesut; Doruk, Muhammet; Yilmaz, Alper

2013-01-01

This study was conducted in order to determine the computer self-efficacy perceptions of gifted students. The research group of this study is composed of gifted students (N = 36) who were studying at the Science and Arts Center in Gümüshane province in the spring semester of the 2012-2013 academic year. The "Computer Self-Efficacy Perception…

Engineering a Biological Revolution.

Science.gov (United States)

Matheson, Susan

2017-01-26

The new field of synthetic biology promises to change health care, computer technology, the production of biofuels, and more. Students participating in the International Genetically Engineered Machine (iGEM) competition are on the front lines of this revolution. Copyright © 2017 Elsevier Inc. All rights reserved.

Who Wants a Job in Biology? Student Aspirations and Perceptions

Science.gov (United States)

Henderson, Danielle; Stanisstreet, Martin; Boyes, Edward

2007-01-01

This paper describes the results of a questionnaire survey of UK Year 3 biology undergraduates' career aspirations, and their perceptions of employment in teaching, research and conservation. Although most students sought material benefits in their potential careers, even more wished to gain job satisfaction. None of the careers in biology was…

Computer vision syndrome and associated factors among medical and engineering students in chennai.

Science.gov (United States)

Logaraj, M; Madhupriya, V; Hegde, Sk

2014-03-01

Almost all institutions, colleges, universities and homes today were using computer regularly. Very little research has been carried out on Indian users especially among college students the effects of computer use on the eye and vision related problems. The aim of this study was to assess the prevalence of computer vision syndrome (CVS) among medical and engineering students and the factors associated with the same. A cross-sectional study was conducted among medical and engineering college students of a University situated in the suburban area of Chennai. Students who used computer in the month preceding the date of study were included in the study. The participants were surveyed using pre-tested structured questionnaire. Among engineering students, the prevalence of CVS was found to be 81.9% (176/215) while among medical students; it was found to be 78.6% (158/201). A significantly higher proportion of engineering students 40.9% (88/215) used computers for 4-6 h/day as compared to medical students 10% (20/201) (P medical students. Students who used computer for 4-6 h were at significantly higher risk of developing redness (OR = 1.2, 95% CI = 1.0-3.1,P = 0.04), burning sensation (OR = 2.1,95% CI = 1.3-3.1, P computer for less than 4 h. Significant correlation was found between increased hours of computer use and the symptoms redness, burning sensation, blurred vision and dry eyes. The present study revealed that more than three-fourth of the students complained of any one of the symptoms of CVS while working on the computer.

A Framework for Understanding Physics Students' Computational Modeling Practices

Science.gov (United States)

Lunk, Brandon Robert

With the growing push to include computational modeling in the physics classroom, we are faced with the need to better understand students' computational modeling practices. While existing research on programming comprehension explores how novices and experts generate programming algorithms, little of this discusses how domain content knowledge, and physics knowledge in particular, can influence students' programming practices. In an effort to better understand this issue, I have developed a framework for modeling these practices based on a resource stance towards student knowledge. A resource framework models knowledge as the activation of vast networks of elements called "resources." Much like neurons in the brain, resources that become active can trigger cascading events of activation throughout the broader network. This model emphasizes the connectivity between knowledge elements and provides a description of students' knowledge base. Together with resources resources, the concepts of "epistemic games" and "frames" provide a means for addressing the interaction between content knowledge and practices. Although this framework has generally been limited to describing conceptual and mathematical understanding, it also provides a means for addressing students' programming practices. In this dissertation, I will demonstrate this facet of a resource framework as well as fill in an important missing piece: a set of epistemic games that can describe students' computational modeling strategies. The development of this theoretical framework emerged from the analysis of video data of students generating computational models during the laboratory component of a Matter & Interactions: Modern Mechanics course. Student participants across two semesters were recorded as they worked in groups to fix pre-written computational models that were initially missing key lines of code. Analysis of this video data showed that the students' programming practices were highly influenced by

Using NCLab-karel to improve computational thinking skill of junior high school students

Science.gov (United States)

Kusnendar, J.; Prabawa, H. W.

2018-05-01

Increasingly human interaction with technology and the increasingly complex development of digital technology world make the theme of computer science education interesting to study. Previous studies on Computer Literacy and Competency reveal that Indonesian teachers in general have fairly high computational skill, but their skill utilization are limited to some applications. This engenders limited and minimum computer-related learning for the students. On the other hand, computer science education is considered unrelated to real-world solutions. This paper attempts to address the utilization of NCLab- Karel in shaping the computational thinking in students. This computational thinking is believed to be able to making learn students about technology. Implementation of Karel utilization provides information that Karel is able to increase student interest in studying computational material, especially algorithm. Observations made during the learning process also indicate the growth and development of computing mindset in students.

Engagement and skill development in biology students through analysis of art.

Science.gov (United States)

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, first-hand visual analysis of art during a visit to an art museum, and communication of the analysis. Following a presentation on the methodology of visual analysis, students worked in small groups to examine through the disciplinary lens of biology a selection of approximately 12 original artworks related in some manner to love. The groups then developed and presented for class members a mini-exhibition of several pieces addressing one of two questions: 1) whether portrayals of love in art align with the growing understanding of the biology of love or 2) whether the bodily experience of love is universal or, alternatively, is culturally influenced, as is the experience of depression. Evaluation of quantitative and qualitative assessment data revealed that the assignment engaged students, supported development of higher-level thinking skills, and prompted meaningful engagement with course material.

Using Computer Games for Instruction: The Student Experience

Science.gov (United States)

Grimley, Michael; Green, Richard; Nilsen, Trond; Thompson, David; Tomes, Russell

2011-01-01

Computer games are fun, exciting and motivational when used as leisure pursuits. But do they have similar attributes when utilized for educational purposes? This article investigates whether learning by computer game can improve student experiences compared with a more formal lecture approach and whether computer games have potential for improving…

A Project-Based Biologically-Inspired Robotics Module

Science.gov (United States)

Crowder, R. M.; Zauner, K.-P.

2013-01-01

The design of any robotic system requires input from engineers from a variety of technical fields. This paper describes a project-based module, "Biologically-Inspired Robotics," that is offered to Electronics and Computer Science students at the University of Southampton, U.K. The overall objective of the module is for student groups to…

Level of Awareness of Biology and Geography Students Related to Recognizing Some Plants

Science.gov (United States)

Aladag, Caner; Kaya, Bastürk; Dinç, Muhittin

2017-01-01

The aim of this study is to investigate the awareness of the geography and biology students about recognizing some plants which they see frequently around them in accordance with the information they gained during their education process. The sample of the study consists of 37 biology and 40 geography students studying at the Ahmet Kelesoglu…

Water Quality Monitoring: An Environmental Studies Unit for Biology 20/30. Student Manual.

Science.gov (United States)

Alberta Environment, Edmonton. Environmental Education Resources Branch.

The objective of this environmental studies unit is to establish a water quality monitoring project for high school students in Alberta while simultaneously providing a unit which meets the objectives of the Biology 20 program (and which may also be used in Biology 10 and 30). Through this project, students assist in the collection,…

Effects of biology teachers' professional knowledge and cognitive activation on students' achievement

Science.gov (United States)

Förtsch, Christian; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2016-11-01

This study examined the effects of teachers' biology-specific dimensions of professional knowledge - pedagogical content knowledge (PCK) and content knowledge (CK) - and cognitively activating biology instruction, as a feature of instructional quality, on students' learning. The sample comprised 39 German secondary school teachers whose lessons on the topic neurobiology were videotaped twice. Teachers' instruction was coded with regard to cognitive activation using a rating manual. Multilevel path analysis results showed a positive significant effect of cognitive activation on students' learning and an indirect effect of teachers' PCK on students' learning mediated through cognitive activation. These findings highlight the importance of PCK in preservice biology teachers' education. Items of the rating manual may be used to provide exemplars of concrete teaching situations during university seminars for preservice teacher education or professional development initiatives for in-service teachers.

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 the study.…

Filling the gap between biology and computer science.

Science.gov (United States)

Aguilar-Ruiz, Jesús S; Moore, Jason H; Ritchie, Marylyn D

2008-07-17

This editorial introduces BioData Mining, a new journal which publishes research articles related to advances in computational methods and techniques for the extraction of useful knowledge from heterogeneous biological data. We outline the aims and scope of the journal, introduce the publishing model and describe the open peer review policy, which fosters interaction within the research community.

A Financial Technology Entrepreneurship Program for Computer Science Students

Science.gov (United States)

Lawler, James P.; Joseph, Anthony

2011-01-01

Education in entrepreneurship is becoming a critical area of curricula for computer science students. Few schools of computer science have a concentration in entrepreneurship in the computing curricula. The paper presents Technology Entrepreneurship in the curricula at a leading school of computer science and information systems, in which students…

Using Simple Manipulatives to Improve Student Comprehension of a Complex Biological Process: Protein Synthesis

Science.gov (United States)

Guzman, Karen; Bartlett, John

2012-01-01

Biological systems and living processes involve a complex interplay of biochemicals and macromolecular structures that can be challenging for undergraduate students to comprehend and, thus, misconceptions abound. Protein synthesis, or translation, is an example of a biological process for which students often hold many misconceptions. This article…

Convolutional Deep Belief Networks for Single-Cell/Object Tracking in Computational Biology and Computer Vision

OpenAIRE

Zhong, Bineng; Pan, Shengnan; Zhang, Hongbo; Wang, Tian; Du, Jixiang; Chen, Duansheng; Cao, Liujuan

2016-01-01

In this paper, we propose deep architecture to dynamically learn the most discriminative features from data for both single-cell and object tracking in computational biology and computer vision. Firstly, the discriminative features are automatically learned via a convolutional deep belief network (CDBN). Secondly, we design a simple yet effective method to transfer features learned from CDBNs on the source tasks for generic purpose to the object tracking tasks using only limited amount of tra...

Student teaching and research laboratory focusing on brain-computer interface paradigms--A creative environment for computer science students.

Science.gov (United States)

Rutkowski, Tomasz M

2015-08-01

This paper presents an applied concept of a brain-computer interface (BCI) student research laboratory (BCI-LAB) at the Life Science Center of TARA, University of Tsukuba, Japan. Several successful case studies of the student projects are reviewed together with the BCI Research Award 2014 winner case. The BCI-LAB design and project-based teaching philosophy is also explained. Future teaching and research directions summarize the review.

THE CHARACTERIZATION OF DIDACTIC SPEECH OF A BIOLOGY TEACHER AND HIS INFLUENCE IN THE MOTIVATION OF STUDENTS FOR BIOLOGY

Directory of Open Access Journals (Sweden)

Lorena Bejarano Beltrán

2016-10-01

Full Text Available The Pedagogic practice is the staging of knowledge for consideration and recognition of acquired understanding in the academic and personal level that took place in the Commercial Technical School Manuela Beltran, showing that students present lack of motivation to learn Biology , which is expressed in the limited relationship between reality, scientific concepts together with the technical language. The experiments and innovation are left aside. This is why there is a question in relation to the didactic speech and motivation of seventh and eighth grade students towards Biology. In this way the didactic speech of the teacher has been characterized to allow the identification of elements that facilitate the teaching in terms of motivation. In the same way the space for recognizing the factors that generate in the students pleasure for the subject given, in which the games, the participation and the experiments were aspects that they will like to have in their classes. The present investigation had and interpretative paradigm and a qualitative perspective, such instruments like the nonparticipant observation,six recordings of Biology classes making analyses of information units where categories emerged, as well as a questionnaire applied to 25 students.

Student Teachers' Approaches to Teaching Biological Evolution

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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.

MACBenAbim: A Multi-platform Mobile Application for searching keyterms in Computational Biology and Bioinformatics.

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Oluwagbemi, Olugbenga O; Adewumi, Adewole; Esuruoso, Abimbola

2012-01-01

Computational biology and bioinformatics are gradually gaining grounds in Africa and other developing nations of the world. However, in these countries, some of the challenges of computational biology and bioinformatics education are inadequate infrastructures, and lack of readily-available complementary and motivational tools to support learning as well as research. This has lowered the morale of many promising undergraduates, postgraduates and researchers from aspiring to undertake future study in these fields. In this paper, we developed and described MACBenAbim (Multi-platform Mobile Application for Computational Biology and Bioinformatics), a flexible user-friendly tool to search for, define and describe the meanings of keyterms in computational biology and bioinformatics, thus expanding the frontiers of knowledge of the users. This tool also has the capability of achieving visualization of results on a mobile multi-platform context. MACBenAbim is available from the authors for non-commercial purposes.

Introductory biology students' conceptual models and explanations of the origin of variation.

Science.gov (United States)

Speth, Elena Bray; Shaw, Neil; Momsen, Jennifer; Reinagel, Adam; Le, Paul; Taqieddin, Ranya; Long, Tammy

2014-01-01

Mutation is the key molecular mechanism generating phenotypic variation, which is the basis for evolution. In an introductory biology course, we used a model-based pedagogy that enabled students to integrate their understanding of genetics and evolution within multiple case studies. We used student-generated conceptual models to assess understanding of the origin of variation. By midterm, only a small percentage of students articulated complete and accurate representations of the origin of variation in their models. Targeted feedback was offered through activities requiring students to critically evaluate peers' models. At semester's end, a substantial proportion of students significantly improved their representation of how variation arises (though one-third still did not include mutation in their models). Students' written explanations of the origin of variation were mostly consistent with their models, although less effective than models in conveying mechanistic reasoning. This study contributes evidence that articulating the genetic origin of variation is particularly challenging for learners and may require multiple cycles of instruction, assessment, and feedback. To support meaningful learning of the origin of variation, we advocate instruction that explicitly integrates multiple scales of biological organization, assessment that promotes and reveals mechanistic and causal reasoning, and practice with explanatory models with formative feedback. © 2014 E. Bray Speth et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Gifted and Talented Students' Views about Biology Activities in a Science and Art Center

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Özarslan, Murat; Çetin, Gülcan

2018-01-01

The aim of the study was to determine gifted and talented students' views about biology activities in a science and art center. The study was conducted with 26 gifted and talented students who studied at a science and art center in southwestern Turkey. Students studied animal and plant genus and species in biology activities. Data were collected…

Gender Differences in Computer Ethics among Business Administration Students

Directory of Open Access Journals (Sweden)

Ali ACILAR

2010-12-01

Full Text Available Because of the various benefits and advantages that computers and the Internet offer, these technologies have become an essential part of our daily life. The dependence on these technologies has been continuously and rapidly increasing. Computers and the Internet use also has become an important part for instructional purposes in academic environments. Even though the pervasive use of computers and the Internet has many benefits for almost everyone, but it has also increased the use of these technologies for illegal purposes or unethical activities such as spamming, making illegal copies of software, violations of privacy, hacking and computer viruses. The main purpose of this study is to explore gender differences in computer ethics among Business Administration students and examine their attitudes towards ethical use of computers. Results from 248 students in the Department of Business Administration at a public university in Turkey reveal that significant differences exist between male and female students’ attitudes towards ethical use of computers

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

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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 approach. Significant differences in students’ perception of their knowledge and their determined knowledge exist at the beginning (pretest) and end (posttest) of the course. Alignment between student perception and determined knowledge was significantly more accurate on the posttest compared with the pretest. Students whose determined knowledge was in the upper quartile had significantly better alignment between their perception and determined knowledge on the pre- and posttest than students in the lower quartile. No difference exists between how students perceived their knowledge between upper- and lower-quartile students. There was a significant difference in alignment of perception and determined knowledge between males and females on the posttest, with females being more accurate in their perception of knowledge. This study provides evidence of discrepancies that exist between what students perceive they know and what they actually know. PMID:26086662

Relational Analysis of High School Students' Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

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Sadi, Özlem

2017-01-01

The purpose of this study was to analyze the relation between students' cognitive learning strategies and conceptions of learning biology. The two scales, "Cognitive Learning Strategies" and "Conceptions of Learning Biology", were revised and adapted to biology in order to measure the students' learning strategies and…

Happenstance and compromise: a gendered analysis of students' computing degree course selection

Science.gov (United States)

Lang, Catherine

2010-12-01

The number of students choosing to study computing at university continues to decline this century, with an even sharper decline in female students. This article presents the results of a series of interviews with university students studying computing courses in Australia that uncovered the influence of happenstance and compromise on course choice. This investigation provides an insight into the contributing factors into the continued downturn of student diversity in computing bachelor degree courses. Many females interviewed made decisions based on happenstance, many males interviewed had chosen computing as a compromise course, and family helped in the decision-making to a large degree in both genders. The major implication from this investigation is the finding that students of both genders appear to be socialised away from this discipline, which is perceived as a support or insurance skill, not a career in itself, in all but the most technical-oriented (usually male) student.

Discovery of novel bacterial toxins by genomics and computational biology.

Science.gov (United States)

Doxey, Andrew C; Mansfield, Michael J; Montecucco, Cesare

2018-06-01

Hundreds and hundreds of bacterial protein toxins are presently known. Traditionally, toxin identification begins with pathological studies of bacterial infectious disease. Following identification and cultivation of a bacterial pathogen, the protein toxin is purified from the culture medium and its pathogenic activity is studied using the methods of biochemistry and structural biology, cell biology, tissue and organ biology, and appropriate animal models, supplemented by bioimaging techniques. The ongoing and explosive development of high-throughput DNA sequencing and bioinformatic approaches have set in motion a revolution in many fields of biology, including microbiology. One consequence is that genes encoding novel bacterial toxins can be identified by bioinformatic and computational methods based on previous knowledge accumulated from studies of the biology and pathology of thousands of known bacterial protein toxins. Starting from the paradigmatic cases of diphtheria toxin, tetanus and botulinum neurotoxins, this review discusses traditional experimental approaches as well as bioinformatics and genomics-driven approaches that facilitate the discovery of novel bacterial toxins. We discuss recent work on the identification of novel botulinum-like toxins from genera such as Weissella, Chryseobacterium, and Enteroccocus, and the implications of these computationally identified toxins in the field. Finally, we discuss the promise of metagenomics in the discovery of novel toxins and their ecological niches, and present data suggesting the existence of uncharacterized, botulinum-like toxin genes in insect gut metagenomes. Copyright © 2018. Published by Elsevier Ltd.

Inter-level relations in computer science, biology, and psychology

NARCIS (Netherlands)

Boogerd, Fred; Bruggeman, Frank; Jonker, Catholijn; Looren de Jong, Huib; Tamminga, Allard; Treur, Jan; Westerhoff, Hans; Wijngaards, Wouter

2002-01-01

Investigations into inter-level relations in computer science, biology and psychology call for an *empirical* turn in the philosophy of mind. Rather than concentrate on *a priori* discussions of inter-level relations between “completed” sciences, a case is made for the actual study of the way

Inter-level relations in computer science, biology, and psychology

NARCIS (Netherlands)

Boogerd, F.; Bruggeman, F.; Jonker, C.M.; Looren de Jong, H.; Tamminga, A.; Treur, J.; Westerhoff, H.V.; Wijngaards, W.C.A.

2002-01-01

Investigations into inter-level relations in computer science, biology and psychology call for an empirical turn in the philosophy of mind. Rather than concentrate on a priori discussions of inter-level relations between 'completed' sciences, a case is made for the actual study of the way

Inter-level relations in computer science, biology and psychology

NARCIS (Netherlands)

Boogerd, F.C.; Bruggeman, F.J.; Jonker, C.M.; Looren De Jong, H.; Tamminga, A.M.; Treur, J.; Westerhoff, H.V.; Wijngaards, W.C.A.

2002-01-01

Investigations into inter-level relations in computer science, biology and psychology call for an empirical turn in the philosophy of mind. Rather than concentrate on a priori discussions of inter-level relations between "completed" sciences, a case is made for the actual study of the way

Application of computational systems biology to explore environmental toxicity hazards

DEFF Research Database (Denmark)

Audouze, Karine Marie Laure; Grandjean, Philippe

2011-01-01

Background: Computer-based modeling is part of a new approach to predictive toxicology.Objectives: We investigated the usefulness of an integrated computational systems biology approach in a case study involving the isomers and metabolites of the pesticide dichlorodiphenyltrichloroethane (DDT......) to ascertain their possible links to relevant adverse effects.Methods: We extracted chemical-protein association networks for each DDT isomer and its metabolites using ChemProt, a disease chemical biology database that includes both binding and gene expression data, and we explored protein-protein interactions...... using a human interactome network. To identify associated dysfunctions and diseases, we integrated protein-disease annotations into the protein complexes using the Online Mendelian Inheritance in Man database and the Comparative Toxicogenomics Database.Results: We found 175 human proteins linked to p,p´-DDT...

Computing chemical organizations in biological networks.

Science.gov (United States)

Centler, Florian; Kaleta, Christoph; di Fenizio, Pietro Speroni; Dittrich, Peter

2008-07-15

Novel techniques are required to analyze computational models of intracellular processes as they increase steadily in size and complexity. The theory of chemical organizations has recently been introduced as such a technique that links the topology of biochemical reaction network models to their dynamical repertoire. The network is decomposed into algebraically closed and self-maintaining subnetworks called organizations. They form a hierarchy representing all feasible system states including all steady states. We present three algorithms to compute the hierarchy of organizations for network models provided in SBML format. Two of them compute the complete organization hierarchy, while the third one uses heuristics to obtain a subset of all organizations for large models. While the constructive approach computes the hierarchy starting from the smallest organization in a bottom-up fashion, the flux-based approach employs self-maintaining flux distributions to determine organizations. A runtime comparison on 16 different network models of natural systems showed that none of the two exhaustive algorithms is superior in all cases. Studying a 'genome-scale' network model with 762 species and 1193 reactions, we demonstrate how the organization hierarchy helps to uncover the model structure and allows to evaluate the model's quality, for example by detecting components and subsystems of the model whose maintenance is not explained by the model. All data and a Java implementation that plugs into the Systems Biology Workbench is available from http://www.minet.uni-jena.de/csb/prj/ot/tools.

Where mathematics, computer science, linguistics and biology meet essays in honour of Gheorghe Păun

CERN Document Server

Mitrana, Victor

2001-01-01

In the last years, it was observed an increasing interest of computer scientists in the structure of biological molecules and the way how they can be manipulated in vitro in order to define theoretical models of computation based on genetic engineering tools. Along the same lines, a parallel interest is growing regarding the process of evolution of living organisms. Much of the current data for genomes are expressed in the form of maps which are now becoming available and permit the study of the evolution of organisms at the scale of genome for the first time. On the other hand, there is an active trend nowadays throughout the field of computational biology toward abstracted, hierarchical views of biological sequences, which is very much in the spirit of computational linguistics. In the last decades, results and methods in the field of formal language theory that might be applied to the description of biological sequences were pointed out.

Reciprocal Questioning and Computer-based Instruction in Introductory Auditing: Student Perceptions.

Science.gov (United States)

Watters, Mike

2000-01-01

An auditing course used reciprocal questioning (Socratic method) and computer-based instruction. Separate evaluations by 67 students revealed a strong aversion to the Socratic method; students expected professors to lecture. They showed a strong preference for the computer-based assignment. (SK)

Computer Use and Behavior Problems in Twice-Exceptional Students

Science.gov (United States)

Alloway, Tracy Packiam; Elsworth, Miquela; Miley, Neal; Seckinger, Sean

2016-01-01

This pilot study investigated how engagement with computer games and TV exposure may affect behaviors of gifted students. We also compared behavioral and cognitive profiles of twice-exceptional students and children with Attention Deficit/Hyperactivity Disorder (ADHD). Gifted students were divided into those with behavioral problems and those…

Students' perceptions of a multimedia computer-aided instruction ...

African Journals Online (AJOL)

Objective. To develop an interactive muttimedia-based computer-aided instruction (CAI) programme, to detennine its educational worth and efficacy in a multicuttural academic environment and to evaluate its usage by students with differing levels of computer literacy. Design. A prospective descriptive study evaluating ...

Greek Undergraduate Physical Education Students' Basic Computer Skills

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Adamakis, Manolis; Zounhia, Katerina

2013-01-01

The purposes of this study were to determine how undergraduate physical education (PE) students feel about their level of competence concerning basic computer skills and to examine possible differences between groups (gender, specialization, high school graduation type, and high school direction). Although many students and educators believe…

Supporting students in building interdisciplinary connections across physics and biology

Science.gov (United States)

Turpen, Chandra

2014-03-01

Our research team has been engaged in the iterative redesign of an Introductory Physics course for Life Science (IPLS) majors to explicitly bridge biology and physics in ways that are authentic to the disciplines. Our interdisciplinary course provides students opportunities to examine how modeling decisions (e.g. knowing when and how to use different concepts, identifying implicit assumptions, making and justifying assumptions) may differ depending on canonical disciplinary aims and interests. Our focus on developing students' interdisciplinary reasoning skills requires 1) shifting course topics to focus on core ideas that span the disciplines, 2) shifting epistemological expectations, and 3) foregrounding typically tacit disciplinary assumptions. In working to build an authentic interdisciplinary course that bridges physics and biology, we pay careful attention to supporting students in constructing these bridges. This course has been shown to have important impacts: a) students seek meaningful connections between the disciplines, b) students perceive relevance and utility of ideas from different disciplines, and c) students reconcile challenging disciplinary ideas. Although our focus has been on building interdisciplinary coherence, we have succeeded in maintaining strong student learning gains on fundamental physics concepts and allowed students to deepen their understanding of challenging concepts in thermodynamics. This presentation will describe the shifts in course content and the modern pedagogical approaches that have been integrated into the course, and provide an overview of key research results from this project. These results may aid physicists in reconsidering how they can meaningfully reach life-science students. This work is supported by NSF-TUES DUE 11-22818, the HHMI NEXUS grant, and a NSF Graduate Research Fellowship (DGE 0750616).

Students' Opinions on the Use of Tablet Computers in Education

Science.gov (United States)

Duran, Muharrem; Aytaç, Tufan

2016-01-01

One of the most important tools for the integration of ICT in education, especially with tablet computers, has been employed in Turkey through the FATIH Project. This study aimed to determine students' views on the use of tablet computers in learning and teaching processes. Eighty-four first-year high school students studying at three schools in…

Assessing Students' Performances in Decision-Making: Coping Strategies of Biology Teachers

Science.gov (United States)

Steffen, Benjamin; Hößle, Corinna

2017-01-01

Decision-making in socioscientific issues (SSI) constitutes a real challenge for both biology teachers and learners. The assessment of students' performances in SSIs constitutes a problem, especially for biology teachers. The study at hand was conducted in Germany and uses a qualitative approach following the research procedures of grounded theory…

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

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…

Community-driven computational biology with Debian Linux.

Science.gov (United States)

Möller, Steffen; Krabbenhöft, Hajo Nils; Tille, Andreas; Paleino, David; Williams, Alan; Wolstencroft, Katy; Goble, Carole; Holland, Richard; Belhachemi, Dominique; Plessy, Charles

2010-12-21

The Open Source movement and its technologies are popular in the bioinformatics community because they provide freely available tools and resources for research. In order to feed the steady demand for updates on software and associated data, a service infrastructure is required for sharing and providing these tools to heterogeneous computing environments. The Debian Med initiative provides ready and coherent software packages for medical informatics and bioinformatics. These packages can be used together in Taverna workflows via the UseCase plugin to manage execution on local or remote machines. If such packages are available in cloud computing environments, the underlying hardware and the analysis pipelines can be shared along with the software. Debian Med closes the gap between developers and users. It provides a simple method for offering new releases of software and data resources, thus provisioning a local infrastructure for computational biology. For geographically distributed teams it can ensure they are working on the same versions of tools, in the same conditions. This contributes to the world-wide networking of researchers.

Learning can be all Fun and Games: Constructing and Utilizing a Biology Taboo Wiktionary to Enhance Student Learning in an Introductory Biology Course

Directory of Open Access Journals (Sweden)

Jeffrey T. Olimpo

2010-10-01

Full Text Available Most introductory courses in the biological sciences are inherently content-dense and rich with jargon—jargon that is often confusing and nonsensical to novice students. These characteristics present an additional paradox to instructors, who strive to achieve a balance between simply promoting passive, rote memorization of facts and engaging students in developing true, concrete understanding of the terminology. To address these concerns, we developed and implemented a Biology Taboo Wiktionary that provided students with an interactive opportunity to review and describe concepts they had encountered during their first semester of introductory biology. However, much like the traditional Taboo game, the rules were such that students could not use obvious terms to detail the main term. It was our belief that if the student could synthesize a thoughtful, scientific explanation of the term under these conditions, he or she demonstrated a true understanding of the conceptual context and meaning of the term.

Computer Graphics for Student Engagement in Science Learning.

Science.gov (United States)

Cifuentes, Lauren; Hsieh, Yi-Chuan Jane

2001-01-01

Discusses student use of computer graphics software and presents documentation from a visualization workshop designed to help learners use computer graphics to construct meaning while they studied science concepts. Describes problems and benefits when delivering visualization workshops in the natural setting of a middle school. (Author/LRW)

Patterns of students' computer use and relations to their computer and information literacy

DEFF Research Database (Denmark)

Bundsgaard, Jeppe; Gerick, Julia

2017-01-01

Background: Previous studies have shown that there is a complex relationship between students’ computer and information literacy (CIL) and their use of information and communication technologies (ICT) for both recreational and school use. Methods: This study seeks to dig deeper into these complex...... relations by identifying different patterns of students’ school-related and recreational computer use in the 21 countries participating in the International Computer and Information Literacy Study (ICILS 2013). Results: Latent class analysis (LCA) of the student questionnaire and performance data from......, raising important questions about differences in contexts. Keywords: ICILS, Computer use, Latent class analysis (LCA), Computer and information literacy....

Student-generated illustrations and written narratives of biological science concepts: The effect on community college life science students' achievement in and attitudes toward science

Science.gov (United States)

Harvey, Robert Christopher

The purpose of this study was to determine the effects of two conceptually based instructional strategies on science achievement and attitudes of community college biological science students. The sample consisted of 277 students enrolled in General Biology 1, Microbiology, and Human Anatomy and Physiology 1. Control students were comprised of intact classes from the 2005 Spring semester; treatment students from the 2005 Fall semester were randomly assigned to one of two groups within each course: written narrative (WN) and illustration (IL). WN students prepared in-class written narratives related to cell theory and metabolism, which were taught in all three courses. IL students prepared in-class illustrations of the same concepts. Control students received traditional lecture/lab during the entire class period and neither wrote in-class descriptions nor prepared in-class illustrations of the targeted concepts. All groups were equivalent on age, gender, ethnicity, GPA, and number of college credits earned and were blinded to the study. All interventions occurred in class and no group received more attention or time to complete assignments. A multivariate analysis of covariance (MANCOVA) via multiple regression was the primary statistical strategy used to test the study's hypotheses. The model was valid and statistically significant. Independent follow-up univariate analyses relative to each dependent measure found that no research factor had a significant effect on attitude, but that course-teacher, group membership, and student academic characteristics had a significant effect (p < .05) on achievement: (1) Biology students scored significantly lower in achievement than A&P students; (2) Microbiology students scored significantly higher in achievement than Biology students; (3) Written Narrative students scored significantly higher in achievement than Control students; and (4) GPA had a significant effect on achievement. In addition, given p < .08: (1

Dynamic Open Inquiry Performances of High-School Biology Students

Science.gov (United States)

Zion, Michal; Sadeh, Irit

2010-01-01

In examining open inquiry projects among high-school biology students, we found dynamic inquiry performances expressed in two criteria: "changes occurring during inquiry" and "procedural understanding". Characterizing performances in a dynamic open inquiry project can shed light on both the procedural and epistemological…

EXAMINATION OF THE COMPUTATIONAL THINKING SKILLS OF STUDENTS

Directory of Open Access Journals (Sweden)

Agah Tugrul Korucu

2017-01-01

Full Text Available Computational thinking is generally considered as a kind of analytical way of thinking. According to Wings (2008 it shares with mathematical thinking, engineering thinking and scientific thinking in the general ways in which we may use for solving a problem, designing and evaluating complex systems or understanding computability and intelligence as well as the mind and human behaviour. It is generally accepted important that like high order thinking skills the analytical way of thinking should be taught to the children at very early ages. The aim of this study is to investigate the computational thinking skills of secondary school students in terms of different variables. The study group of the research is 160 secondary school students who continue their education at different levels in Konya. The “Computational Thinking Skills Scale” which has been developed by Korkmaz, Çakır and Özden (2015 used for data collection. The scale includes 22 items and it is a 5 point likert type scale. The Cronbach Alpha reliability of the scale has been calculated as 0.80 and it has been found to be valid to measure the computational skills levels of the secondary school students as a result of the analysis. As a result of this research, the computational thinking skill levels of participants differ meaningfully in terms of their class levels, do not differ meaningfully in terms of their genders, do not differ meaningfully in terms of their weekly internet usage durations, do not differ meaningfully in terms of their mobile device usage competence situations, differ meaningfully in terms of their mobile Technologies possession durations.

Engagement and Skill Development in Biology Students through Analysis of Art

Science.gov (United States)

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 communication of the analysis. Following a presentation on the methodology of visual analysis, students worked in small groups to examine through the disciplinary lens of biology a selection of approximately 12 original artworks related in some manner to love. The groups then developed and presented for class members a mini-exhibition of several pieces addressing one of two questions: 1) whether portrayals of love in art align with the growing understanding of the biology of love or 2) whether the bodily experience of love is universal or, alternatively, is culturally influenced, as is the experience of depression. Evaluation of quantitative and qualitative assessment data revealed that the assignment engaged students, supported development of higher-level thinking skills, and prompted meaningful engagement with course material. PMID:24297295

The transhumanism of Ray Kurzweil. Is biological ontology reducible to computation?

Directory of Open Access Journals (Sweden)

Javier Monserrat

2016-02-01

Full Text Available Computer programs, primarily engineering machine vision and programming of somatic sensors, have already allowed, and they will do it more perfectly in the future, to build high perfection androids or cyborgs. They will collaborate with man and open new moral reflections to respect the ontological dignity in the new humanoid machines. In addition, both men and new androids will be in connection with huge external computer networks that will grow up to almost incredible levels the efficiency in the domain of body and nature. However, our current scientific knowledge, on the one hand, about hardware and software that will support both the humanoid machines and external computer networks, made with existing engineering (and also the foreseeable medium and even long term engineering and, on the other hand, our scientific knowledge about animal and human behavior from neural-biological structures that produce a psychic system, allow us to establish that there is no scientific basis to talk about an ontological identity between the computational machines and man. Accordingly, different ontologies (computational machines and biological entities will produce various different functional systems. There may be simulation, but never ontological identity. These ideas are essential to assess the transhumanism of Ray Kurzweil.

Impact of Interdisciplinary Undergraduate Research in mathematics and biology on the development of a new course integrating five STEM disciplines.

Science.gov (United States)

Caudill, Lester; Hill, April; Hoke, Kathy; Lipan, Ovidiu

2010-01-01

Funded by innovative programs at the National Science Foundation and the Howard Hughes Medical Institute, University of Richmond faculty in biology, chemistry, mathematics, physics, and computer science teamed up to offer first- and second-year students the opportunity to contribute to vibrant, interdisciplinary research projects. The result was not only good science but also good science that motivated and informed course development. Here, we describe four recent undergraduate research projects involving students and faculty in biology, physics, mathematics, and computer science and how each contributed in significant ways to the conception and implementation of our new Integrated Quantitative Science course, a course for first-year students that integrates the material in the first course of the major in each of biology, chemistry, mathematics, computer science, and physics.

A framework to establish credibility of computational models in biology.

Science.gov (United States)

Patterson, Eann A; Whelan, Maurice P

2017-10-01

Computational models in biology and biomedical science are often constructed to aid people's understanding of phenomena or to inform decisions with socioeconomic consequences. Model credibility is the willingness of people to trust a model's predictions and is often difficult to establish for computational biology models. A 3 × 3 matrix has been proposed to allow such models to be categorised with respect to their testability and epistemic foundation in order to guide the selection of an appropriate process of validation to supply evidence to establish credibility. Three approaches to validation are identified that can be deployed depending on whether a model is deemed untestable, testable or lies somewhere in between. In the latter two cases, the validation process involves the quantification of uncertainty which is a key output. The issues arising due to the complexity and inherent variability of biological systems are discussed and the creation of 'digital twins' proposed as a means to alleviate the issues and provide a more robust, transparent and traceable route to model credibility and acceptance. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

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 system" in…

Unsystematic Technology Adoption in Cambodia: Students' Perceptions of Computer and Internet Use

Science.gov (United States)

Richardson, Jayson W.; Nash, John B.; Flora, Kevin L.

2014-01-01

This study was designed to understand how upper secondary school students in Cambodia perceive the use of computers and the Internet. Data were collected from students in three urban upper secondary schools (n = 1,137) in Cambodia using questionnaires. The data indicate that the more exposure a Cambodian student had to computers and the Internet…

Exploiting graphics processing units for computational biology and bioinformatics.

Science.gov (United States)

Payne, Joshua L; Sinnott-Armstrong, Nicholas A; Moore, Jason H

2010-09-01

Advances in the video gaming industry have led to the production of low-cost, high-performance graphics processing units (GPUs) that possess more memory bandwidth and computational capability than central processing units (CPUs), the standard workhorses of scientific computing. With the recent release of generalpurpose GPUs and NVIDIA's GPU programming language, CUDA, graphics engines are being adopted widely in scientific computing applications, particularly in the fields of computational biology and bioinformatics. The goal of this article is to concisely present an introduction to GPU hardware and programming, aimed at the computational biologist or bioinformaticist. To this end, we discuss the primary differences between GPU and CPU architecture, introduce the basics of the CUDA programming language, and discuss important CUDA programming practices, such as the proper use of coalesced reads, data types, and memory hierarchies. We highlight each of these topics in the context of computing the all-pairs distance between instances in a dataset, a common procedure in numerous disciplines of scientific computing. We conclude with a runtime analysis of the GPU and CPU implementations of the all-pairs distance calculation. We show our final GPU implementation to outperform the CPU implementation by a factor of 1700.

Computer literacy among first year medical students in a developing country: A cross sectional study

Science.gov (United States)

2012-01-01

Background The use of computer assisted learning (CAL) has enhanced undergraduate medical education. CAL improves performance at examinations, develops problem solving skills and increases student satisfaction. The study evaluates computer literacy among first year medical students in Sri Lanka. Methods The study was conducted at Faculty of Medicine, University of Colombo, Sri Lanka between August-September 2008. First year medical students (n = 190) were invited for the study. Data on computer literacy and associated factors were collected by an expert-validated pre-tested self-administered questionnaire. Computer literacy was evaluated by testing knowledge on 6 domains; common software packages, operating systems, database management and the usage of internet and E-mail. A linear regression was conducted using total score for computer literacy as the continuous dependant variable and other independent covariates. Results Sample size-181 (Response rate-95.3%), 49.7% were Males. Majority of the students (77.3%) owned a computer (Males-74.4%, Females-80.2%). Students have gained their present computer knowledge by; a formal training programme (64.1%), self learning (63.0%) or by peer learning (49.2%). The students used computers for predominately; word processing (95.6%), entertainment (95.0%), web browsing (80.1%) and preparing presentations (76.8%). Majority of the students (75.7%) expressed their willingness for a formal computer training programme at the faculty. Mean score for the computer literacy questionnaire was 48.4 ± 20.3, with no significant gender difference (Males-47.8 ± 21.1, Females-48.9 ± 19.6). There were 47.9% students that had a score less than 50% for the computer literacy questionnaire. Students from Colombo district, Western Province and Student owning a computer had a significantly higher mean score in comparison to other students (p computer training was the strongest predictor of computer literacy (β = 13.034), followed by using

Accommodative insufficiency as cause of asthenopia in computer-using students

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Husnun Amalia

2010-08-01

Full Text Available To date the use of computers is widely distributed throughout the world and the associated ocular complaints are found in 75-90% of the population of computer users. Symptoms frequently reported by computer users were eyestrain, tired eyes, irritation, redness, blurred vision, diplopia, burning of the eyes, and asthenopia (visual fatigue of the eyes. A cross-sectional study was conducted to determine the etiology of asthenopia in computer-using students. A questionnaire consisting of 15 items was used to assess symptoms experienced by the computer users. The ophthalmological examination comprised visual acuity, the Hirschberg test, near point accommodation, amplitude accommodation, near point convergence, the cover test, and the alternate cover test. A total of 99 computer science students, of whom 69.7% had asthenopia, participated in the study. The symptoms that were significantly associated with asthenopia were visual fatigue (p=0.031, heaviness in the eye (p=0.002, blurred vision (p=0.001, and headache at the temples or the back of the head (p=0.000. Refractive asthenopia was found in 95.7% of all asthenopia patients with accommodative insufficiency (AI, constituting the most frequent cause at 50.7%. The duration of computer use per day was not significantly associated with the prevalence of asthenopia (p=0.700. There was a high prevalence of asthenopia among computer science students, mostly caused by refractive asthenopia. Accommodation measurements should be performed more routinely and regularly, maybe as screening, especially in computer users

Accommodative insufficiency as cause of asthenopia in computer-using students

Directory of Open Access Journals (Sweden)

Husnun Amalia

2016-02-01

Full Text Available To date the use of computers is widely distributed throughout the world and the associated ocular complaints are found in 75-90% of the population of computer users. Symptoms frequently reported by computer users were eyestrain, tired eyes, irritation, redness, blurred vision, diplopia, burning of the eyes, and asthenopia (visual fatigue of the eyes. A cross-sectional study was conducted to determine the etiology of asthenopia in computer-using students. A questionnaire consisting of 15 items was used to assess symptoms experienced by the computer users. The ophthalmological examination comprised visual acuity, the Hirschberg test, near point accommodation, amplitude accommodation, near point convergence, the cover test, and the alternate cover test. A total of 99 computer science students, of whom 69.7% had asthenopia, participated in the study. The symptoms that were significantly associated with asthenopia were visual fatigue (p=0.031, heaviness in the eye (p=0.002, blurred vision (p=0.001, and headache at the temples or the back of the head (p=0.000. Refractive asthenopia was found in 95.7% of all asthenopia patients with accommodative insufficiency (AI, constituting the most frequent cause at 50.7%. The duration of computer use per day was not significantly associated with the prevalence of asthenopia (p=0.700. There was a high prevalence of asthenopia among computer science students, mostly caused by refractive asthenopia. Accommodation measurements should be performed more routinely and regularly, maybe as screening, especially in computer users.

Qualities of effective secondary science teachers: Perspectives of university biology students

Science.gov (United States)

McCall, Madelon J.

This research was an attempt to hear the student voice concerning secondary science teacher effectiveness and to share that voice with those who impact the educational process. It was a snapshot of university freshmen biology students' opinions of the qualities of effective secondary science teachers based on their high school science experiences. The purpose of this study was to compile a list of effective secondary science teacher qualities as determined through a purposeful sampling of university second semester biology students and determine the role of the secondary science teacher in promoting interest and achievement in science, as well as the teacher's influence on a students' choice of a science career. The research was a mixed methods design using both quantitative and qualitative data obtained through the use of a 24 question electronic survey. There were 125 participants who provided information concerning their high school science teachers. Respondents provided information concerning the qualities of effective secondary science teachers and influences on the students' present career choice. The quantitative data was used to construct a hierarchy of qualities of effective secondary science teachers, divided into personal, professional, and classroom management qualities. The qualitative data was used to examine individual student responses to questions concerning secondary science teacher effectiveness and student career choice. The results of the research indicated that students highly value teachers who are both passionate about the subject taught and passionate about their students. High school science students prefer teachers who teach science in a way that is both interesting and relevant to the student. It was determined that the greatest influence on a secondary student's career choice came from family members and not from teachers. The secondary teacher's role was to recognize the student's interest in the career and provide encouragement

Comparing the Social Skills of Students Addicted to Computer Games with Normal Students

OpenAIRE

Zamani, Eshrat; Kheradmand, Ali; Cheshmi, Maliheh; Abedi, Ahmad; Hedayati, Nasim

2010-01-01

Background This study aimed to investigate and compare the social skills of studentsaddicted to computer games with normal students. The dependentvariable in the present study is the social skills. Methods The study population included all the students in the second grade ofpublic secondary school in the city of Isfahan at the educational year of2009-2010. The sample size included 564 students selected using thecluster random sampling method. Data collection was conducted usingQuestionnaire o...

Psychology of computer use: XXIV. Computer-related stress among technical college students.

Science.gov (United States)

Ballance, C T; Rogers, S U

1991-10-01

Hudiburg's Computer Technology Hassles Scale, along with a measure of global stress and a scale on attitudes toward computers, were administered to 186 students in a two-year technical college. Hudiburg's work with the hassles scale as a measure of "technostress" was affirmed. Moderate, but statistically significant, correlations among the three scales are reported. No relationship between the hassles scale and achievement as measured by GPA was detected.

Traditional Versus Online Biology Courses: Connecting Course Design and Student Learning in an Online Setting

OpenAIRE

Biel, Rachel; Brame, Cynthia J.

2016-01-01

Online courses are a large and growing part of the undergraduate education landscape, but many biology instructors are skeptical about the effectiveness of online instruction. We reviewed studies comparing the effectiveness of online and face-to-face (F2F) undergraduate biology courses. Five studies compared student performance in multiple course sections at community colleges, while eight were smaller scale and compared student performance in particular biology courses at a variety of types ...

Effectiveness of a Case-Based Computer Program on Students' Ethical Decision Making.

Science.gov (United States)

Park, Eun-Jun; Park, Mihyun

2015-11-01

The aim of this study was to test the effectiveness of a case-based computer program, using an integrative ethical decision-making model, on the ethical decision-making competency of nursing students in South Korea. This study used a pre- and posttest comparison design. Students in the intervention group used a computer program for case analysis assignments, whereas students in the standard group used a traditional paper assignment for case analysis. The findings showed that using the case-based computer program as a complementary tool for the ethics courses offered at the university enhanced students' ethical preparedness and satisfaction with the course. On the basis of the findings, it is recommended that nurse educators use a case-based computer program as a complementary self-study tool in ethics courses to supplement student learning without an increase in course hours, particularly in terms of analyzing ethics cases with dilemma scenarios and exercising ethical decision making. Copyright 2015, SLACK Incorporated.

Computational Systems Chemical Biology

OpenAIRE

Oprea, Tudor I.; May, Elebeoba E.; Leitão, Andrei; Tropsha, Alexander

2011-01-01

There is a critical need for improving the level of chemistry awareness in systems biology. The data and information related to modulation of genes and proteins by small molecules continue to accumulate at the same time as simulation tools in systems biology and whole body physiologically-based pharmacokinetics (PBPK) continue to evolve. We called this emerging area at the interface between chemical biology and systems biology systems chemical biology, SCB (Oprea et al., 2007).

Student generated assignments about electrical circuits in a computer simulation

NARCIS (Netherlands)

Vreman-de Olde, Cornelise; de Jong, Anthonius J.M.

2004-01-01

In this study we investigated the design of assignments by students as a knowledge-generating activity. Students were required to design assignments for 'other students' in a computer simulation environment about electrical circuits. Assignments consisted of a question, alternatives, and feedback on

Attitudes of health care students about computer-aided neuroanatomy instruction.

Science.gov (United States)

McKeough, D Michael; Bagatell, Nancy

2009-01-01

This study examined students' attitudes toward computer-aided instruction (CAI), specifically neuroanatomy learning modules, to assess which components were primary in establishing these attitudes and to discuss the implications of these attitudes for successfully incorporating CAI in the preparation of health care providers. Seventy-seven masters degree, entry-level, health care professional students matriculated in an introductory neuroanatomy course volunteered as subjects for this study. Students independently reviewed the modules as supplements to lecture and completed a survey to evaluate teaching effectiveness. Responses to survey statements were compared across the learning modules to determine if students viewed the modules differently. Responses to individual survey statements were averaged to measure the strength of agreement or disagreement with the statement. Responses to open-ended questions were theme coded, and frequencies and percentages were calculated for each. Students saw no differences between the learning modules. Students perceived the learning modules as valuable; they enjoyed using the modules but did not prefer CAI over traditional lecture format. The modules were useful in learning or reinforcing neuroanatomical concepts and improving clinical problem-solving skills. Students reported that the visual representation of the neuroanatomical systems, computer animation, ability to control the use of the modules, and navigational fidelity were key factors in determining attitudes. The computer-based learning modules examined in this study were effective as adjuncts to lecture in helping entry-level health care students learn and make clinical applications of neuroanatomy information.

University Students and Ethics of Computer Technology Usage: Human Resource Development

Science.gov (United States)

Iyadat, Waleed; Iyadat, Yousef; Ashour, Rateb; Khasawneh, Samer

2012-01-01

The primary purpose of this study was to determine the level of students' awareness about computer technology ethics at the Hashemite University in Jordan. A total of 180 university students participated in the study by completing the questionnaire designed by the researchers, named the Computer Technology Ethics Questionnaire (CTEQ). Results…

Computer literacy among first year medical students in a developing country: A cross sectional study

Directory of Open Access Journals (Sweden)

Ranasinghe Priyanga

2012-09-01

Full Text Available Abstract Background The use of computer assisted learning (CAL has enhanced undergraduate medical education. CAL improves performance at examinations, develops problem solving skills and increases student satisfaction. The study evaluates computer literacy among first year medical students in Sri Lanka. Methods The study was conducted at Faculty of Medicine, University of Colombo, Sri Lanka between August-September 2008. First year medical students (n = 190 were invited for the study. Data on computer literacy and associated factors were collected by an expert-validated pre-tested self-administered questionnaire. Computer literacy was evaluated by testing knowledge on 6 domains; common software packages, operating systems, database management and the usage of internet and E-mail. A linear regression was conducted using total score for computer literacy as the continuous dependant variable and other independent covariates. Results Sample size-181 (Response rate-95.3%, 49.7% were Males. Majority of the students (77.3% owned a computer (Males-74.4%, Females-80.2%. Students have gained their present computer knowledge by; a formal training programme (64.1%, self learning (63.0% or by peer learning (49.2%. The students used computers for predominately; word processing (95.6%, entertainment (95.0%, web browsing (80.1% and preparing presentations (76.8%. Majority of the students (75.7% expressed their willingness for a formal computer training programme at the faculty. Mean score for the computer literacy questionnaire was 48.4 ± 20.3, with no significant gender difference (Males-47.8 ± 21.1, Females-48.9 ± 19.6. There were 47.9% students that had a score less than 50% for the computer literacy questionnaire. Students from Colombo district, Western Province and Student owning a computer had a significantly higher mean score in comparison to other students (p Conclusion Sri Lankan medical undergraduates had a low-intermediate level of computer

Multiobjective optimization in bioinformatics and computational biology.

Science.gov (United States)

Handl, Julia; Kell, Douglas B; Knowles, Joshua

2007-01-01

This paper reviews the application of multiobjective optimization in the fields of bioinformatics and computational biology. A survey of existing work, organized by application area, forms the main body of the review, following an introduction to the key concepts in multiobjective optimization. An original contribution of the review is the identification of five distinct "contexts," giving rise to multiple objectives: These are used to explain the reasons behind the use of multiobjective optimization in each application area and also to point the way to potential future uses of the technique.

Assessing attitudes toward computers and the use of Internet resources among undergraduate microbiology students

Science.gov (United States)

Anderson, Delia Marie Castro

Computer literacy and use have become commonplace in our colleges and universities. In an environment that demands the use of technology, educators should be knowledgeable of the components that make up the overall computer attitude of students and be willing to investigate the processes and techniques of effective teaching and learning that can take place with computer technology. The purpose of this study is two fold. First, it investigates the relationship between computer attitudes and gender, ethnicity, and computer experience. Second, it addresses the question of whether, and to what extent, students' attitudes toward computers change over a 16 week period in an undergraduate microbiology course that supplements the traditional lecture with computer-driven assignments. Multiple regression analyses, using data from the Computer Attitudes Scale (Loyd & Loyd, 1985), showed that, in the experimental group, no significant relationships were found between computer anxiety and gender or ethnicity or between computer confidence and gender or ethnicity. However, students who used computers the longest (p = .001) and who were self-taught (p = .046) had the lowest computer anxiety levels. Likewise students who used computers the longest (p = .001) and who were self-taught (p = .041) had the highest confidence levels. No significant relationships between computer liking, usefulness, or the use of Internet resources and gender, ethnicity, or computer experience were found. Dependent T-tests were performed to determine whether computer attitude scores (pretest and posttest) increased over a 16-week period for students who had been exposed to computer-driven assignments and other Internet resources. Results showed that students in the experimental group were less anxious about working with computers and considered computers to be more useful. In the control group, no significant changes in computer anxiety, confidence, liking, or usefulness were noted. Overall, students in

Comparison of the perceived relevance of oral biology reported by students and interns of a Pakistani dental college.

Science.gov (United States)

Farooq, I; Ali, S

2014-11-01

The purpose of this study was to analyse and compare the perceived relevance of oral biology with dentistry as reported by dental students and interns and to investigate the most popular teaching approach and learning resource. A questionnaire aiming to ask about the relevance of oral biology to dentistry, most popular teaching method and learning resource was utilised in this study. Study groups encompassed second-year dental students who had completed their course and dental interns. The data were obtained and analysed statistically. The overall response rate for both groups was 60%. Both groups reported high relevance of oral biology to dentistry. Perception of dental interns regarding the relevance of oral biology to dentistry was higher than that of students. Both groups identified student presentations as the most important teaching method. Amongst the most important learning resources, textbooks were considered most imperative by interns, whereas lecture handouts received the highest importance score by students. Dental students and interns considered oral biology to be relevant to dentistry, although greater relevance was reported by interns. Year-wise advancement in dental education and training improves the perception of the students about the relevance of oral biology to dentistry. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

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

Accidents with biological material among undergraduate nursing students in a public Brazilian university.

Science.gov (United States)

Reis, Renata Karina; Gir, Elucir; Canini, Silvia Rita M S

2004-02-01

During their academic activities, undergraduate nursing students are exposed to contamination by bloodborne pathogens, as well as by others found in body fluids, among which are the Human Immunodeficiency (HIV), Hepatitis B and C viruses. We developed a profile of victimized students, characterizing accidents with biological material occurring among undergraduate nursing students at a public university in São Paulo State, Brazil. We identified the main causes and evaluated the conduct adopted by students and their reactions and thoughts concerning the accidents. Seventy-two accidents were identified, of which 17% involved potentially contaminated biological material. Needles were the predominant cause of accidents. The most frequently involved topographic areas were the fingers. Only five students reported the accidents and sought medical care. Among these, two students were advised to begin prophylactic treatment against HIV infection by means of antiretroviral drugs. It was found that the risk of accidents is underestimated and that strategies such as formal teaching and continual training are necessary in order to make students aware of biosafety measures.

Accidents with biological material among undergraduate nursing students in a public Brazilian university

Directory of Open Access Journals (Sweden)

Renata Karina Reis

Full Text Available During their academic activities, undergraduate nursing students are exposed to contamination by bloodborne pathogens, as well as by others found in body fluids, among which are the Human Immunodeficiency (HIV, Hepatitis B and C viruses. We developed a profile of victimized students, characterizing accidents with biological material occurring among undergraduate nursing students at a public university in São Paulo State, Brazil. We identified the main causes and evaluated the conduct adopted by students and their reactions and thoughts concerning the accidents. Seventy-two accidents were identified, of which 17% involved potentially contaminated biological material. Needles were the predominant cause of accidents. The most frequently involved topographic areas were the fingers. Only five students reported the accidents and sought medical care. Among these, two students were advised to begin prophylactic treatment against HIV infection by means of antiretroviral drugs. It was found that the risk of accidents is underestimated and that strategies such as formal teaching and continual training are necessary in order to make students aware of biosafety measures.

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

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. © 2016 K. M. Cooper and S. E. Brownell. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Hands-on-Entropy, Energy Balance with Biological Relevance

Science.gov (United States)

Reeves, Mark

2015-03-01

Entropy changes underlie the physics that dominates biological interactions. Indeed, introductory biology courses often begin with an exploration of the qualities of water that are important to living systems. However, one idea that is not explicitly addressed in most introductory physics or biology textbooks is important contribution of the entropy in driving fundamental biological processes towards equilibrium. From diffusion to cell-membrane formation, to electrostatic binding in protein folding, to the functioning of nerve cells, entropic effects often act to counterbalance deterministic forces such as electrostatic attraction and in so doing, allow for effective molecular signaling. A small group of biology, biophysics and computer science faculty have worked together for the past five years to develop curricular modules (based on SCALEUP pedagogy). This has enabled students to create models of stochastic and deterministic processes. Our students are first-year engineering and science students in the calculus-based physics course and they are not expected to know biology beyond the high-school level. In our class, they learn to reduce complex biological processes and structures in order model them mathematically to account for both deterministic and probabilistic processes. The students test these models in simulations and in laboratory experiments that are biologically relevant such as diffusion, ionic transport, and ligand-receptor binding. Moreover, the students confront random forces and traditional forces in problems, simulations, and in laboratory exploration throughout the year-long course as they move from traditional kinematics through thermodynamics to electrostatic interactions. This talk will present a number of these exercises, with particular focus on the hands-on experiments done by the students, and will give examples of the tangible material that our students work with throughout the two-semester sequence of their course on introductory

Practices and exploration on competition of molecular biological detection technology among students in food quality and safety major.

Science.gov (United States)

Chang, Yaning; Peng, Yuke; Li, Pengfei; Zhuang, Yingping

2017-07-08

With the increasing importance in the application of the molecular biological detection technology in the field of food safety, strengthening education in molecular biology experimental techniques is more necessary for the culture of the students in food quality and safety major. However, molecular biology experiments are not always in curricula of Food quality and safety Majors. This paper introduced a project "competition of molecular biological detection technology for food safety among undergraduate sophomore students in food quality and safety major", students participating in this project needed to learn the fundamental molecular biology experimental techniques such as the principles of molecular biology experiments and genome extraction, PCR and agarose gel electrophoresis analysis, and then design the experiments in groups to identify the meat species in pork and beef products using molecular biological methods. The students should complete the experimental report after basic experiments, write essays and make a presentation after the end of the designed experiments. This project aims to provide another way for food quality and safety majors to improve their knowledge of molecular biology, especially experimental technology, and enhances them to understand the scientific research activities as well as give them a chance to learn how to write a professional thesis. In addition, in line with the principle of an open laboratory, the project is also open to students in other majors in East China University of Science and Technology, in order to enhance students in other majors to understand the fields of molecular biology and food safety. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):343-350, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

[Injury rate and incidence of accidents with biological risk among infirmary students].

Science.gov (United States)

Rodríguez Martín, A; Novalbos Ruiz, J P; Costa Alonso, M J; Zafra Mezcua, J A

2000-09-09

A study of the incidence and characteristics of biological accidents among infirmary students during their practicals at the hospital. A retrospective study carried out at five centres by means of two questionnaires, one on the duration of the training and the rate of accidents and the other on the characteristics, precautions and ports exposure behaviour. Out of 397 students, 70,5% had accidents at a rate of 64% (CI 95%, 59-68). Of these, 15% were accidents with biological risk, the majority being jabs (39%) and splashes (32,5%). It is worth note that 49,2% occurred while putting away the material and 58% in the absence of any individual protective measures. One out of 8 accidents implied a biological risk. A very high rate of accidents was observed with important deficiencies in security.

Measuring the Outcome of At-Risk Students on Biology Standardized Tests When Using Different Instructional Strategies

Science.gov (United States)

Burns, Dana

Over the last two decades, online education has become a popular concept in universities as well as K-12 education. This generation of students has grown up using technology and has shown interest in incorporating technology into their learning. The idea of using technology in the classroom to enhance student learning and create higher achievement has become necessary for administrators, teachers, and policymakers. Although online education is a popular topic, there has been minimal research on the effectiveness of online and blended learning strategies compared to the student learning in a traditional K-12 classroom setting. The purpose of this study was to investigate differences in standardized test scores from the Biology End of Course exam when at-risk students completed the course using three different educational models: online format, blended learning, and traditional face-to-face learning. Data was collected from over 1,000 students over a five year time period. Correlation analyzed data from standardized tests scores of eighth grade students was used to define students as "at-risk" for failing high school courses. The results indicated a high correlation between eighth grade standardized test scores and Biology End of Course exam scores. These students were deemed "at-risk" for failing high school courses. Standardized test scores were measured for the at-risk students when those students completed Biology in the different models of learning. Results indicated significant differences existed among the learning models. Students had the highest test scores when completing Biology in the traditional face-to-face model. Further evaluation of subgroup populations indicated statistical differences in learning models for African-American populations, female students, and for male students.

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 Biology Laboratory Project enhanced their understanding of molecular genetics. The laboratory project is highly adaptable for both introductory and advanced courses.

Computer vision syndrome: a study of knowledge and practices in university students.

Science.gov (United States)

Reddy, S C; Low, C K; Lim, Y P; Low, L L; Mardina, F; Nursaleha, M P

2013-01-01

Computer vision syndrome (CVS) is a condition in which a person experiences one or more of eye symptoms as a result of prolonged working on a computer. To determine the prevalence of CVS symptoms, knowledge and practices of computer use in students studying in different universities in Malaysia, and to evaluate the association of various factors in computer use with the occurrence of symptoms. In a cross sectional, questionnaire survey study, data was collected in college students regarding the demography, use of spectacles, duration of daily continuous use of computer, symptoms of CVS, preventive measures taken to reduce the symptoms, use of radiation filter on the computer screen, and lighting in the room. A total of 795 students, aged between 18 and 25 years, from five universities in Malaysia were surveyed. The prevalence of symptoms of CVS (one or more) was found to be 89.9%; the most disturbing symptom was headache (19.7%) followed by eye strain (16.4%). Students who used computer for more than 2 hours per day experienced significantly more symptoms of CVS (p=0.0001). Looking at far objects in-between the work was significantly (p=0.0008) associated with less frequency of CVS symptoms. The use of radiation filter on the screen (p=0.6777) did not help in reducing the CVS symptoms. Ninety percent of university students in Malaysia experienced symptoms related to CVS, which was seen more often in those who used computer for more than 2 hours continuously per day. © NEPjOPH.

Assessing computer skills in Tanzanian medical students: an elective experience

Directory of Open Access Journals (Sweden)

Melvin Rob

2004-08-01

Full Text Available Abstract Background One estimate suggests that by 2010 more than 30% of a physician's time will be spent using information technology tools. The aim of this study is to assess the information and communication technologies (ICT skills of medical students in Tanzania. We also report a pilot intervention of peer mentoring training in ICT by medical students from the UK tutoring students in Tanzania. Methods Design: Cross sectional study and pilot intervention study. Participants: Fourth year medical students (n = 92 attending Muhimbili University College of Health Sciences, Dar es Salaam, Tanzania. Main outcome measures: Self-reported assessment of competence on ICT-related topics and ability to perform specific ICT tasks. Further information related to frequency of computer use (hours per week, years of computer use, reasons for use and access to computers. Skills at specific tasks were reassessed for 12 students following 4 to 6 hours of peer mentoring training. Results The highest levels of competence in generic ICT areas were for email, Internet and file management. For other skills such as word processing most respondents reported low levels of competence. The abilities to perform specific ICT skills were low – less than 60% of the participants were able to perform the core specific skills assessed. A period of approximately 5 hours of peer mentoring training produced an approximate doubling of competence scores for these skills. Conclusion Our study has found a low level of ability to use ICT facilities among medical students in a leading university in sub-Saharan Africa. A pilot scheme utilising UK elective students to tutor basic skills showed potential. Attention is required to develop interventions that can improve ICT skills, as well as computer access, in order to bridge the digital divide.

Fostering Students' Conceptual Knowledge in Biology in the Context of German National Education Standards

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Förtsch, Christian; Dorfner, Tobias; Baumgartner, Julia; Werner, Sonja; von Kotzebue, Lena; Neuhaus, Birgit J.

2018-04-01

The German National Education Standards (NES) for biology were introduced in 2005. The content part of the NES emphasizes fostering conceptual knowledge. However, there are hardly any indications of what such an instructional implementation could look like. We introduce a theoretical framework of an instructional approach to foster students' conceptual knowledge as demanded in the NES (Fostering Conceptual Knowledge) including instructional practices derived from research on single core ideas, general psychological theories, and biology-specific features of instructional quality. First, we aimed to develop a rating manual, which is based on this theoretical framework. Second, we wanted to describe current German biology instruction according to this approach and to quantitatively analyze its effectiveness. And third, we aimed to provide qualitative examples of this approach to triangulate our findings. In a first step, we developed a theoretically devised rating manual to measure Fostering Conceptual Knowledge in videotaped lessons. Data for quantitative analysis included 81 videotaped biology lessons of 28 biology teachers from different German secondary schools. Six hundred forty students completed a questionnaire on their situational interest after each lesson and an achievement test. Results from multilevel modeling showed significant positive effects of Fostering Conceptual Knowledge on students' achievement and situational interest. For qualitative analysis, we contrasted instruction of four teachers, two with high and two with low student achievement and situational interest using the qualitative method of thematic analysis. Qualitative analysis revealed five main characteristics describing Fostering Conceptual Knowledge. Therefore, implementing Fostering Conceptual Knowledge in biology instruction seems promising. Examples of how to implement Fostering Conceptual Knowledge in instruction are shown and discussed.

Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

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Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, Douglas I.; Hyde, Janet S.

2014-01-01

Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students,…

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

Mobile Learning According to Students of Computer Engineering and Computer Education: A Comparison of Attitudes

Directory of Open Access Journals (Sweden)

Deniz Mertkan GEZGIN

2018-01-01

Full Text Available Mobile learning has started to perform an increasingly significant role in improving learning outcomes in education. Successful and efficient implementation of m-learning in higher education, as with all educational levels, depends on users’ acceptance of this technology. This study focuses on investigating the attitudes of undergraduate students of Computer Engineering (CENG and Computer Education and Instructional Technology (CEIT departments in a Turkish public university towards m-learning from three perspectives; gender, area of study, and mobile device ownership. Using a correlational survey method, a Mobile Learning Attitude Scale (MLAS was administered to 531 students, analysis of which revealed a positive attitude to m-learning in general. A further investigation of the aforementioned three variables showed a more positive attitude for female students in terms of usability, for CEIT students in terms of advantages, usability and independence, and for those owning a mobile device in terms of usability. An important implication from the findings, among others, is supplementing Computer Engineering curriculum with elective courses on the fundamentals of mobile learning, and/or the design and development of m-learning software, so as to create, in the long run, more specialized and complementary teams comprised of trained CENG and CEIT graduates in m-learning sector.

Teaching advance care planning to medical students with a computer-based decision aid.

Science.gov (United States)

Green, Michael J; Levi, Benjamin H

2011-03-01

Discussing end-of-life decisions with cancer patients is a crucial skill for physicians. This article reports findings from a pilot study evaluating the effectiveness of a computer-based decision aid for teaching medical students about advance care planning. Second-year medical students at a single medical school were randomized to use a standard advance directive or a computer-based decision aid to help patients with advance care planning. Students' knowledge, skills, and satisfaction were measured by self-report; their performance was rated by patients. 121/133 (91%) of students participated. The Decision-Aid Group (n = 60) outperformed the Standard Group (n = 61) in terms of students' knowledge (p satisfaction with their learning experience (p student performance. Use of a computer-based decision aid may be an effective way to teach medical students how to discuss advance care planning with cancer patients.

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

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…

Student Motivation in Computer Networking Courses

OpenAIRE

Wen-Jung Hsin, PhD

2007-01-01

This paper introduces several hands-on projects that have been used to motivate students in learning various computer networking concepts. These projects are shown to be very useful and applicable to the learners’ daily tasks and activities such as emailing, Web browsing, and online shopping and banking, and lead to an unexpected byproduct, self-motivation.

Students Mental Representation of Biology Diagrams/Pictures Conventions Based on Formation of Causal Network

Science.gov (United States)

Sampurno, A. W.; Rahmat, A.; Diana, S.

2017-09-01

Diagrams/pictures conventions is one form of visual media that often used to assist students in understanding the biological concepts. The effectiveness of use diagrams/pictures in biology learning at school level has also been mostly reported. This study examines the ability of high school students in reading diagrams/pictures biological convention which is described by Mental Representation based on formation of causal networks. The study involved 30 students 11th grade MIA senior high school Banten Indonesia who are studying the excretory system. MR data obtained by Instrument worksheet, developed based on CNET-protocol, in which there are diagrams/drawings of nephron structure and urinary mechanism. Three patterns formed MR, namely Markov chain, feedback control with a single measurement, and repeated feedback control with multiple measurement. The third pattern is the most dominating pattern, differences in the pattern of MR reveal the difference in how and from which point the students begin to uncover important information contained in the diagram to establish a causal networks. Further analysis shows that a difference in the pattern of MR relate to how complex the students process the information contained in the diagrams/pictures.

Cloud Computing as Network Environment in Students Work

OpenAIRE

Piotrowski, Dominik Mirosław

2013-01-01

The purpose of the article was to show the need for literacy education from a variety of services available in the cloud computing as a specialist information field of activity. Teaching at university in the field of cloud computing related to the management of information could provide tangible benefits in the form of useful learning outcomes. This allows students and future information professionals to begin enjoying the benefits of cloud computing SaaS model at work, thereby freeing up of...

The Impact Of Using Computer Software On Vocabulary Learning Of Iranian EFL University Students

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Samira Pahlavanpoorfard

2014-07-01

Full Text Available Today, using computer is common in all fields. Education is not an exception. In fact, this approach of technology has been using increasingly in language classrooms. We have witnessed there are more and more language teachers are using computers in their classrooms. This research study investigates the impact of using computer   on vocabulary learning of Iranian EFL university students. To this end, a sample of 40 university students in Islamic Azad University, Larestan branch were randomly assigned into the experimental and control groups. Prior the treatment and to catch the initial deferences between the participants, all the students sat for a pre-test that was an Oxford Placement Test. Then the students were received the treatment for 10 weeks. The students in the experimental group were taught by computer software for vocabulary learning while the students in the control group were taught through traditional method for vocabulary learning. After the treatment, all the students sat for a post-test. The statistical analysis through running Independent-Sample T-tests revealed thatthe students in the experimental group who used the computer software for vocabulary learning performed better than the students in the control group were taught through traditional method for vocabulary learning.

ADAM: analysis of discrete models of biological systems using computer algebra.

Science.gov (United States)

Hinkelmann, Franziska; Brandon, Madison; Guang, Bonny; McNeill, Rustin; Blekherman, Grigoriy; Veliz-Cuba, Alan; Laubenbacher, Reinhard

2011-07-20

Many biological systems are modeled qualitatively with discrete models, such as probabilistic Boolean networks, logical models, Petri nets, and agent-based models, to gain a better understanding of them. The computational complexity to analyze the complete dynamics of these models grows exponentially in the number of variables, which impedes working with complex models. There exist software tools to analyze discrete models, but they either lack the algorithmic functionality to analyze complex models deterministically or they are inaccessible to many users as they require understanding the underlying algorithm and implementation, do not have a graphical user interface, or are hard to install. Efficient analysis methods that are accessible to modelers and easy to use are needed. We propose a method for efficiently identifying attractors and introduce the web-based tool Analysis of Dynamic Algebraic Models (ADAM), which provides this and other analysis methods for discrete models. ADAM converts several discrete model types automatically into polynomial dynamical systems and analyzes their dynamics using tools from computer algebra. Specifically, we propose a method to identify attractors of a discrete model that is equivalent to solving a system of polynomial equations, a long-studied problem in computer algebra. Based on extensive experimentation with both discrete models arising in systems biology and randomly generated networks, we found that the algebraic algorithms presented in this manuscript are fast for systems with the structure maintained by most biological systems, namely sparseness and robustness. For a large set of published complex discrete models, ADAM identified the attractors in less than one second. Discrete modeling techniques are a useful tool for analyzing complex biological systems and there is a need in the biological community for accessible efficient analysis tools. ADAM provides analysis methods based on mathematical algorithms as a web

Secure Encapsulation and Publication of Biological Services in the Cloud Computing Environment

Science.gov (United States)

Zhang, Weizhe; Wang, Xuehui; Lu, Bo; Kim, Tai-hoon

2013-01-01

Secure encapsulation and publication for bioinformatics software products based on web service are presented, and the basic function of biological information is realized in the cloud computing environment. In the encapsulation phase, the workflow and function of bioinformatics software are conducted, the encapsulation interfaces are designed, and the runtime interaction between users and computers is simulated. In the publication phase, the execution and management mechanisms and principles of the GRAM components are analyzed. The functions such as remote user job submission and job status query are implemented by using the GRAM components. The services of bioinformatics software are published to remote users. Finally the basic prototype system of the biological cloud is achieved. PMID:24078906

Secure Encapsulation and Publication of Biological Services in the Cloud Computing Environment

Directory of Open Access Journals (Sweden)

Weizhe Zhang

2013-01-01

Full Text Available Secure encapsulation and publication for bioinformatics software products based on web service are presented, and the basic function of biological information is realized in the cloud computing environment. In the encapsulation phase, the workflow and function of bioinformatics software are conducted, the encapsulation interfaces are designed, and the runtime interaction between users and computers is simulated. In the publication phase, the execution and management mechanisms and principles of the GRAM components are analyzed. The functions such as remote user job submission and job status query are implemented by using the GRAM components. The services of bioinformatics software are published to remote users. Finally the basic prototype system of the biological cloud is achieved.

Secure encapsulation and publication of biological services in the cloud computing environment.

Science.gov (United States)

Zhang, Weizhe; Wang, Xuehui; Lu, Bo; Kim, Tai-hoon

2013-01-01

Secure encapsulation and publication for bioinformatics software products based on web service are presented, and the basic function of biological information is realized in the cloud computing environment. In the encapsulation phase, the workflow and function of bioinformatics software are conducted, the encapsulation interfaces are designed, and the runtime interaction between users and computers is simulated. In the publication phase, the execution and management mechanisms and principles of the GRAM components are analyzed. The functions such as remote user job submission and job status query are implemented by using the GRAM components. The services of bioinformatics software are published to remote users. Finally the basic prototype system of the biological cloud is achieved.

Promoting healthy computer use among middle school students: a pilot school-based health promotion program.

Science.gov (United States)

Ciccarelli, Marina; Portsmouth, Linda; Harris, Courtenay; Jacobs, Karen

2012-01-01

Introduction of notebook computers in many schools has become integral to learning. This has increased students' screen-based exposure and the potential risks to physical and visual health. Unhealthy computing behaviours include frequent and long durations of exposure; awkward postures due to inappropriate furniture and workstation layout, and ignoring computer-related discomfort. Describe the framework for a planned school-based health promotion program to encourage healthy computing behaviours among middle school students. This planned program uses a community- based participatory research approach. Students in Year 7 in 2011 at a co-educational middle school, their parents, and teachers have been recruited. Baseline data was collected on students' knowledge of computer ergonomics, current notebook exposure, and attitudes towards healthy computing behaviours; and teachers' and self-perceived competence to promote healthy notebook use among students, and what education they wanted. The health promotion program is being developed by an inter-professional team in collaboration with students, teachers and parents to embed concepts of ergonomics education in relevant school activities and school culture. End of year changes in reported and observed student computing behaviours will be used to determine the effectiveness of the program. Building a body of evidence regarding physical health benefits to students from this school-based ergonomics program can guide policy development on the healthy use of computers within children's educational environments.

A case study on support for students' thinking through computer-mediated communication.

Science.gov (United States)

Sannomiya, M; Kawaguchi, A

2000-08-01

This is a case study on support for thinking through computer-mediated communication. Two graduate students were supervised in their research using computer-mediated communication, which was asynchronous and written; the supervisor was not present. The students' reports pointed out there was more planning and editing and low interactivity in this approach relative to face-to-face communication. These attributes were confirmed by their supervisor's report. The students also suggested that the latter was effective in support of a production stage of thinking in research, while the former approach was effective in support of examination of thinking. For distance education to be successful, an appropriate combination of communication media must consider students' thinking stages. Finally, transient and permanent effects should be discriminated in computer-mediated communication.

The survey of American college students computer technology preferences & purchasing plans

CERN Document Server

2009-01-01

This report presents data from a survey of more than 400 American college students.  The report presents data on student computer ownership of both PCs and laptops, purchasing plans for PCs and laptops, as well as purchasing plans for cell phones and digital cameras.  The report also provides details on how student finance their computer purchases, how much money comes from parents or guardians, and how much from the student themselves, or from their parties.  In addition to data on PCs the report provides detailed info on use of popular word processing packages such as Word, WordPerfect and Open Office.

Parallel computing and molecular dynamics of biological membranes

International Nuclear Information System (INIS)

La Penna, G.; Letardi, S.; Minicozzi, V.; Morante, S.; Rossi, G.C.; Salina, G.

1998-01-01

In this talk I discuss the general question of the portability of molecular dynamics codes for diffusive systems on parallel computers of the APE family. The intrinsic single precision of the today available platforms does not seem to affect the numerical accuracy of the simulations, while the absence of integer addressing from CPU to individual nodes puts strong constraints on possible programming strategies. Liquids can be satisfactorily simulated using the ''systolic'' method. For more complex systems, like the biological ones at which we are ultimately interested in, the ''domain decomposition'' approach is best suited to beat the quadratic growth of the inter-molecular computational time with the number of atoms of the system. The promising perspectives of using this strategy for extensive simulations of lipid bilayers are briefly reviewed. (orig.)

Students Computer Skills in Faculty of Education

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Mehmet Caglar

2010-09-01

Full Text Available Nowadays; the usage of technology is not a privilege but an obligation. Technological developments influence structures andfunctions of educational institutions. It is also expected from the teachers that they integrate technology in their lessons inorder to educate the individuals of information society. This research has covered 145(68 female, 78 male students, studying inNear East University Faculty of Education. The Computer Skills Scale developed by Güçlü (2010 was used as a data collectingtool. Data were analysed using SPSS software program. In this study, students’ computer skills were investigated; the variationsin the relationships between computer skills and (a gender, (b family’s net monthly income, (c presence of computers athome, (d presence of a computer laboratory at school and (e parents’ computer skills were examined. Frequency analysis,percentage and mean calculations were used. In addition, t-test and multi-variate analysis were used to look at the relationshipbetween different variables. As a result of this study, a statistically significant relationship between computer skills of studentswho had a computer at home and computer skills of those who didn’t have a computer at home were found.

Using Laptop Computers in Class: A Student Motivation Perspective

Science.gov (United States)

Houle, Philip A.; Reed, Diana; Vaughan, Amy Grace; Clayton, Suzanne R.

2013-01-01

This study examined the reasons why students choose to take laptop computers into college classes. The model involved the individual student choice involving opportunity, ability and motivation. The resulting model demonstrated how some (primary) factors, such as effective learning, directly impact the laptop usage choice, and other factors…

The essence of student visual-spatial literacy and higher order thinking skills in undergraduate biology.

Science.gov (United States)

Milner-Bolotin, Marina; Nashon, Samson Madera

2012-02-01

Science, engineering and mathematics-related disciplines have relied heavily on a researcher's ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual-spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual-spatial thinking and the development of visual-spatial literacy, considers the application of the visual-spatial thinking to biology education, and proposes how modern technology can help to promote visual-spatial literacy and higher order thinking among undergraduate students of biology.

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.

Student Motivation in Computer Networking Courses

Directory of Open Access Journals (Sweden)

Wen-Jung Hsin

2007-01-01

Full Text Available This paper introduces several hands-on projects that have been used to motivate students in learning various computer networking concepts. These projects are shown to be very useful and applicable to the learners’ daily tasks and activities such as emailing, Web browsing, and online shopping and banking, and lead to an unexpected byproduct, self-motivation.

Computer use and vision-related problems among university students in ajman, United arab emirate.

Science.gov (United States)

Shantakumari, N; Eldeeb, R; Sreedharan, J; Gopal, K

2014-03-01

The extensive use of computers as medium of teaching and learning in universities necessitates introspection into the extent of computer related health disorders among student population. This study was undertaken to assess the pattern of computer usage and related visual problems, among University students in Ajman, United Arab Emirates. A total of 500 Students studying in Gulf Medical University, Ajman and Ajman University of Science and Technology were recruited into this study. Demographic characteristics, pattern of usage of computers and associated visual symptoms were recorded in a validated self-administered questionnaire. Chi-square test was used to determine the significance of the observed differences between the variables. The level of statistical significance was at P computer users were headache - 53.3% (251/471), burning sensation in the eyes - 54.8% (258/471) and tired eyes - 48% (226/471). Female students were found to be at a higher risk. Nearly 72% of students reported frequent interruption of computer work. Headache caused interruption of work in 43.85% (110/168) of the students while tired eyes caused interruption of work in 43.5% (98/168) of the students. When the screen was viewed at distance more than 50 cm, the prevalence of headaches decreased by 38% (50-100 cm - OR: 0.62, 95% of the confidence interval [CI]: 0.42-0.92). Prevalence of tired eyes increased by 89% when screen filters were not used (OR: 1.894, 95% CI: 1.065-3.368). High prevalence of vision related problems was noted among university students. Sustained periods of close screen work without screen filters were found to be associated with occurrence of the symptoms and increased interruptions of work of the students. There is a need to increase the ergonomic awareness among students and corrective measures need to be implemented to reduce the impact of computer related vision problems.

Sequencing Genetics Information: Integrating Data into Information Literacy for Undergraduate Biology Students

Science.gov (United States)

MacMillan, Don

2010-01-01

This case study describes an information literacy lab for an undergraduate biology course that leads students through a range of resources to discover aspects of genetic information. The lab provides over 560 students per semester with the opportunity for hands-on exploration of resources in steps that simulate the pathways of higher-level…

ASSESSMENT OF KNOWLEDGE AND ATTITUDE OF COMPUTER ASSISTED LEARNING AMONG MEDICAL STUDENTS

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Ravish

2015-12-01

Full Text Available INTRODUCTION: It is going truth globally that the medical course in medical college students are developed via computer mediated learning.1 Utilization of both the range upon online messages options must create study exciting, monetization, and likely as hired. We Hypothesized that survey will facilitate to permit us to be able to blueprint some on this necessary condition among my medical students and also to improve our study facilities a lot of automatically. A set of closed ended problems remained displayed on departmental website, to evaluate their computer skills and talents and their own assessment in computer and internet skills helping in learning. In the beginning months of 1st year MBBS college students 2014-15 batch taken up voluntarily to the study through MCQs questions provided to them in the form of departmental website. A batch of 50 college students surveyed on 3 different days. Although 80% students were confident with the operational skills of the computer, the opinion regarding the usage of computers for web based learning activities was not uniform i.e., 55% of the participants felt uncomfortable with web assisted activity in comparison to paper based activity. However, 49% were of the opinion that paper based activity might become redundant and websites will take over books in the future. Expansion on computer-assisted study requires traditional changes as well as thoughtful strategic planning, resource giving, staff benefits, Edutainment promotion by multidisciplinary working, and efficient quality control.

A Survey of Current Computer Information Science (CIS) Students.

Science.gov (United States)

Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research.

This document is a survey designed to be completed by current students of Computer Information Science (CIS) in the Los Rios Community College District (LRCCD), which consists of three community colleges: American River College, Cosumnes River College, and Sacramento City College. The students are asked about their educational goals and how…

Student Engagement with Computer-Generated Feedback: A Case Study

Science.gov (United States)

Zhang, Zhe

2017-01-01

In order to benefit from feedback on their writing, students need to engage effectively with it. This article reports a case study on student engagement with computer-generated feedback, known as automated writing evaluation (AWE) feedback, in an EFL context. Differing from previous studies that explored commercially available AWE programs, this…

Influence of Learning Strategy of Cognitive Conflict on Student Misconception in Computational Physics Course

Science.gov (United States)

Akmam, A.; Anshari, R.; Amir, H.; Jalinus, N.; Amran, A.

2018-04-01

Misconception is one of the factors causing students are not suitable in to choose a method for problem solving. Computational Physics course is a major subject in the Department of Physics FMIPA UNP Padang. The problem in Computational Physics learning lately is that students have difficulties in constructing knowledge. The indication of this problem was the student learning outcomes do not achieve mastery learning. The root of the problem is the ability of students to think critically weak. Student critical thinking can be improved using cognitive by conflict learning strategies. The research aims to determine the effect of cognitive conflict learning strategy to student misconception on the subject of Computational Physics Course at the Department of Physics, Faculty of Mathematics and Science, Universitas Negeri Padang. The experimental research design conducted after-before design cycles with a sample of 60 students by cluster random sampling. Data were analyzed using repeated Anova measurements. The cognitive conflict learning strategy has a significant effect on student misconception in the subject of Computational Physics Course.

Effects of socioscientific issues-based instruction on argumentation ability and biology concepts of upper secondary school students

Science.gov (United States)

Faelt, Surasak; Samiphak, Sara; Pattaradilokrat, Sittiporn

2018-01-01

Argumentation skill is an essential skill needed in students, and one of the competencies in scientific literacy. Through arguing on socioscientific issues, students may gain deeper conceptual understanding. The purpose of this research is to examine the efficacy of a socioscientific issues-based instruction compared with an inquirybased instruction. This is to determine which one is better in promoting 10th grade students' argumentation ability and biology concepts of digestive system and cellular respiration. The forty 10th grade students included in this study were from two mathematics-science program classes in a medium-sized secondary school located in a suburb of Buriram province, Thailand. The research utilizes a quasi-experimental design; pre-test post-test control group design. We developed and implemented 4 lesson plans for both socioscientific issues-based instruction and inquiry-based instruction. Ten weeks were used to collect the data. A paper-based questionnaire and informal interviews were designed to test students' argumentation ability, and the two-tier multiple-choice test was designed to test their biology concepts. This research explore qualitatively and quantitatively students' argumentation abilities and biology concepts, using arithmetic mean, mean of percentage, standard deviation and t-test. Results show that there is no significant difference between the two group regarding mean scores of the argumentation ability. However, there is significant difference between the two groups regarding mean scores of the biology concepts. This suggests that socioscientific issues-based instruction could be used to improve students' biology concepts.

The Virtual Institute for Integrative Biology (VIIB)

International Nuclear Information System (INIS)

Rivera, G.; Gonzalez-Nieto, F.; Perez-Acle, T.; Isea, R.; Holmes, D. S.

2007-01-01

The Virtual Institute for Integrative Biology (VII B) is a Latin American initiative for achieving global collaborative e-Science in the areas of bioinformatics, genome biology, systems biology, Metagenomic, medical applications and nanobiotechnolgy. The scientific agenda of VIIB includes: construction of databases for comparative genomic, the AlterORF database for alternate open reading frames discovery in genomes, bioinformatics services and protein simulations for biotechnological and medical applications. Human resource development has been promoted through co-sponsored students and shared teaching and seminars via video conferencing. E-Science challenges include: inter operability and connectivity concerns, high performance computing limitations, and the development of customized computational frameworks and flexible work flows to efficiently exploit shared resources without causing impediments to the user. Outreach programs include training workshops and classes for high school teachers and students and the new Adopt-a-Gene initiative. The VIIB has proved an effective way for small teams to transcend the critical mass problem, to overcome geographic limitations, to harness the power of large scale, collaborative science and improve the visibility of Latin American science It may provide a useful paradigm for developing further e-Science initiatives in Latin America and other emerging regions. (Author)

Improving student retention in computer engineering technology

Science.gov (United States)

Pierozinski, Russell Ivan

The purpose of this research project was to improve student retention in the Computer Engineering Technology program at the Northern Alberta Institute of Technology by reducing the number of dropouts and increasing the graduation rate. This action research project utilized a mixed methods approach of a survey and face-to-face interviews. The participants were male and female, with a large majority ranging from 18 to 21 years of age. The research found that participants recognized their skills and capability, but their capacity to remain in the program was dependent on understanding and meeting the demanding pace and rigour of the program. The participants recognized that curriculum delivery along with instructor-student interaction had an impact on student retention. To be successful in the program, students required support in four domains: academic, learning management, career, and social.

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 termsof test, whilethe result forprojects, workbooks, and laboratory experiment and class participation and attendance categories,was found out to havea significant difference in the attributionfor the third and fourth years biology Major students’ academic performances.

How Science Students Can Learn about Unobservable Phenomena Using Computer-Based Analogies

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Trey, L.; Khan, S.

2008-01-01

A novel instructional computer simulation that incorporates a dynamic analogy to represent Le Chatelier's Principle was designed to investigate the contribution of this feature to students' understanding. Two groups of 12th grade Chemistry students (n=15) interacted with the computer simulation during the study. Both groups did the same…

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.

Effects of Computer Graphics Types and Epistemological Beliefs on Students' Learning of Mathematical Concepts.

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Lin, Chi-Hui

2002-01-01

Describes a study that determined the implications of computer graphics types and epistemological beliefs with regard to the design of computer-based mathematical concept learning with elementary school students in Taiwan. Discusses the factor structure of the epistemological belief questionnaire, student performance, and students' attitudes…

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

The Use of Textbooks for Advanced-Level GCE Courses in Physics, Chemistry and Biology by Sixth-Form Students.

Science.gov (United States)

Newton, D. P.

1984-01-01

A survey of sixth-form students to determine the level of A-level textbook use in physics, chemistry, and biology in English schools found that texts are used primarily after the lesson, at the student's discretion, and with great variations between students. Biology texts were used most, and physics texts used least. (MBR)

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.

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…

Convolutional Deep Belief Networks for Single-Cell/Object Tracking in Computational Biology and Computer Vision.

Science.gov (United States)

Zhong, Bineng; Pan, Shengnan; Zhang, Hongbo; Wang, Tian; Du, Jixiang; Chen, Duansheng; Cao, Liujuan

2016-01-01

In this paper, we propose deep architecture to dynamically learn the most discriminative features from data for both single-cell and object tracking in computational biology and computer vision. Firstly, the discriminative features are automatically learned via a convolutional deep belief network (CDBN). Secondly, we design a simple yet effective method to transfer features learned from CDBNs on the source tasks for generic purpose to the object tracking tasks using only limited amount of training data. Finally, to alleviate the tracker drifting problem caused by model updating, we jointly consider three different types of positive samples. Extensive experiments validate the robustness and effectiveness of the proposed method.

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

Lower Secondary School Students' Attitudes Toward Computer-Supported Laboratory Exercises

Directory of Open Access Journals (Sweden)

Andreja Špernjak

2010-03-01

Full Text Available In Science teaching laboratory work is recognized as one of the cornerstones. In school science laboratory work computers can be used as computer supported laboratory (real and as virtual laboratory. In the first case “real” laboratories involve bench top experiments utilizing data acquisition systems while “virtual” laboratory entails interactive simulations and animations. Lower secondary school students in age between 11 and 15 performed three laboratory exercises (Activity of yeast, Gas exchange in breathing, Heart rate as classic, computer-supported and virtual laboratory. As a result of testing we know that all three methods are suitable even for younger students. When they were asked which method they liked the most, their first choice was computer-supported laboratory, followed by classic laboratory, and virtual laboratory at the end. Additionally recognized weak and strong sides of used methods are discussed.

Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.

Science.gov (United States)

Jordt, Hannah; Eddy, Sarah L; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E; King, Katherine; Freeman, Scott

2017-01-01

Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student's feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. © 2017 H. Jordt et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Features of Knowledge Building in Biology: Understanding Undergraduate Students' Ideas about Molecular Mechanisms.

Science.gov (United States)

Southard, Katelyn; Wince, Tyler; Meddleton, Shanice; Bolger, Molly S

2016-01-01

Research has suggested that teaching and learning in molecular and cellular biology (MCB) is difficult. We used a new lens to understand undergraduate reasoning about molecular mechanisms: the knowledge-integration approach to conceptual change. Knowledge integration is the dynamic process by which learners acquire new ideas, develop connections between ideas, and reorganize and restructure prior knowledge. Semistructured, clinical think-aloud interviews were conducted with introductory and upper-division MCB students. Interviews included a written conceptual assessment, a concept-mapping activity, and an opportunity to explain the biomechanisms of DNA replication, transcription, and translation. Student reasoning patterns were explored through mixed-method analyses. Results suggested that students must sort mechanistic entities into appropriate mental categories that reflect the nature of MCB mechanisms and that conflation between these categories is common. We also showed how connections between molecular mechanisms and their biological roles are part of building an integrated knowledge network as students develop expertise. We observed differences in the nature of connections between ideas related to different forms of reasoning. Finally, we provide a tentative model for MCB knowledge integration and suggest its implications for undergraduate learning. © 2016 K. Southard et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Computer Use and Vision-Related Problems Among University Students In Ajman, United Arab Emirate

OpenAIRE

Shantakumari, N; Eldeeb, R; Sreedharan, J; Gopal, K

2014-01-01

Background: The extensive use of computers as medium of teaching and learning in universities necessitates introspection into the extent of computer related health disorders among student population. Aim: This study was undertaken to assess the pattern of computer usage and related visual problems, among University students in Ajman, United Arab Emirates. Materials and Methods: A total of 500 Students studying in Gulf Medical University, Ajman and Ajman University of Science and Technology we...

Interdisciplinary Team-Teaching Experience for a Computer and Nuclear Energy Course for Electrical and Computer Engineering Students

Science.gov (United States)

Kim, Charles; Jackson, Deborah; Keiller, Peter

2016-01-01

A new, interdisciplinary, team-taught course has been designed to educate students in Electrical and Computer Engineering (ECE) so that they can respond to global and urgent issues concerning computer control systems in nuclear power plants. This paper discusses our experience and assessment of the interdisciplinary computer and nuclear energy…

Thinking processes used by high-performing students in a computer programming task

Directory of Open Access Journals (Sweden)

Marietjie Havenga

2011-07-01

Full Text Available Computer programmers must be able to understand programming source code and write programs that execute complex tasks to solve real-world problems. This article is a trans- disciplinary study at the intersection of computer programming, education and psychology. It outlines the role of mental processes in the process of programming and indicates how successful thinking processes can support computer science students in writing correct and well-defined programs. A mixed methods approach was used to better understand the thinking activities and programming processes of participating students. Data collection involved both computer programs and students’ reflective thinking processes recorded in their journals. This enabled analysis of psychological dimensions of participants’ thinking processes and their problem-solving activities as they considered a programming problem. Findings indicate that the cognitive, reflective and psychological processes used by high-performing programmers contributed to their success in solving a complex programming problem. Based on the thinking processes of high performers, we propose a model of integrated thinking processes, which can support computer programming students. Keywords: Computer programming, education, mixed methods research, thinking processes.  Disciplines: Computer programming, education, psychology

Interest in STEM is contagious for students in biology, chemistry, and physics classes.

Science.gov (United States)

Hazari, Zahra; Potvin, Geoff; Cribbs, Jennifer D; Godwin, Allison; Scott, Tyler D; Klotz, Leidy

2017-08-01

We report on a study of the effect of peers' interest in high school biology, chemistry, and physics classes on students' STEM (science, technology, engineering, and mathematics)-related career intentions and course achievement. We define an interest quorum as a science class where students perceive a high level of interest for the subject matter from their classmates. We hypothesized that students who experience such an interest quorum are more likely to choose STEM careers. Using data from a national survey study of students' experiences in high school science, we compared the effect of five levels of peer interest reported in biology, chemistry, and physics courses on students' STEM career intentions. The results support our hypothesis, showing a strong, positive effect of an interest quorum even after controlling for differences between students that pose competing hypotheses such as previous STEM career interest, academic achievement, family support for mathematics and science, and gender. Smaller positive effects of interest quorums were observed for course performance in some cases, with no detrimental effects observed across the study. Last, significant effects persisted even after controlling for differences in teaching quality. This work emphasizes the likely importance of interest quorums for creating classroom environments that increase students' intentions toward STEM careers while enhancing or maintaining course performance.

Using Arduino to Teach Programming to First-Year Computer Science Students

Science.gov (United States)

Tan, Wee Lum; Venema, Sven; Gonzalez, Ruben

2017-01-01

Transitioning to university is recognised as a challenging endeavour for commencing students. For commencing Computer Science students specifically, evidence suggests a link between poor performance in introductory technical courses, such as programming, and high attrition rates. Building resilience in students, particularly at the start of their…

Computer-Based Mathematics Instructions for Engineering Students

Science.gov (United States)

Khan, Mustaq A.; Wall, Curtiss E.

1996-01-01

Almost every engineering course involves mathematics in one form or another. The analytical process of developing mathematical models is very important for engineering students. However, the computational process involved in the solution of some mathematical problems may be very tedious and time consuming. There is a significant amount of mathematical software such as Mathematica, Mathcad, and Maple designed to aid in the solution of these instructional problems. The use of these packages in classroom teaching can greatly enhance understanding, and save time. Integration of computer technology in mathematics classes, without de-emphasizing the traditional analytical aspects of teaching, has proven very successful and is becoming almost essential. Sample computer laboratory modules are developed for presentation in the classroom setting. This is accomplished through the use of overhead projectors linked to graphing calculators and computers. Model problems are carefully selected from different areas.

Musculoskeletal Problems Associated with University Students Computer Users: A Cross-Sectional Study

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Rakhadani PB

2017-07-01

Full Text Available While several studies have examined the prevalence and correlates of musculoskeletal problems among university students, scanty information exists in South African context. The objective of this study was to determine the prevalence, causes and consequences of musculoskeletal problems among University of Venda students’ computer users. This cross-sectional study involved 694 university students at the University of Venda. A self-designed questionnaire was used to collect information on the sociodemographic characteristics, problems associated with computer users, and causes of musculoskeletal problems associated with computer users. The majority (84.6% of the participants use computer for internet, wording processing (20.3%, and games (18.7%. The students reported neck pain when using computer (52.3%; shoulder (47.0%, finger (45.0%, lower back (43.1%, general body pain (42.9%, elbow (36.2%, wrist (33.7%, hip and foot (29.1% and knee (26.2%. Reported causes of musculoskeletal pains associated with computer usage were: sitting position, low chair, a lot of time spent on computer, uncomfortable laboratory chairs, and stressfulness. Eye problems (51.9%, muscle cramp (344.0%, headache (45.3%, blurred vision (38.0%, feeling of illness (39.9% and missed lectures (29.1% were consequences of musculoskeletal problems linked to computer use. The majority of students reported having mild pain (43.7%, moderate (24.2%, and severe (8.4% pains. Years of computer use were significantly associated with neck, shoulder and wrist pain. Using computer for internet was significantly associated with neck pain (OR=0.60; 95% CI 0.40-0.93; games: neck (OR=0.60; 95% CI 0.40-0.85 and hip/foot (OR=0.60; CI 95% 0.40-0.92, programming for elbow (OR= 1.78; CI 95% 1.10-2.94 and wrist (OR=2.25; CI 95% 1.36-3.73, while word processing was significantly associated with lower back (OR=1.45; CI 95% 1.03-2.04. Undergraduate study had a significant association with elbow pain (OR=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.

A Novel Method to Verify Multilevel Computational Models of Biological Systems Using Multiscale Spatio-Temporal Meta Model Checking.

Science.gov (United States)

Pârvu, Ovidiu; Gilbert, David

2016-01-01

Insights gained from multilevel computational models of biological systems can be translated into real-life applications only if the model correctness has been verified first. One of the most frequently employed in silico techniques for computational model verification is model checking. Traditional model checking approaches only consider the evolution of numeric values, such as concentrations, over time and are appropriate for computational models of small scale systems (e.g. intracellular networks). However for gaining a systems level understanding of how biological organisms function it is essential to consider more complex large scale biological systems (e.g. organs). Verifying computational models of such systems requires capturing both how numeric values and properties of (emergent) spatial structures (e.g. area of multicellular population) change over time and across multiple levels of organization, which are not considered by existing model checking approaches. To address this limitation we have developed a novel approximate probabilistic multiscale spatio-temporal meta model checking methodology for verifying multilevel computational models relative to specifications describing the desired/expected system behaviour. The methodology is generic and supports computational models encoded using various high-level modelling formalisms because it is defined relative to time series data and not the models used to generate it. In addition, the methodology can be automatically adapted to case study specific types of spatial structures and properties using the spatio-temporal meta model checking concept. To automate the computational model verification process we have implemented the model checking approach in the software tool Mule (http://mule.modelchecking.org). Its applicability is illustrated against four systems biology computational models previously published in the literature encoding the rat cardiovascular system dynamics, the uterine contractions of labour

Laboratory Works Designed for Developing Student Motivation in Computer Architecture

Directory of Open Access Journals (Sweden)

Petre Ogrutan

2017-02-01

Full Text Available In light of the current difficulties related to maintaining the students’ interest and to stimulate their motivation for learning, the authors have developed a range of new laboratory exercises intended for first-year students in Computer Science as well as for engineering students after completion of at least one course in computers. The educational goal of the herein proposed laboratory exercises is to enhance the students’ motivation and creative thinking by organizing a relaxed yet competitive learning environment. The authors have developed a device including LEDs and switches, which is connected to a computer. By using assembly language, commands can be issued to flash several LEDs and read the states of the switches. The effectiveness of this idea was confirmed by a statistical study.

Effect of Tutorial Mode of Computer-Assisted Instruction on Students ...

African Journals Online (AJOL)

This study investigated the effect of Tutorial Mode of Computer- Assisted Instruction (CAI) on students' academic performance in practical geography in Nigeria, However, the sample population of eighty (80) Senior Secondary School Two geography students that were randomly selected from two privately owned secondary ...

Increasing Mathematical Computation Skills for Students with Physical and Health Disabilities

Science.gov (United States)

Webb, Paula

2017-01-01

Students with physical and health disabilities struggle with basic mathematical concepts. The purpose of this research study was to increase the students' mathematical computation skills through implementing new strategies and/or methods. The strategies implemented with the students was utilizing the ten-frame tiles and technology with the purpose…

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.

Designing for deeper learning in a blended computer science course for middle school students

Science.gov (United States)

Grover, Shuchi; Pea, Roy; Cooper, Stephen

2015-04-01

The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford's OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of "deeper learning"; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and "systems of assessments" (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students' deeper computational learning. Empirical investigations, accomplished over two iterations of a design-based research effort with students (aged 11-14 years) in a public school, sought to examine student understanding of algorithmic constructs, and how well students transferred this learning from Scratch to text-based languages. Changes in student perceptions of computing as a discipline were measured. Results and mixed-method analyses revealed that students in both studies (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline. Factor analyses of prior computing experience, multivariate regression analyses, and qualitative analyses of student projects and artifact-based interviews were conducted to better understand the factors affecting learning outcomes. Prior computing experiences (as measured by a pretest) and math ability were

The Use of Group Activities in Introductory Biology Supports Learning Gains and Uniquely Benefits High-Achieving Students

Directory of Open Access Journals (Sweden)

Gili Marbach-Ad

2016-12-01

Full Text Available This study describes the implementation and effectiveness of small-group active engagement (GAE exercises in an introductory biology course (BSCI207 taught in a large auditorium setting. BSCI207 (Principles of Biology III—Organismal Biology is the third introductory core course for Biological Sciences majors. In fall 2014, the instructors redesigned one section to include GAE activities to supplement lecture content. One section (n = 198 employed three lectures per week. The other section (n = 136 replaced one lecture per week with a GAE class. We explored the benefits and challenges associated with implementing GAE exercises and their relative effectiveness for unique student groups (e.g., minority students, high- and low-grade point average [GPA] students. Our findings show that undergraduates in the GAE class exhibited greater improvement in learning outcomes than undergraduates in the traditional class. Findings also indicate that high-achieving students experienced the greatest benefit from GAE activities. Some at-risk student groups (e.g., two-year transfer students showed comparably low learning gains in the course, despite the additional support that may have been afforded by active learning. Collectively, these findings provide valuable feedback that may assist other instructors who wish to revise their courses and recommendations for institutions regarding prerequisite coursework approval policies.

Computer modeling in developmental biology: growing today, essential tomorrow.

Science.gov (United States)

Sharpe, James

2017-12-01

D'Arcy Thompson was a true pioneer, applying mathematical concepts and analyses to the question of morphogenesis over 100 years ago. The centenary of his famous book, On Growth and Form , is therefore a great occasion on which to review the types of computer modeling now being pursued to understand the development of organs and organisms. Here, I present some of the latest modeling projects in the field, covering a wide range of developmental biology concepts, from molecular patterning to tissue morphogenesis. Rather than classifying them according to scientific question, or scale of problem, I focus instead on the different ways that modeling contributes to the scientific process and discuss the likely future of modeling in developmental biology. © 2017. Published by The Company of Biologists Ltd.

Stochastic processes, multiscale modeling, and numerical methods for computational cellular biology

CERN Document Server

2017-01-01

This book focuses on the modeling and mathematical analysis of stochastic dynamical systems along with their simulations. The collected chapters will review fundamental and current topics and approaches to dynamical systems in cellular biology. This text aims to develop improved mathematical and computational methods with which to study biological processes. At the scale of a single cell, stochasticity becomes important due to low copy numbers of biological molecules, such as mRNA and proteins that take part in biochemical reactions driving cellular processes. When trying to describe such biological processes, the traditional deterministic models are often inadequate, precisely because of these low copy numbers. This book presents stochastic models, which are necessary to account for small particle numbers and extrinsic noise sources. The complexity of these models depend upon whether the biochemical reactions are diffusion-limited or reaction-limited. In the former case, one needs to adopt the framework of s...

TRANSFORMING RURAL SECONDARY SCHOOLS IN ZIMBABWE THROUGH TECHNOLOGY: LIVED EXPERIENCES OF STUDENT COMPUTER USERS

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Gomba Clifford

2016-04-01

Full Text Available A technological divide exists in Zimbabwe between urban and rural schools that puts rural based students at a disadvantage. In Zimbabwe, the government, through the president donated computers to most rural schools in a bid to bridge the digital divide between rural and urban schools. The purpose of this phenomenological study was to understand the experiences of Advanced Level students using computers at two rural boarding Catholic High Schools in Zimbabwe. The study was guided by two research questions: (1 How do Advanced level students in the rural areas use computers at their school? and (2 What is the experience of using computers for Advanced Level students in the rural areas of Zimbabwe? By performing this study, it was possible to understand from the students’ experiences whether computer usage was for educational learning or not. The results of the phenomenological study showed that students’ experiences can be broadly classified into five themes, namely worthwhile (interesting experience, accessibility issues, teachers’ monopoly, research and social use, and Internet availability. The participants proposed teachers use computers, but not monopolize computer usage. The solution to the computer shortage may be solved by having donors and government help in the acquisitioning of more computers.

Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major

Science.gov (United States)

2017-01-01

Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated. PMID:28771564

Development and validation of the computer technology literacy self-assessment scale for Taiwanese elementary school students.

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Chang, Chiung-Sui

2008-01-01

The purpose of this study was to describe the development and validation of an instrument to identify various dimensions of the computer technology literacy self-assessment scale (CTLS) for elementary school students. The instrument included five CTLS dimensions (subscales): the technology operation skills, the computer usages concepts, the attitudes toward computer technology, the learning with technology, and the Internet operation skills. Participants were 1,539 elementary school students in Taiwan. Data analysis indicated that the instrument developed in the study had satisfactory validity and reliability. Correlations analysis supported the legitimacy of using multiple dimensions in representing students' computer technology literacy. Significant differences were found between male and female students, and between grades on some CTLS dimensions. Suggestions are made for use of the instrument to examine complicated interplays between students' computer behaviors and their computer technology literacy.

Simulation in computer forensics teaching: the student experience

OpenAIRE

Crellin, Jonathan; Adda, Mo; Duke-Williams, Emma; Chandler, Jane

2011-01-01

The use of simulation in teaching computing is well established, with digital forensic investigation being a subject area where the range of simulation required is both wide and varied demanding a corresponding breadth of fidelity. Each type of simulation can be complex and expensive to set up resulting in students having only limited opportunities to participate and learn from the simulation. For example students' participation in mock trials in the University mock courtroom or in simulation...

The Climate Experiences of Students in Introductory Biology

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Ramón S. Barthelemy

2015-08-01

Full Text Available Understanding course climate is important for improving students’ experiences and increasing the likelihood of their persistence in STEM fields. This study presents climate survey results from 523 students taking introductory biology at the University of Michigan. Principal component analysis revealed that a student’s climate experience is comprised of five main elements: comfort, school avoidance, relationship to course, academic stress, and discomfort. Of these climate factors, comfort, school avoidance, and relationship to course were significant predictors of course satisfaction, and academic stress was a significant predictor of persistence. The results indicated the importance of a positive climate that is facilitated by the instructor in order to promote a positive student experience. Climate may be an important metric for institutions to track across time and course.

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,…

Effect of Varied Computer Based Presentation Sequences on Facilitating Student Achievement.

Science.gov (United States)

Noonen, Ann; Dwyer, Francis M.

1994-01-01

Examines the effectiveness of visual illustrations in computer-based education, the effect of order of visual presentation, and whether screen design affects students' use of graphics and text. Results indicate that order of presentation and choice of review did not influence student achievement; however, when given a choice, students selected the…

Computer attitudes of primary and secondary students in South Africa.

NARCIS (Netherlands)

Bovee, Chantal; Voogt, Joke; Meelissen, Martina R.M.

2007-01-01

This study investigated computer attitudes of 240 students from eight primary and secondary schools in South Africa. The student population of six of the eight schools that participated in the study can be characterised as middle or upper class. Two schools were from South African townships. All

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 randomly selected from a list of prominent colleges and universities to include instructors representing a broader population. We examined the relationship between active learning and student learning in the subject area of natural selection. We found no association between student learning gains and the use of active-learning instruction. Although active learning has the potential to substantially improve student learning, this research suggests that active learning, as used by typical college biology instructors, is not associated with greater learning gains. We contend that most instructors lack the rich and nuanced understanding of teaching and learning that science education researchers have developed. Therefore, active learning as designed and implemented by typical college biology instructors may superficially resemble active learning used by education researchers, but lacks the constructivist elements necessary for improving learning. PMID:22135373

Mathematical computer simulation of the process of ultrasound interaction with biological medium

International Nuclear Information System (INIS)

Yakovleva, T.; Nassiri, D.; Ciantar, D.

1996-01-01

The aim of the paper is to study theoretically the interaction of ultrasound irradiation with biological medium and the peculiarities of ultrasound scattering by inhomogeneities of biological tissue, which can be represented by fractal structures. This investigation has been used for the construction of the computer model of three-dimensional ultrasonic imaging system what gives the possibility to define more accurately the pathological changes in such a tissue by means of its image analysis. Poster 180. (author)

Helping struggling students in introductory biology: a peer-tutoring approach that improves performance, perception, and retention.

Science.gov (United States)

Batz, Zachary; Olsen, Brian J; Dumont, Jonathan; Dastoor, Farahad; Smith, Michelle K

2015-01-01

The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly "leaky" point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. © 2015 Z. Batz et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Students' Motivation toward Computer-Based Language Learning

Science.gov (United States)

Genc, Gulten; Aydin, Selami

2011-01-01

The present article examined some factors affecting the motivation level of the preparatory school students in using a web-based computer-assisted language-learning course. The sample group of the study consisted of 126 English-as-a-foreign-language learners at a preparatory school of a state university. After performing statistical analyses…

Learning Styles of the Students of Biology Department and Prospective Biology Teachers in Turkey and Their Relationship with Some Demographic Variables

Science.gov (United States)

Günes, M. Handan

2018-01-01

This study has been carried out with the aim of researching dominant learning styles of the students studying at the biology departments of the faculty of science or the faculty of arts and sciences as well as the dominant learning styles of the prospective biology teachers studying at the faculty of education of universities in Turkey, by taking…

Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology.

Science.gov (United States)

Briggs, Amy G; Morgan, Stephanie K; Sanderson, Seth K; Schulting, Molly C; Wieseman, Laramie J

2016-12-01

The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids) and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein). Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble.

Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology

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Amy G. Briggs

2016-12-01

Full Text Available The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein. Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble.

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 < .001. Percent final grade also varied by science identity (p < .005), but this relationship was weaker (r = .208, p = .01). Results for science identity and engagement and final grade were consistent with the identity literature. Persistence did not vary by science identity in this student sample (chi2 =2.815, p = .421). This result was inconsistent with the literature on science identity and persistence. Quantitative results from this study present a mixed picture of science identity status at the community college level. It is suggested, based on the findings

Factors that Influence the Success of Male and Female Computer Programming Students in College

Science.gov (United States)

Clinkenbeard, Drew A.

As the demand for a technologically skilled work force grows, experience and skill in computer science have become increasingly valuable for college students. However, the number of students graduating with computer science degrees is not growing proportional to this need. Traditionally several groups are underrepresented in this field, notably women and students of color. This study investigated elements of computer science education that influence academic achievement in beginning computer programming courses. The goal of the study was to identify elements that increase success in computer programming courses. A 38-item questionnaire was developed and administered during the Spring 2016 semester at California State University Fullerton (CSUF). CSUF is an urban public university comprised of about 40,000 students. Data were collected from three beginning programming classes offered at CSUF. In total 411 questionnaires were collected resulting in a response rate of 58.63%. Data for the study were grouped into three broad categories of variables. These included academic and background variables; affective variables; and peer, mentor, and role-model variables. A conceptual model was developed to investigate how these variables might predict final course grade. Data were analyzed using statistical techniques such as linear regression, factor analysis, and path analysis. Ultimately this study found that peer interactions, comfort with computers, computer self-efficacy, self-concept, and perception of achievement were the best predictors of final course grade. In addition, the analyses showed that male students exhibited higher levels of computer self-efficacy and self-concept compared to female students, even when they achieved comparable course grades. Implications and explanations of these findings are explored, and potential policy changes are offered.

MOLNs: A CLOUD PLATFORM FOR INTERACTIVE, REPRODUCIBLE, AND SCALABLE SPATIAL STOCHASTIC COMPUTATIONAL EXPERIMENTS IN SYSTEMS BIOLOGY USING PyURDME.

Science.gov (United States)

Drawert, Brian; Trogdon, Michael; Toor, Salman; Petzold, Linda; Hellander, Andreas

2016-01-01

Computational experiments using spatial stochastic simulations have led to important new biological insights, but they require specialized tools and a complex software stack, as well as large and scalable compute and data analysis resources due to the large computational cost associated with Monte Carlo computational workflows. The complexity of setting up and managing a large-scale distributed computation environment to support productive and reproducible modeling can be prohibitive for practitioners in systems biology. This results in a barrier to the adoption of spatial stochastic simulation tools, effectively limiting the type of biological questions addressed by quantitative modeling. In this paper, we present PyURDME, a new, user-friendly spatial modeling and simulation package, and MOLNs, a cloud computing appliance for distributed simulation of stochastic reaction-diffusion models. MOLNs is based on IPython and provides an interactive programming platform for development of sharable and reproducible distributed parallel computational experiments.

Spectrum of tablet computer use by medical students and residents at an academic medical center

Directory of Open Access Journals (Sweden)

Robert Robinson

2015-07-01

Full Text Available Introduction. The value of tablet computer use in medical education is an area of considerable interest, with preliminary investigations showing that the majority of medical trainees feel that tablet computers added value to the curriculum. This study investigated potential differences in tablet computer use between medical students and resident physicians.Materials & Methods. Data collection for this survey was accomplished with an anonymous online questionnaire shared with the medical students and residents at Southern Illinois University School of Medicine (SIU-SOM in July and August of 2012.Results. There were 76 medical student responses (26% response rate and 66 resident/fellow responses to this survey (21% response rate. Residents/fellows were more likely to use tablet computers several times daily than medical students (32% vs. 20%, p = 0.035. The most common reported uses were for accessing medical reference applications (46%, e-Books (45%, and board study (32%. Residents were more likely than students to use a tablet computer to access an electronic medical record (41% vs. 21%, p = 0.010, review radiology images (27% vs. 12%, p = 0.019, and enter patient care orders (26% vs. 3%, p < 0.001.Discussion. This study shows a high prevalence and frequency of tablet computer use among physicians in training at this academic medical center. Most residents and students use tablet computers to access medical references, e-Books, and to study for board exams. Residents were more likely to use tablet computers to complete clinical tasks.Conclusions. Tablet computer use among medical students and resident physicians was common in this survey. All learners used tablet computers for point of care references and board study. Resident physicians were more likely to use tablet computers to access the EMR, enter patient care orders, and review radiology studies. This difference is likely due to the differing educational and professional demands placed on

A molecular computer to classify cells

CERN Multimedia

CERN. Geneva

2018-01-01

If only we had a small molecular computer to leverage this disparity, programmable to optimally recognize different classes of cells and, once inside a target cell, to execute an action. Like what a student team researched for this year's synthetic biology iGEM competition.

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…

Personalized Computer-Assisted Mathematics Problem-Solving Program and Its Impact on Taiwanese Students

Science.gov (United States)

Chen, Chiu-Jung; Liu, Pei-Lin

2007-01-01

This study evaluated the effects of a personalized computer-assisted mathematics problem-solving program on the performance and attitude of Taiwanese fourth grade students. The purpose of this study was to determine whether the personalized computer-assisted program improved student performance and attitude over the nonpersonalized program.…

Improving computer usage for students with physical disabilities through a collaborative approach: a pilot study.

Science.gov (United States)

Borgestig, Maria; Falkmer, Torbjörn; Hemmingsson, Helena

2013-11-01

The aim of this study was to evaluate the effect of an assistive technology (AT) intervention to improve the use of available computers as assistive technology in educational tasks for students with physical disabilities during an ongoing school year. Fifteen students (aged 12-18) with physical disabilities, included in mainstream classrooms in Sweden, and their teachers took part in the intervention. Pre-, post-, and follow-up data were collected with Goal Attainment Scaling (GAS), a computer usage diary, and with the Psychosocial Impact of Assistive Devices Scale (PIADS). Teachers' opinions of goal setting were collected at follow-up. The intervention improved the goal-related computer usage in educational tasks and teachers reported they would use goal setting again when appropriate. At baseline, students reported a positive impact from computer usage with no differences over time regarding the PIADS subscales independence, adaptability, or self-esteem. The AT intervention showed a positive effect on computer usage as AT in mainstream schools. Some additional support to teachers is recommended as not all students improved in all goal-related computer usage. A clinical implication is that students' computer usage can be improved and collaboratively established computer-based strategies can be carried out by teachers in mainstream schools.

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.

Entrepreneurial Health Informatics for Computer Science and Information Systems Students

Science.gov (United States)

Lawler, James; Joseph, Anthony; Narula, Stuti

2014-01-01

Corporate entrepreneurship is a critical area of curricula for computer science and information systems students. Few institutions of computer science and information systems have entrepreneurship in the curricula however. This paper presents entrepreneurial health informatics as a course in a concentration of Technology Entrepreneurship at a…

Student Study Choices in the Principles of Economics: A Case Study of Computer Usage

OpenAIRE

Grimes, Paul W.; Sanderson, Patricia L.; Ching, Geok H.

1996-01-01

Principles of Economics students at Mississippi State University were provided the opportunity to use computer assisted instruction (CAI) as a supplemental study activity. Students were free to choose the extent of their computer work. Throughout the course, weekly surveys were conducted to monitor the time each student spent with their textbook, computerized tutorials, workbook, class notes, and study groups. The surveys indicated that only a minority of the students actively pursued CAI....

The Grad Cohort Workshop: Evaluating an Intervention to Retain Women Graduate Students in Computing.

Science.gov (United States)

Stout, Jane G; Tamer, Burçin; Wright, Heather M; Clarke, Lori A; Dwarkadas, Sandhya; Howard, Ayanna M

2016-01-01

Women engaged in computing career tracks are vastly outnumbered by men and often must contend with negative stereotypes about their innate technical aptitude. Research suggests women's marginalized presence in computing may result in women psychologically disengaging, and ultimately dropping out, perpetuating women's underrepresentation in computing. To combat this vicious cycle, the Computing Research Association's Committee on the Status of Women in Computing Research (CRA-W) runs a multi-day mentorship workshop for women graduate students called Grad Cohort, which consists of a speaker series and networking opportunities. We studied the long-term impact of Grad Cohort on women Ph.D. students' (a) dedication to becoming well-known in one's field, and giving back to the community ( professional goals ), (b) the degree to which one feels computing is an important element of "who they are" ( computing identity) , and (c) beliefs that computing skills are innate ( entity beliefs ). Of note, entity beliefs are known to be demoralizing and can lead to disengagement from academic endeavors. We compared a propensity score matched sample of women and men Ph.D. students in computing programs who had never participated in Grad Cohort to a sample of past Grad Cohort participants. Grad Cohort participants reported interest in becoming well-known in their field to a greater degree than women non-participants, and to an equivalent degree as men. Also, Grad Cohort participants reported stronger interest in giving back to the community than their peers. Further, whereas women non-participants identified with computing to a lesser degree than men and held stronger entity beliefs than men, Grad Cohort participants' computing identity and entity beliefs were equivalent to men. Importantly, stronger entity beliefs predicted a weaker computing identity among students, with the exception of Grad Cohort participants. This latter finding suggests Grad Cohort may shield students

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

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students Using Computer-Assisted Instruction

Science.gov (United States)

Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N.

2016-01-01

The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and…

Periodicity computation of generalized mathematical biology problems involving delay differential equations.

Science.gov (United States)

Jasim Mohammed, M; Ibrahim, Rabha W; Ahmad, M Z

2017-03-01

In this paper, we consider a low initial population model. Our aim is to study the periodicity computation of this model by using neutral differential equations, which are recognized in various studies including biology. We generalize the neutral Rayleigh equation for the third-order by exploiting the model of fractional calculus, in particular the Riemann-Liouville differential operator. We establish the existence and uniqueness of a periodic computational outcome. The technique depends on the continuation theorem of the coincidence degree theory. Besides, an example is presented to demonstrate the finding.

Investigating the Role of Student Motivation in Computer Science Education through One-on-One Tutoring

Science.gov (United States)

Boyer, Kristy Elizabeth; Phillips, Robert; Wallis, Michael D.; Vouk, Mladen A.; Lester, James C.

2009-01-01

The majority of computer science education research to date has focused on purely cognitive student outcomes. Understanding the "motivational" states experienced by students may enhance our understanding of the computer science learning process, and may reveal important instructional interventions that could benefit student engagement and…