WorldWideScience

Sample records for students entering biology

  1. [Biological evaluation of a protein mixture intended for enteral nutrition].

    Science.gov (United States)

    Meneses, J Olza; Foulquie, J Porres; Valero, G Urbano; de Victoria, E Martínez; Hernández, A Gil

    2008-01-01

    Enteral nutrition is the best way to feed or supplement the diet when gastrointestinal tract functions of patients are partially or totally preserved. Whenever total enteral nutrition is needed, it represents the only source of nutrients for patients. Thus, it is mandatory to ensure that high biological value proteins are included in enteral formulae. To assess the biological quality of a protein blend constituted by 50% potassium caseinate, 25% whey protein and 25% pea protein intended to be used in enteral nutrition products. Forty Wistar rats (20 male and 20 female), with initial body weight of 51 g, where divided into four groups and feed for 10 days with: casein (Control), experimental protein blend (Experimental), liophylized normo- and hyperproteic enteral nutrition formulae adapted to the animal nutritional requirements (Normoproteic and Hyperproteic). Protein efficiency ratio (PER), apparent digestibility coefficient (ADC), relationship between retained and absorbed nitrogen (R/A) and relationship between retained and consumed nitrogen (R/I) where calculated. Experimental and control groups had similar values for all analysed indices (PER, ADC, R/A and R/I). These indices where also similar between normo and hyperproteic groups, but lower than experimental and control groups, except in PER, where normoproteic group was either similar to control and hiperproteic group. The quality of the protein blend used in this study is high. It is a good protein source to be used in the development of new enteral nutritional products.

  2. Overconfidence of Vocational Education Students When Entering Higher Education

    Science.gov (United States)

    Bowden, Mark P.; Abhayawansa, Subhash; Bahtsevanoglou, John

    2015-01-01

    Purpose: There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of…

  3. The motivation of massage therapy students to enter professional education.

    Science.gov (United States)

    Finch, Paul

    2004-12-01

    In Ontario massage therapy is a regulated health profession, and it has been speculated that massage therapy students are motivated primarily by altruistic values, as has been documented in medicine. Students at Sutherland-Chan School and Teaching Clinic in Ontario were surveyed regarding their motivation to enter massage therapy education, with the intention of assessing the influence of certain value complexes on their decision. The results indicate that their decision was influenced more strongly by intrinsic values related to helping and working with people than by the prospect of extrinsic rewards (p < 0.0005). This supports a belief commonly held within the professional community, and bodies well for the future of massage therapy as a caring profession.

  4. Personal characteristics of students entering higher medical school

    Directory of Open Access Journals (Sweden)

    Akimova O.V.

    2014-06-01

    Full Text Available The article presents the structure of personal features of students decided to devote their life to medical profession, their personal readiness for a profession of a doctor. 241 students going to enter the Saratov Medical University in 2013 serve as an object of research. Methods of research included psychology tests on a self-assessment of a mental state, ability to empathy, a motivation orientation. Result. It was revealed that the majority of respondents low level of uneasiness, low level of frustration, the average level of aggression, the average level of a rigidity, and also high rates on an empathy scale. The types of the personality in relation to work are emotive and intuitive. Prevalence of motive of achievement of success or motive of avoiding of failures directly depends on specifics of a situation. Conclusion. Students possess qualities which are necessary in professional activity for doctors, namely high resistance to stress, absence of fear before difficulties, low level of rigidity, high level of empathy, the average level of aggression. Students are motivated on success, in situations when they are fully confident.

  5. The influence of parents on undergraduate and graduate students' entering the STEM disciplines and STEM careers

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    Craig, Cheryl J.; Verma, Rakesh; Stokes, Donna; Evans, Paige; Abrol, Bobby

    2018-04-01

    This research examines the influence of parents on students' studying the STEM disciplines and entering STEM careers. Cases of two graduate students (one female, one male) and one undergraduate student (male) are featured. The first two students in the convenience sample are biology and physics majors in a STEM teacher education programme; the third is enrolled in computer science. The narrative inquiry research method is used to elucidate the students' academic trajectories. Incidents of circumstantial and planned parent curriculum making surfaced when the data was serially interpreted. Other themes included: (1) relationships between (student) learners and (teacher) parents, (2) invitations to inquiry, (3) modes of inquiry, (4) the improbability of certainty, and (5) changed narratives = changed lives. While policy briefs provide sweeping statements about parents' positive effects on their children, narrative inquiries such as this one illuminate parents' inquiry moves within home environments. These actions became retrospectively revealed in their adult children's lived narratives. Nurtured by their mothers and/or fathers, students enter STEM disciplines and STEM-related careers through multiple pathways in addition to the anticipated pipeline.

  6. How the confocal laser scanning microscope entered biological research.

    Science.gov (United States)

    Amos, W B; White, J G

    2003-09-01

    A history of the early development of the confocal laser scanning microscope in the MRC Laboratory of Molecular Biology in Cambridge is presented. The rapid uptake of this technology is explained by the wide use of fluorescence in the 80s. The key innovations were the scanning of the light beam over the specimen rather than vice-versa and a high magnification at the level of the detector, allowing the use of a macroscopic iris. These were followed by an achromatic all-reflective relay system, a non-confocal transmission detector and novel software for control and basic image processing. This design was commercialized successfully and has been produced and developed over 17 years, surviving challenges from alternative technologies, including solid-state scanning systems. Lessons are pointed out from the unusual nature of the original funding and research environment. Attention is drawn to the slow adoption of the instrument in diagnostic medicine, despite promising applications.

  7. 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…

  8. Has Modern Biology Entered the Mouth? The Clinical Impact of Biological Research.

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    Baum, Bruce J.

    1991-01-01

    Three areas of biological research that are beginning to have an impact on clinical medicine are examined, including molecular biology, cell biology, and biotechnology. It is concluded that oral biologists and educators must work cooperatively to bring rapid biological and biomedical advances into dental training in a meaningful way. (MSE)

  9. 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…

  10. Implementation of a Study Skills Program for Entering At-Risk Medical Students

    Science.gov (United States)

    Miller, Cynthia J.

    2014-01-01

    While the first year of medical school is challenging for all students, there may be specific issues for students from rural areas, economically disadvantaged backgrounds, ethnic minorities, or nontraditional age groups. A Summer Prematriculation Program (SPP) was created to prepare entering at-risk students for the demands of medical school. For…

  11. Surgeons underestimate their influence on medical students entering surgery.

    NARCIS (Netherlands)

    Quillin 3rd, R.C.; Pritts, T.A.; Davis, B.R.; Hanseman, D.; Collins, J.M.; Athota, K.P.; Edwards, M.J.R.; Tevar, A.D.

    2012-01-01

    BACKGROUND: Positive surgical role models influence medical students to pursue a career in surgery. However, the perception by role models of their own effectiveness has yet to be examined. In this study, we evaluated the influence of surgical role models on medical student career choice, and how

  12. A Comparative Study of Recent Trends and Characteristics of Students Entering American Junior Colleges, 1968-72.

    Science.gov (United States)

    Fenske, Robert H.; Scott, Craig S.

    Recent changes in the background characteristics and attributes of students entering American junior colleges are compared with those of students entering colleges offering baccalaureate and graduate degrees. Comparisons are also made between students entering private and public junior colleges. The characteristics and attributes are: Level of…

  13. Diagnostic Tests for Entering and Departing Undergraduate Students

    Science.gov (United States)

    Waltham, Chris; Kotlicki, A.

    2006-12-01

    A diagnostic test administered at the start of a class should test basic concepts which are recognized as course prerequisites. The questions should not be over-packaged: e.g. students should be required to create models, rather than this being done for them each time. Students should be allowed great latitude in their answers, so we can discover what they are thinking. When administered at the end of a class the goals should be similar: testing concepts taught in the class itself and the retention of necessary concepts from previous classes. Great care has to be taken to avoid teaching to the test. In assessing an entire program, for example an undergraduate majors degree in physics, then one looks for very general skills and knowledge not specific to any one course. The purpose of an undergraduate degree in physics (or indeed any science) is to equip the students with a set of problem-solving skills and basic knowledge which can be applied in a large variety of workplace settings and to allow that student to contribute to civic society as a science-literate person. The creator of any diagnostic test should always have these big goals in mind. We have developed a set of questions which we think fulfill these criteria, yet are not specific to any particular level of science education. They have been administered to students in secondary schools across Canada, incoming first-year science students and final-year physics students at the University of British Columbia. The results will be presented.

  14. Students' Understanding of Conditional Probability on Entering University

    Science.gov (United States)

    Reaburn, Robyn

    2013-01-01

    An understanding of conditional probability is essential for students of inferential statistics as it is used in Null Hypothesis Tests. Conditional probability is also used in Bayes' theorem, in the interpretation of medical screening tests and in quality control procedures. This study examines the understanding of conditional probability of…

  15. Who Are the Future Teachers in Turkey? Characteristics of Entering Student Teachers

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    Aksu, Meral; Demir, Cennet Engin; Daloglu, Aysegul; Yildirim, Soner; Kiraz, Ercan

    2010-01-01

    This exploratory study examines the background characteristics, socio-cultural values and pedagogical beliefs that entering student teachers bring with them into the faculties of education and explores their possible implications for teacher education in the Turkish context. The study comprised 18,226 first-year student teachers from 51 faculties…

  16. Factors related to nursing students' readiness to enter working life - A scoping literature review.

    Science.gov (United States)

    Järvinen, Tiina; Eklöf, Niina; Salminen, Leena

    2018-03-01

    The aim of this scoping literature review was to identify the factors related to nursing students' readiness to enter working life. The literature search was carried out in autumn 2017 in PubMed and CINAHL databases. The studies selected for this review (n = 17) were analyzed thematically with inductive content analysis. Four subthemes that were combined into two main factors related to nursing students' readiness to enter working life were found. The main factors found were 1) educational factors and 2) personal factors. Educational factors consisted of professional competence and clinical practice, while personal factors consisted of nursing students' background and feelings. Some nursing students tend to feel insecure about entering working life as a newly graduated nurse. This literature review also supports the importance of clinical practice periods in nursing education and for readiness for working life. Nurse education needs to ensure clinical practice periods which support nursing students' professional growth. Further research is needed on how the factors related to nursing students' readiness to enter working life correlate with each other. Particularly, the association between competence, readiness and positive feelings towards graduation needs further investigation. Copyright © 2018 Elsevier Ltd. All rights reserved.

  17. Burnout among Entering MSW Students: Exploring the Role of Personal Attributes

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    Han, Meekyung; Lee, Sang E.; Lee, Peter Allan

    2012-01-01

    Although individual susceptibility to burnout within a similar structural context is well-documented in other helping professions, little is known about the relationship between personal attributes and burnout in social work. Furthermore, despite a large number of entering MSW students with prior work experience, there is a paucity of research…

  18. 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…

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

    Science.gov (United States)

    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…

  20. Stress and cardiometabolic manifestations among Saudi students entering universities: a cross-sectional observational study.

    Science.gov (United States)

    Al-Daghri, Nasser M; Al-Othman, Abdulaziz; Al-Attas, Omar S; Alkharfy, Khalid M; Alokail, Majed S; Albanyan, Abdulmajeed; Sabico, Shaun; Chrousos, George P

    2014-04-23

    In this observational study, we aimed to see whether transition in Saudi students entering university life could be a breeding stage for cardiometabolic risk factor emergence and clustering. A total of 1878 apparently healthy Saudi students of the Preparatory Year, King Saud University, Riyadh, KSA (1112 men and 766 women) spanning 2 academic years were included. They were divided into 2 groups based on the validated perceived stress test (PST). Anthropometrics were obtained and fasting blood samples were collected for measurement of fasting blood glucose and a lipid profile. PST score (>27) considered indicative of stress was noted in 44.4% of students. The prevalence of this score was higher in women than in men (49.7% versus 40.7%). The prevalence of obesity, hypertension and dyslipidemia was significantly higher in men than women (p students entering universities. This study sheds light on the social responsibility of universities in promoting a healthy lifestyle, particularly in this age group, when exposure to different kinds of stressors may result in body weight and metabolic changes.

  1. Motivations to nurse: an exploration of what motivates students in Pacific Island countries to enter nursing.

    Science.gov (United States)

    Usher, Kim; West, Caryn; Macmanus, Mary; Waqa, Silina; Stewart, Lee; Henry, Renee; Lindsay, David; Conaglen, Jo; Hall, Julianne; McAuliffe, Marie; Redman-MacLaren, Michelle

    2013-10-01

    The aim of this study was to explore the motivations of student nurses enrolled in nursing courses across a variety of Pacific Island countries. The image of nursing, the desire to help others, family and friends in the profession, personal experience, security, travel opportunities and flexibility have all been identified as motivators for people to enter nursing. To date, what motivates students in Pacific Island countries to enrol in a nursing course has not been investigated. An exploratory qualitative approach using focus group interviews with 152 nursing students was undertaken. Data were analysed using thematic content analysis, revealing four themes: (i) helping others; (ii) 'making a difference for my people'; (iii) following in the footsteps of others; and (iv) financial and professional gain. In a time of health and nursing workforce shortages, developing a deeper understanding of what drives people can be used to improve recruitment strategies in the future. © 2013 Wiley Publishing Asia Pty Ltd.

  2. Attitudes towards Mathematics of the students who enter University of Granada

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    Patricia Pérez-Tyteca

    2008-05-01

    Full Text Available Affective answers play an essential role in the process of teaching-learning mathematics. Within this field, the more studied construct in the last three decades is the attitude towards mathematics. This construct have been frequently related to gender differences between the students population as well as the students´ election of mathematics courses and university degrees depending on the level of mathematics that they present. For this reason, we have analyzed, using an adaptation of the Fennema-Sherman Mathematics Attitude Scales (1976, the attitudes towards mathematics of the students who enter the University of Granada, in a global way and classifying the subjects by gender and by the fields of knowledge of their degrees.

  3. They Do Not Buy It: Exploring the Extent to Which Entering First-Year Students View Themselves as Customers

    Science.gov (United States)

    Saunders, Daniel B.

    2015-01-01

    While a number of scholars have discussed the pervasiveness of the conceptualization of students as customers, to date there has been limited reliable research examining the extent to which students actually view themselves as customers. Using a survey that was administered to a census of entering first-year students at a large public research…

  4. From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students.

    Science.gov (United States)

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

    2010-01-01

    We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a "live" textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.

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

    Science.gov (United States)

    McManus, Jeffrey M.; Shaw, Kendrick M.

    2010-01-01

    We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology. PMID:20810957

  6. Cognitive profile of students who enter higher education with an indication of dyslexia.

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    Maaike Callens

    Full Text Available For languages other than English there is a lack of empirical evidence about the cognitive profile of students entering higher education with a diagnosis of dyslexia. To obtain such evidence, we compared a group of 100 Dutch-speaking students diagnosed with dyslexia with a control group of 100 students without learning disabilities. Our study showed selective deficits in reading and writing (effect sizes for accuracy between d = 1 and d = 2, arithmetic (d≈1, and phonological processing (d>0.7. Except for spelling, these deficits were larger for speed related measures than for accuracy related measures. Students with dyslexia also performed slightly inferior on the KAIT tests of crystallized intelligence, due to the retrieval of verbal information from long-term memory. No significant differences were observed in the KAIT tests of fluid intelligence. The profile we obtained agrees with a recent meta-analysis of English findings suggesting that it generalizes to all alphabetic languages. Implications for special arrangements for students with dyslexia in higher education are outlined.

  7. 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.

  8. 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…

  9. 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.…

  10. Entering Freshman Transfer and Career Students: A Comparison of Selected Educational Objectives with Recommendations for Transfer and Academic Advisement.

    Science.gov (United States)

    Padula, Mary S.

    The descriptive study investigated the extent to which entering freshman students and transfer students at Borough of Manhattan Community College (BMCC) are enrolled in degree programs that are compatible with their stated educational objectives, transfer intents, and degree intents. Subjects (N=376) enrolled in a mandatory orientation course were…

  11. Preparedness and Practice Management Skills of Graduating Dental Students Entering the Work Force

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    Jane Manakil

    2015-01-01

    Full Text Available Dental education aims to produce competent graduates with the ability to provide quality care to the patients and facilitate the smooth integration into professional practice. The objective of this study was to explore the overall preparedness of graduands for integrating into professional practice. The survey was tested for reliability and analysed the career paths, learning preferences, overall knowledge, and confidence amongst graduating dentists in integrating and managing a dental practice on graduation. Sixty-nine students (89.6% in age group of 20–50 years participated in the study. Students indicated a high level of confidence in their skills and ability to work in a team in a practice or collaboratively with other colleagues and specialists but expressed some reservation on their practice management skills (73.1%. Challenges in gaining employment and pressures to repay educational debts are amongst the reasons for graduands preferring a paid job immediately on graduation regardless of demographics. Students indicated that an increase in speciality training and clinical/outreach placements could enhance employability. This study explores the students’ perception of their confidences, knowledge, learning preferences, and practice management skills as a method of evaluating their preparedness to practice on graduation and provides a base line for curriculum structuring to prepare graduands to enter the competitive dental work force.

  12. 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…

  13. Evaluation of treatment response for breast cancer: are we entering the era of "biological complete remission"?

    Institute of Scientific and Technical Information of China (English)

    Li Bian; Tao Wang; Yi Liu; Hui-Qiang Zhang; Jin-Jie Song; Shao-Hua Zhang; Shi-Kai Wu; San-Tai Song; Ze-Fei Jiang

    2012-01-01

    Breast cancer is one of the most common malignancies in women.The post-operative recurrence and metastasis are the leading causes of breast cancer-related mortality.In this study,we tried to explore the role of circulating tumor cell (CTC) detection combination PET/CT technology evaluating the prognosis and treatment response of patients with breast cancer; meanwhile,we attempted to assess the concept of "biological complete remission" (bCR) in this regard.A 56-year-old patient with breast cancer (T2N1M1,stage Ⅳ left breast cancer,with metastasis to axillary lymph nodes and lungs) received 6 cycles of salvage treatment with albumin-bound paclitaxel plus capecitabine and trastuzumab.Then,she underwent CTC detection and PET/CT for efficacy evaluation.CTC detection combination PET/CT is useful for the evaluation of the biological efficacy of therapies for breast cancer.The bCR of the patient appeared earlier than the conventional clinical imaging complete remission and promised the histological (pathological) complete remission.The integrated application of the concepts including bCR,imageological CR,and histological CR can achieve the early and accurate assessment of biological therapeutic reponse and prognosis of breast cancer.

  14. 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

    2012-12-01

    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.

  15. Family factors in shaping parental attitudes in young students at the stage of entering adulthood

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    Olga A. Karabanova

    2017-06-01

    Full Text Available Parenthood is a process of promoting the child’s progressive development and achieving personal autonomy. Social, family and psychological factors of formation of parental attitudes of the person at the stage of entering adulthood are considered. The mechanisms of the parental family influence on parental attitudes are analyzed. Parenting and children raising are recognized by modern young students as a significant family value with priority of professional and social activity. The revealed gender differences prove a higher assessment of the importance of parenthood and the upbringing of children among males rather than females, who have strongly prioritize their professional careers as compared to parenthood. Young women’s expectations of difficulties in the future of family life are related to child birth and upbringing. The experience of emotional relations in one’s own parent family is proved to determine the importance of parenting for young adults. Positive expectations of student youth regarding future family life and a certain underestimation of the difficulties of the transitional periods of the family life cycle are revealed. The greatest difficulties are predicted by students in connection with the period of child expectation and the first year of child life. The beginning of parental function realization, child raising, economic and household functioning of the family and mutual adaptation of the spouses are listed as the most difficulties in family life cycle. Family factors that determine expectations about difficulties and subjective satisfaction with family life include gender, experience of romantic partnership, full or incomplete family in origin, chronological age.

  16. Student Teachers' Approaches to Teaching Biological Evolution

    Science.gov (United States)

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

    2015-06-01

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

  17. Biology enters the scene-a new perspective on bilingualism, cognition, and dementia.

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    Bak, Thomas H; Robertson, Ian

    2017-02-01

    The question of whether bilingualism can influence cognitive functions in healthy aging as well as in brain diseases is currently a topic of an intense debate. In a study published in this issue of the "Neurobiology of Ageing", Estanga et al. are breaking new ground by combining cognitive and biological approaches. Based on the data from the Guipuzkoa Alzheimer Project, they report that, compared with monolinguals, early bilinguals are not only characterized by a better cognitive performance in several domains and a lower prevalence of Alzheimer's disease but also by lower levels of t-tau in their cerebrospinal fluid. We suggest that sustained activation of noradrenergic signaling pathways associated with bilingualism could provide a possible mechanism linking results of this study with previous observations of delayed onset of dementia in bilinguals. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. 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 ...

  19. Osteopathic Medical Students Entering Family Medicine and Attitudes Regarding Osteopathic Manipulative Treatment: Preliminary Findings of Differences by Sex.

    Science.gov (United States)

    Baker, Helen H; Linsenmeyer, Machelle; Ridpath, Lance C; Bauer, Laurie J; Foster, Robert W

    2017-06-01

    Factors distinguishing osteopathic physicians from their allopathic counterparts include the use of osteopathic manipulative treatment (OMT), application of osteopathic principles and practice (OPP), and a greater likelihood of entering primary care, specifically family medicine (FM). In the United States, the percentage of entering osteopathic medical students who were female rose from 14.3% in fall 1977 to 44.3% in fall 2015. To investigate the perspectives of female osteopathic medical students as they relate to osteopathic distinctiveness. Students at the West Virginia School of Osteopathic Medicine who were eligible to participate in graduation exercises in 2014 or 2015 were asked to complete the school's standard Exit Survey. The research team chose 5 items from the survey to include in the current analysis. Sex had been self-identified at admission, and residency in first postgraduate year was categorized as FM or other specialty. Graduates entering a transitional year or traditional internship were removed from analysis. Analysis was conducted for 308 of the 375 students (82%) expected to graduate in 2014 or 2015. χ2 analysis found no difference by sex in the number of graduates entering FM residencies vs other specialties (P=.727). Statistically significant differences were found in 2 survey items: "Use of OMT will enhance my practice" (P=.005) and "What emphasis do you believe OMT will have in your practice?" (P<.001). Graduating female students responded more favorably to OMT on both items. For the latter item, 91.4% of female and 80.3% of male students indicated OMT would have at least some role in their practices. Sex differences remained after statistically controlling for entry into FM. Female graduating osteopathic medical students were more likely to report that OMT will have at least some role in their practices. Future studies of the attitudes and practice patterns of osteopathic physicians should analyze for differences by sex.

  20. The integration of computerised accounting in the accounting curriculum as an educational learning curve for students entering the business world

    Directory of Open Access Journals (Sweden)

    Elmarie Papageorgiou

    2014-06-01

    Full Text Available At universities, educating students on real-life practices is one of the key drivers in a changing academic environment. Academic institutions encourage the study of the learning environment and ensure that appropriate strategies are in place for educating students. A first-year Accounting I student stated the importance of computerised accounting: ‘Computerised accounting is used in the workplace and therefore using it in varsity, grants students a view on how things will be after completion of their respective degrees.’ Accordingly, the purpose of this study was to empirically investigate the perceived acquisition of information technology (IT knowledge and determine the skills required for students to convert the knowledge gained into actions as a learning curve for accounting students entering the business world. The results indicated that students’ knowledge of Accounting I increased with the integration of computerised Accounting in the Accounting I Curriculum.

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

    Science.gov (United States)

    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.

  2. 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…

  3. Professional Identity, Social Recognition and Entering the Workforce of the University Student with Hybrid Education

    Science.gov (United States)

    Damián, Javier

    2014-01-01

    This article shows progress of a research which aims to describe the factors that facilitate and hinder labor insertion of graduates with hybrid university education, since according to those responsible for the education policy, this type of training facilitates graduates to enter in the labor market. Through a qualitative approach we studied the…

  4. 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).

  5. Introduction to the Symposium "Leading Students and Faculty to Quantitative Biology through Active Learning".

    Science.gov (United States)

    Waldrop, Lindsay D; Miller, Laura A

    2015-11-01

    The broad aim of this symposium and set of associated papers is to motivate the use of inquiry-based, active-learning teaching techniques in undergraduate quantitative biology courses. Practical information, resources, and ready-to-use classroom exercises relevant to physicists, mathematicians, biologists, and engineers are presented. These resources can be used to address the lack of preparation of college students in STEM fields entering the workforce by providing experience working on interdisciplinary and multidisciplinary problems in mathematical biology in a group setting. Such approaches can also indirectly help attract and retain under-represented students who benefit the most from "non-traditional" learning styles and strategies, including inquiry-based, collaborative, and active learning. © The Author 2015. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.

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

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    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…

  7. 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…

  8. 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…

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

    Science.gov (United States)

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

    2013-01-01

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

  10. 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.

  11. 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…

  12. Musical Identities in Transition: Solo-Piano Students' Accounts of Entering the Academy

    Science.gov (United States)

    Juuti, Sini; Littleton, Karen

    2010-01-01

    The purpose of this study was to explore the identity work of adult instrumental students negotiating their entry to a prestigious music academy and the professional field of music. Ten classical solo-piano students' accounts of their musical histories and experiences were collected through research interviews. The thematic analyses presented…

  13. Breast Cancer Screening Knowledge and Skills of Students upon Entering and Exiting a Medical School.

    Science.gov (United States)

    Kann, P. Elizabeth; Lane, Dorothy S.

    1998-01-01

    A study compared the breast cancer screening knowledge of 27 medical students in first and fourth years. In the fourth year additional questions were asked about training and training needs. Although students performed significantly better on knowledge-based questions in the fourth year, considerable room for improvement remained. Most students…

  14. 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…

  15. 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…

  16. 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

  17. Supporting Students with Disabilities Entering the Science, Technology, Engineering, and Mathematics Field Disciplines

    Science.gov (United States)

    Dishauzi, Karen M.

    Extensive research exists on female, African American, and Hispanic students pursuing Science, Technology, Engineering and Mathematics (STEM) field disciplines. However, little research evaluates students with disabilities and career decision-making relating to STEM field disciplines. This study explored the career decision-making experiences and self-efficacy for students with disabilities. The purpose of this research study was to document experiences and perceptions of students with disabilities who pursue, and may consider pursuing, careers in the STEM field disciplines by exploring the career decision-making self-efficacy of students with disabilities. This study documented the level of influence that the students with disabilities had or may not have had encountered from parents, friends, advisors, counselors, and instructors as they managed their decision-making choice relating to their academic major/career in the STEM or non-STEM field disciplines. A total of 85 respondents of approximately 340 students with disabilities at one Midwestern public university completed a quantitatively designed survey instrument. The Career Decision-Making Self-Efficacy Scale-Short Form by Betz and Hackett was the instrument used, and additional questions were included in the survey. Data analysis included descriptive statistics and analysis of variance. Based upon the results, college students with disabilities are not currently being influenced by individuals and groups of individuals to pursue the STEM field disciplines. This is a cohort of individuals who can be marketed to increase enrollment in STEM programs at academic institutions. This research further found that gender differences at the institution under study did not affect the career decision-making self-efficacy scores. The men did not score any higher in confidence in career decision-making than the women. Disability type did not significantly affect the relationship between the Career Decision-Making Self

  18. Children's Biological Givens, Stress Responses, Language and Cognitive Abilities and Family Background after Entering Kindergarten in Toddlerhood

    Science.gov (United States)

    Suhonen, Eira; Sajaniemi, Nina K.; Alijoki, Alisa; Nislin, Mari A.

    2018-01-01

    We aimed to investigate stress response regulation, temperament, cognitive and language abilities and family SES in children who entered kindergarten before two years of age. Whilst childrens stress regulatory systems are vulnerable to environmental influences little is known about how temperament and family characteristics impact on stress…

  19. 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.

  20. Enter the Madcap Prince of Wales: Students Directing "Henry IV, Part I."

    Science.gov (United States)

    Earthman, Elise Ann

    1993-01-01

    Argues that William Shakespeare's "Henry IV, Part I" is an appropriate and useful text for secondary English classrooms. Shows how the play lends itself to performance-based instruction. Outlines ways of accomplishing student engagement, using film versions, and assigning written work. (HB)

  1. Measuring What Students Entering School Know and Can Do: PIPS Australia 2006-2007

    Science.gov (United States)

    Wildy, Helen; Styles, Irene

    2008-01-01

    This paper reports analysis of 2006-2007 on-entry assessment data from the Performance Indicators in Primary Schools Baseline Assessment (PIPS-BLA) of random samples of students in England, Scotland, New Zealand and Australia. The analysis aimed, first, to investigate the validity and reliability of that instrument across countries and sexes, and,…

  2. Evaluation of a technical and nontechnical skills curriculum for students entering surgery.

    Science.gov (United States)

    Shipper, Edward S; Miller, Sarah E; Hasty, Brittany N; Merrell, Sylvia Bereknyei; Lin, Dana T; Lau, James N

    2017-11-01

    Prior interventions to address declining interest in surgical careers have focused on creating early exposure and fostering mentorship at the preclinical medical student level. Navigating the surgical environment can be challenging, however, and preclinical students may be more likely to pursue a surgical career if they are given the tools to function optimally. We designed a 10-wk technical and nontechnical skills curriculum to provide preclinical students with knowledge and skills necessary to successfully navigate the surgical learning environment, followed by placement in high-fidelity surgical simulations and scrubbing in on operative cases with attending surgeons. We administered pre-post surveys to assess student confidence levels in operative skills, self-perceptions of having a mentor, overall course efficacy, and interest in a career in surgery. The overall response rates presurvey and postsurvey were 100% (30 of 30) and 93.3% (28 of 30), respectively. Confidence levels across all operative skills increased significantly after completing the course. Faculty mentorship increased significantly from 30.0% before to 61.5% after the course. Overall effectiveness of the course was 4.00 of 5 (4 = "very effective"), and although insignificant, overall interest in a career in surgery increased at the completion of the course from 3.77 (standard deviation = 1.01) to 4.17 (standard deviation = 0.94). Our curriculum was effective in teaching the skills necessary to enjoy positive experiences in planned early exposure and mentorship activities. Further study is warranted to determine if this intervention leads to an increase in students who formally commit to a career in surgery. Copyright © 2017 Elsevier Inc. All rights reserved.

  3. 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)

  4. 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…

  5. Willingness to provide behavioral health recommendations: a cross-sectional study of entering medical students

    Directory of Open Access Journals (Sweden)

    McCurdy Stephen A

    2012-05-01

    Full Text Available Abstract Background Behavioral factors contribute importantly to morbidity and mortality, and physicians are trusted sources for information on reducing associated risks. Unfortunately, many clinical encounters do not include prevention counseling, and medical school curriculum plays an important role in training and promoting such counseling among medical students. Methods We surveyed all 93 freshman medical students at entry to the University of California, Davis School of Medicine in 2009 to evaluate baseline knowledge of population health principles and examine their approach to clinical situations involving four common behavioral risk factors illustrated in brief clinical vignettes: smoking, alcohol use in a patient with indications of alcoholism, diet and exercise in an overweight sedentary patient, and a 16-year-old contemplating initiation of sexual intercourse. Based on vignette responses, we assessed willingness to (1 provide information on risks, (2 recommend elimination of the behavior as the most efficacious means for reducing risk, (3 include strategies apart from elimination of the behavior for lowering risk (i.e., harm reduction, and (4 assure of their intention to continue care whether or not recommendations are accepted. Results Students answered correctly 71.4 % (median; interquartile range 66.7 % - 85.7 % of clinical prevention and population health knowledge questions; men scored higher than women (median 83.3 % vs. 66.7 %, p Conclusion Students showed high willingness to educate and respect patient autonomy. There was high willingness to recommend elimination of risk behaviors for smoking, alcohol, and poor diet/exercise, but not for sexual intercourse in an adolescent considering sexual debut. Further research should address promoting appropriate science-based preventive health messages, and curriculum should include explicit discussion of content of recommendations.

  6. 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…

  7. Biology Students Building Computer Simulations Using StarLogo TNG

    Science.gov (United States)

    Smith, V. Anne; Duncan, Ishbel

    2011-01-01

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

  8. 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…

  9. 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).

  10. A simulation-based curriculum to introduce key teamwork principles to entering medical students.

    Science.gov (United States)

    Banerjee, Arna; Slagle, Jason M; Mercaldo, Nathaniel D; Booker, Ray; Miller, Anne; France, Daniel J; Rawn, Lisa; Weinger, Matthew B

    2016-11-16

    Failures of teamwork and interpersonal communication have been cited as a major patient safety issue. Although healthcare is increasingly being provided in interdisciplinary teams, medical school curricula have traditionally not explicitly included the specific knowledge, skills, attitudes, and behaviors required to function effectively as part of such teams. As part of a new "Foundations" core course for beginning medical students that provided a two-week introduction to the most important themes in modern healthcare, a multidisciplinary team, in collaboration with the Center for Experiential Learning and Assessment, was asked to create an experiential introduction to teamwork and interpersonal communication. We designed and implemented a novel, all-day course to teach second-week medical students basic teamwork and interpersonal principles and skills using immersive simulation methods. Students' anonymous comprehensive course evaluations were collected at the end of the day. Through four years of iterative refinement based on students' course evaluations, faculty reflection, and debriefing, the course changed and matured. Four hundred twenty evaluations were collected. Course evaluations were positive with almost all questions having means and medians greater than 5 out of 7 across all 4 years. Sequential year comparisons were of greatest interest for examining the effects of year-to-year curricular improvements. Differences were not detected among any of the course evaluation questions between 2007 and 2008 except that more students in 2008 felt that the course further developed their "Decision Making Abilities" (OR 1.69, 95% CI 1.07-2.67). With extensive changes to the syllabus and debriefer selection/assignment, concomitant improvements were observed in these aspects between 2008 and 2009 (OR = 2.11, 95% CI: 1.28-3.50). Substantive improvements in specific exercises also yielded significant improvements in the evaluations of those exercises. This

  11. Trends in Algebra II Completion and Failure Rates for Students Entering Texas Public High Schools. REL 2018-289

    Science.gov (United States)

    Stoker, Ginger; Mellor, Lynn; Sullivan, Kate

    2018-01-01

    This study examines Algebra II completion and failure rates for students entering Texas public high schools from 2007/08 through 2014/15. This period spans the time when Texas students, beginning with the 2007/08 grade 9 cohort, were required to take four courses each in English, math (including Algebra II), science, and social studies (called the…

  12. Enteric glia.

    Science.gov (United States)

    Rühl, A; Nasser, Y; Sharkey, K A

    2004-04-01

    The enteric nervous system is composed of both enteric neurones and enteric glia. Enteric glial cells were first described by Dogiel and are now known to outnumber neurones approximately 4 : 1. In the past, these cells were assumed to subserve a largely supportive role; however, recent evidence indicates that enteric glial cells may play a more active role in the control of gut function. In transgenic mouse models, where enteric glial cells are selectively ablated, the loss of glia results in intestinal inflammation and disruption of the epithelial barrier. Enteric glia are activated specifically by inflammatory insults and may contribute actively to inflammatory pathology via antigen presentation and cytokine synthesis. Enteric glia also express receptors for neurotransmitters and so may serve as intermediaries in enteric neurotransmission. Thus, enteric glia may serve as a link between the nervous and immune systems of the gut and may also have an important role in maintaining the integrity of the mucosal barrier and in other aspects of intestinal homeostasis.

  13. 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…

  14. Perceived stress scores among Saudi students entering universities: a prospective study during the first year of university life.

    Science.gov (United States)

    Al-Daghri, Nasser M; Al-Othman, Abdulaziz; Albanyan, Abdulmajeed; Al-Attas, Omar S; Alokail, Majed S; Sabico, Shaun; Chrousos, George P

    2014-04-10

    In this prospective study we wanted to determine whether perceived stress over time among students in the Preparatory Year of King Saud University (KSU) predisposes them to cardiometabolic abnormalities. A total of 110 apparently healthy Saudi students (35 men and 75 women enrolled during the 2010-2011 academic year) were included. Perceived stress was determined at baseline and 1 year later. Anthropometrics were obtained and morning fasting serum glucose, lipid profile and cortisol were measured at both times. Perceived stress was noted among 48.2% of subjects at baseline and was not significantly different after follow-up, with 45.4% scoring high. In men, the prevalence of perceived stress was 48.6% at baseline (13 out of 35) and 37.1% at follow-up (13 out of 35), while in women it was 48% at baseline and 49.3% at follow-up. Interestingly, significant improvements in the blood pressure and lipid profiles, with the exception of HDL-cholesterol, were observed in both men and women, while fasting glucose also improved in women. Serum cortisol was inversely associated to fasting glucose, and total- and LDL-cholesterol (p-values 0.007, 0.04 and 0.04, respectively). These data are opposite to findings in students entering Western universities, in whom increasing stress and a deteriorating cardiometabolic profile have been repeatedly noted. Perceived stress and morning cortisol levels among students of the Preparatory Year in KSU remained constant for both genders over time, yet an improved cardiometabolic profile was observed, suggesting good adaptation among our pre-college students in their first year of university life.

  15. Perceived Stress Scores among Saudi Students Entering Universities: A Prospective Study during the First Year of University Life

    Science.gov (United States)

    Al-Daghri, Nasser M.; Al-Othman, Abdulaziz; Albanyan, Abdulmajeed; Al-Attas, Omar S.; Alokail, Majed S.; Sabico, Shaun; Chrousos, George P.

    2014-01-01

    In this prospective study we wanted to determine whether perceived stress over time among students in the Preparatory Year of King Saud University (KSU) predisposes them to cardiometabolic abnormalities. A total of 110 apparently healthy Saudi students (35 men and 75 women enrolled during the 2010−2011 academic year) were included. Perceived stress was determined at baseline and 1 year later. Anthropometrics were obtained and morning fasting serum glucose, lipid profile and cortisol were measured at both times. Perceived stress was noted among 48.2% of subjects at baseline and was not significantly different after follow-up, with 45.4% scoring high. In men, the prevalence of perceived stress was 48.6% at baseline (13 out of 35) and 37.1% at follow-up (13 out of 35), while in women it was 48% at baseline and 49.3% at follow-up. Interestingly, significant improvements in the blood pressure and lipid profiles, with the exception of HDL-cholesterol, were observed in both men and women, while fasting glucose also improved in women. Serum cortisol was inversely associated to fasting glucose, and total- and LDL-cholesterol (p-values 0.007, 0.04 and 0.04, respectively). These data are opposite to findings in students entering Western universities, in whom increasing stress and a deteriorating cardiometabolic profile have been repeatedly noted. Perceived stress and morning cortisol levels among students of the Preparatory Year in KSU remained constant for both genders over time, yet an improved cardiometabolic profile was observed, suggesting good adaptation among our pre-college students in their first year of university life. PMID:24727357

  16. Emporiatric enteritis: lessons learned from U.S. students in Mexico.

    Science.gov (United States)

    Dupont, H L; Ericsson, C D; Dupont, M W

    1986-01-01

    In the studies reported, evidence has been presented that U.S. students traveling to Mexico represent a model for the study of travelers' diarrhea. The incidence of illness acquisition approximates that published in other studies of travelers. Natural immunity was shown to develop as students remained in Mexico presumably through repeated exposure to prevalent agents, particularly ETEC. ETEC, shigella strains and no detectable agent represented the largest groups when etiologic assessment was made. Food probably served as the important source of diarrhea particularly that due to ETEC and shigella strains. The level of bacteria isolated from food suggested that organism replication occurred due to improper temperature storage rather than to heavy initial contamination. The location of food consumption was related to degree of risk: self preparation was the safest, eating in Mexican homes the least safe and consumption of food in public restaurants was intermediate in risk. Water probably played a role in the transmission of viral infection. The risk of water contamination appeared to be highest during the rainy seasons. Finally, the antimicrobial agents TMP/SMX and TMP alone were shown to effectively prevent and treat this form of travelers' diarrhea.

  17. ABDULLAH'S BLOGGING: A GENERATION 1.5 STUDENT ENTERS THE BLOGOSPHERE

    Directory of Open Access Journals (Sweden)

    Joel Bloch

    2007-02-01

    Full Text Available Blogging has emerged as one of the most popular forms of online discourse. The ease and lack of expense in setting up blogs has raised intriguing possibilities for language learning classrooms. The unique nature of their architecture and their low cost have not only affected how students can publish and distribute their work to a wider audience but also how they see themselves as authors. This paper focuses on the use of blogs in an L2 writing course concentrating on the controversies surrounding plagiarism. Blogs were used as a means of generating ideas for their academic papers and as texts that could be cited in their papers. This paper analyzes the blogs of a Somali immigrant student to explore blogs' relationship to the development of his academic writing. His purposes and strategies for using blogs are discussed both as a way of seeing the variety of writing strategies he developed in his blogs, as well as what his use of blogs could tell his teachers about the strengths and weaknesses of his writing. The paper attempts to improve our understanding of how blogging in L2 composition courses can contribute to the development of a student’s writing.

  18. Structural Biology for A-Level Students

    Science.gov (United States)

    Philip, Judith

    2013-01-01

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

  19. 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

  20. 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

  1. Comparison of biological and genomic characteristics between a newly isolated mink enteritis parvovirus MEV-LHV and an attenuated strain MEV-L.

    Science.gov (United States)

    Mao, Yaping; Wang, Jigui; Hou, Qiang; Xi, Ji; Zhang, Xiaomei; Bian, Dawei; Yu, Yongle; Wang, Xi; Liu, Weiquan

    2016-06-01

    A virus isolated from mink showing clinical signs of enteritis was identified as a high virulent mink enteritis parvovirus (MEV) based on its biological characteristics in vivo and in vitro. Mink, challenged with this strain named MEV-LHV, exhibited severe pathological lesions as compared to those challenged with attenuated strain MEV-L. MEV-LHV also showed higher infection and replication efficiencies in vitro than MEV-L. Sequence of the complete genome of MEV-LHV was determined and analyzed in comparison with those in GenBank, which revealed that MEV-LHV shared high homology with virulent strain MEV SD12/01, whereas MEV-L was closely related to Abashiri and vaccine strain MEVB, and belonged to a different branch of the phylogenetic tree. The genomes of the two strains differed by insertions and deletions in their palindromic termini and specific unique mutations (especially VP2 300) in coding sequences which may be involved in viral replication and pathogenicity. The results of this study provide a better understanding of the biological and genomic characteristics of MEV and identify certain regions and sites that may be involved in viral replication and pathogenicity.

  2. 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.

  3. Regular Biology Students Learn Like AP Students with SUN

    Science.gov (United States)

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

    2016-01-01

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

  4. Radiation enteritis

    International Nuclear Information System (INIS)

    Ochsner, S.F.; Head, L.H.

    1973-01-01

    A comprehensive review of radiation enteritis is presented. Experience in clinical radiation therapy has indicated that the small bowel is the segment of the alimentary tract that is most susceptible to radiation damage. (U.S.)

  5. 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...

  6. 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.

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

    Science.gov (United States)

    Craig, Cindy L.; Friehs, Curt G.

    2013-01-01

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

  8. 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…

  9. 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.

  10. Enteric Duplication.

    Science.gov (United States)

    Jeziorczak, Paul M; Warner, Brad W

    2018-03-01

    Enteric duplications have been described throughout the entire gastrointestinal tract. The usual perinatal presentation is an abdominal mass. Duplications associated with the foregut have associated respiratory symptoms, whereas duplications in the midgut and hindgut can present with obstructive symptoms, perforation, nausea, emesis, hemorrhage, or be asymptomatic, and identified as an incidental finding. These are differentiated from other cystic lesions by the presence of a normal gastrointestinal mucosal epithelium. Enteric duplications are located on the mesenteric side of the native structures and are often singular with tubular or cystic characteristics. Management of enteric duplications often requires operative intervention with preservation of the native blood supply and intestine. These procedures are usually very well tolerated with low morbidity.

  11. 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).

  12. The AAA+ proteins Pontin and Reptin enter adult age: from understanding their basic biology to the identification of selective inhibitors.

    Science.gov (United States)

    Matias, Pedro M; Baek, Sung Hee; Bandeiras, Tiago M; Dutta, Anindya; Houry, Walid A; Llorca, Oscar; Rosenbaum, Jean

    2015-01-01

    Pontin and Reptin are related partner proteins belonging to the AAA+ (ATPases Associated with various cellular Activities) family. They are implicated in multiple and seemingly unrelated processes encompassing the regulation of gene transcription, the remodeling of chromatin, DNA damage sensing and repair, and the assembly of protein and ribonucleoprotein complexes, among others. The 2nd International Workshop on Pontin and Reptin took place at the Instituto de Tecnologia Química e Biológica António Xavier in Oeiras, Portugal on October 10-12, 2014, and reported significant new advances on the mechanisms of action of these two AAA+ ATPases. The major points under discussion were related to the mechanisms through which these proteins regulate gene transcription, their roles as co-chaperones, and their involvement in pathophysiology, especially in cancer and ciliary biology and disease. Finally, they may become anticancer drug targets since small chemical inhibitors were shown to produce anti-tumor effects in animal models.

  13. The AAA+ proteins Pontin and Reptin enter adult age: from understanding their basic biology to the identification of selective inhibitors

    Science.gov (United States)

    Matias, Pedro M.; Baek, Sung Hee; Bandeiras, Tiago M.; Dutta, Anindya; Houry, Walid A.; Llorca, Oscar; Rosenbaum, Jean

    2015-01-01

    Pontin and Reptin are related partner proteins belonging to the AAA+ (ATPases Associated with various cellular Activities) family. They are implicated in multiple and seemingly unrelated processes encompassing the regulation of gene transcription, the remodeling of chromatin, DNA damage sensing and repair, and the assembly of protein and ribonucleoprotein complexes, among others. The 2nd International Workshop on Pontin and Reptin took place at the Instituto de Tecnologia Química e Biológica António Xavier in Oeiras, Portugal on October 10–12, 2014, and reported significant new advances on the mechanisms of action of these two AAA+ ATPases. The major points under discussion were related to the mechanisms through which these proteins regulate gene transcription, their roles as co-chaperones, and their involvement in pathophysiology, especially in cancer and ciliary biology and disease. Finally, they may become anticancer drug targets since small chemical inhibitors were shown to produce anti-tumor effects in animal models. PMID:25988184

  14. 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.

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

    Science.gov (United States)

    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

  16. 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

  17. Memorable Exemplification in Undergraduate Biology: Instructor Strategies and Student Perceptions

    Science.gov (United States)

    Oliveira, Alandeom W.; Bretzlaff, Tiffany; Brown, Adam O.

    2018-03-01

    The present study examines the exemplification practices of a university biology instructor during a semester-long course. Attention is given specifically to how the instructor approaches memorable exemplification—classroom episodes identified by students as a source of memorable learning experiences. A mixed-method research approach is adopted wherein descriptive statistics is combined with qualitative multimodal analysis of video recordings and survey data. Our findings show that memorable experiencing of examples may depend on a multiplicity of factors, including whether students can relate to the example, how unique and extreme the example is, how much detail is provided, whether the example is enacted rather than told, and whether the example makes students feel sad, surprised, shocked, and/or amused. It is argued that, rather than simply assuming that all examples are equally effective, careful consideration needs be given to how exemplification can serve as an important source of memorable science learning experiences.

  18. 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…

  19. 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…

  20. 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…

  1. 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

  2. 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.

  3. Core personal competencies important to entering students' success in medical school: what are they and how could they be assessed early in the admission process?

    Science.gov (United States)

    Koenig, Thomas W; Parrish, Samuel K; Terregino, Carol A; Williams, Joy P; Dunleavy, Dana M; Volsch, Joseph M

    2013-05-01

    Assessing applicants' personal competencies in the admission process has proven difficult because there is not an agreed-on set of personal competencies for entering medical students. In addition, there are questions about the measurement properties and costs of currently available assessment tools. The Association of American Medical College's Innovation Lab Working Group (ILWG) and Admissions Initiative therefore engaged in a multistep, multiyear process to identify personal competencies important to entering students' success in medical school as well as ways to measure them early in the admission process. To identify core personal competencies, they conducted literature reviews, surveyed U.S and Canadian medical school admission officers, and solicited input from the admission community. To identify tools with the potential to provide data in time for pre-interview screening, they reviewed the higher education and employment literature and evaluated tools' psychometric properties, group differences, risk of coaching/faking, likely applicant and admission officer reactions, costs, and scalability. This process resulted in a list of nine core personal competencies rated by stakeholders as very or extremely important for entering medical students: ethical responsibility to self and others; reliability and dependability; service orientation; social skills; capacity for improvement; resilience and adaptability; cultural competence; oral communication; and teamwork. The ILWG's research suggests that some tools hold promise for assessing personal competencies, but the authors caution that none are perfect for all situations. They recommend that multiple tools be used to evaluate information about applicants' personal competencies in deciding whom to interview.

  4. The experimental teaching reform in biochemistry and molecular biology for undergraduate students in Peking University Health Science Center.

    Science.gov (United States)

    Yang, Xiaohan; Sun, Luyang; Zhao, Ying; Yi, Xia; Zhu, Bin; Wang, Pu; Lin, Hong; Ni, Juhua

    2015-01-01

    Since 2010, second-year undergraduate students of an eight-year training program leading to a Doctor of Medicine degree or Doctor of Philosophy degree in Peking University Health Science Center (PKUHSC) have been required to enter the "Innovative talent training project." During that time, the students joined a research lab and participated in some original research work. There is a critical educational need to prepare these students for the increasing accessibility of research experience. The redesigned experimental curriculum of biochemistry and molecular biology was developed to fulfill such a requirement, which keeps two original biochemistry experiments (Gel filtration and Enzyme kinetics) and adds a new two-experiment component called "Analysis of anti-tumor drug induced apoptosis." The additional component, also known as the "project-oriented experiment" or the "comprehensive experiment," consists of Western blotting and a DNA laddering assay to assess the effects of etoposide (VP16) on the apoptosis signaling pathways. This reformed laboratory teaching system aims to enhance the participating students overall understanding of important biological research techniques and the instrumentation involved, and to foster a better understanding of the research process all within a classroom setting. Student feedback indicated that the updated curriculum helped them improve their operational and self-learning capability, and helped to increase their understanding of theoretical knowledge and actual research processes, which laid the groundwork for their future research work. © 2015 The International Union of Biochemistry and Molecular Biology.

  5. Radiation enteritis

    International Nuclear Information System (INIS)

    Sato, Makoto; Sano, Masanori; Minakuchi, Naoki; Narisawa, Tomio; Takahashi, Toshio

    1981-01-01

    Radiation enteritis with severe complications including intestinal bleeding, fistula, and stenosis were treated surgically in 9 cases. These 9 cases included 7 cases of cancer of the uterine cervix and 2 single cases of seminoma and melanoma. The patients received 60 Co or Linac x-ray external irradiation with or without intracavitary irradiation by a radium needle. Radiation injury began with melena, vaginorectal fistula, and intestinal obstruction 3 to 18 months after irradiation. One patient with melena underwent colostomy and survived 2 years. One of the three patients with vaginorectal fistula who had colostomy survived 1.5 years. In intestinal obstruction, one patients had bypass operation and three patients had resection of the intestine and the other had both. Leakage was noted in one patient, but the others had favorable prognosis. (Ueda, J.)

  6. Seven Years Later. Education and Work: A 1977 Survey of Students Who Entered the University of California in 1970.

    Science.gov (United States)

    Pace, C. Robert; Rosenstein, Carolyn

    Based on a national followup survey of college freshmen conducted by the Higher Education Research Institute, the University of California (UC) respondents were singled out for examination. In the spring of 1977, the national survey was sent to freshmen who had entered college in the fall of 1970. The UC sample of 4,240 freshmen attended either…

  7. The Climate Experiences of Students in Introductory Biology

    Directory of Open Access Journals (Sweden)

    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.

  8. Students' Energy Understanding Across Biology, Chemistry, and Physics Contexts

    Science.gov (United States)

    Opitz, S. T.; Neumann, K.; Bernholt, S.; Harms, U.

    2017-07-01

    Energy is considered both as a disciplinary core idea and as a concept cutting across science disciplines. Most previous approaches studied progressing energy understanding in specific disciplinary contexts, while disregarding the relation of understanding across them. Hence, this study provides a systematic analysis of cross-disciplinary energy learning. On the basis of a cross-sectional study with n = 742 students from grades 6, 8, and 10, we analyze students' progression in understanding energy across biology, chemistry, and physics contexts. The study is guided by three hypothetical scenarios that describe how the connection between energy understanding in the three disciplinary contexts changes across grade levels. These scenarios are compared using confirmatory factor analysis (CFA). The results suggest that, from grade 6 to grade 10, energy understanding in the three disciplinary contexts is highly interrelated, thus indicating a parallel progression of energy understanding in the three disciplinary contexts. In our study, students from grade 6 onwards appeared to have few problems to apply one energy understanding across the three disciplinary contexts. These findings were unexpected, as previous research concluded that students likely face difficulties in connecting energy learning across disciplinary boundaries. Potential reasons for these results and the characteristics of the observed cross-disciplinary energy understanding are discussed in the light of earlier findings and implications for future research, and the teaching of energy as a core idea and a crosscutting concept are addressed.

  9. A Matching Activity When Entering Higher Education: Ongoing Guidance for the Students or Efficiency Instrument for the School?

    Science.gov (United States)

    Mittendorff, Kariene; Faber, Marike; Staman, Laura

    2017-01-01

    In order to lower dropout rates and stimulate student success in higher education, the Dutch government implemented a new law demanding that every higher education institute offer a matching activity to applying students. This article evaluates how students and teachers experience this matching activity. Data were collected in a Dutch university…

  10. 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.

  11. Body Composition, Fitness Status, and Health Behaviors upon Entering College: An Examination of Female College Students from Diverse Populations

    Directory of Open Access Journals (Sweden)

    Amanda A. Price

    2016-01-01

    Full Text Available Although poor health-related behaviors that impact development of chronic diseases begin much earlier than when actual disease is evident, few studies have examined health behaviors in college students, who may be at an important transitional period where early intervention could prevent development of chronic diseases. The purpose of this study was to examine health-related factors in female college students ( N = 61 by race/ethnicity and weight status. We found significant differences in health profiles between non-Hispanic White (White and African American students, including greater physical fitness and healthier diets among White students. Overweight/obese students had worse health profiles than healthy BMI students. Furthermore, weight status was significantly associated with cardiovascular fitness. This supports a focus on PA promotion for interventions in the period of emerging adulthood, alongside the other healthy behaviors, to elicit improvements in weight status and potential reduction of chronic disease risks.

  12. 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.…

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

    Science.gov (United States)

    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…

  14. 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'…

  15. Physical health, lifestyle beliefs and behaviors, and mental health of entering graduate health professional students: Evidence to support screening and early intervention.

    Science.gov (United States)

    Mazurek Melnyk, Bernadette; Slevin, Caitlin; Militello, Lisa; Hoying, Jacqueline; Teall, Alice; McGovern, Colleen

    2016-04-01

    Little is known about the physical health, lifestyle beliefs and behaviors, and mental health among first-year health professional graduate students. Therefore, the purpose of this study was to describe these attributes as well as to explore the relationships among them. A descriptive correlational study was conducted on the baseline data from a wellness onboarding intervention study with 93 health sciences students from seven different colleges within a large public land grant university in the Midwest United States. Nearly 40% of the sample was overweight/obese, and 19% of students had elevated total cholesterol levels. Only 44% met the recommended 30 min of exercise 5 days per week. Forty-one percent reported elevated depressive symptoms and 28% had elevated anxiety. Four students reported suicidal ideation. Inverse relationships existed among depression/anxiety and healthy lifestyle beliefs/behaviors. Students entering health professional schools are at high risk for depression, anxiety, and unhealthy behaviors, which could be averted through screening and early evidence-based interventions. Assessing the physical health, lifestyle behaviors, and mental health of first-year health sciences professional students is important to identify health problems and modifiable at-risk behaviors so that early interventions can be implemented to improve outcomes. ©2016 American Association of Nurse Practitioners.

  16. 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.

  17. Burnout and psychiatric morbidity among medical students entering clinical training: a three year prospective questionnaire and interview-based study

    Directory of Open Access Journals (Sweden)

    Runeson Bo

    2007-04-01

    Full Text Available Abstract Background Mental distress among medical students is often reported. Burnout has not been studied frequently and studies using interviewer-rated diagnoses as outcomes are rarely employed. The objective of this prospective study of medical students was to examine clinically significant psychiatric morbidity and burnout at 3rd year of medical school, considering personality and study conditions measured at 1st year. Methods Questionnaires were sent to 127 first year medical students who were then followed-up at 3rd year of medical school. Eighty-one of 3rd year respondents participated in a diagnostic interview. Personality (HP5-i and Performance-based self-esteem (PBSE-scale were assessed at first year, Study conditions (HESI, Burnout (OLBI, Depression (MDI at 1st and 3rd years. Diagnostic interviews (MINI were used at 3rd year to assess psychiatric morbidity. High and low burnout at 3rd year was defined by cluster analysis. Logistic regressions were used to identify predictors of high burnout and psychiatric morbidity, controlling for gender. Results 98 (77% responded on both occasions, 80 (63% of these were interviewed. High burnout was predicted by Impulsivity trait, Depressive symptoms at 1st year and Financial concerns at 1st year. When controlling for 3rd year study conditions, Impulsivity and concurrent Workload remained. Of the interviewed sample 21 (27% had a psychiatric diagnosis, 6 of whom had sought help. Unadjusted analyses showed that psychiatric morbidity was predicted by high Performance-based self-esteem, Disengagement and Depression at 1st year, only the later remained significant in the adjusted analysis. Conclusion Psychiatric morbidity is common in medical students but few seek help. Burnout has individual as well as environmental explanations and to avoid it, organisational as well as individual interventions may be needed. Early signs of depressive symptoms in medical students may be important to address. Students

  18. The Application and Evaluation of a Two-Concept Diagnostic Instrument with Students Entering College General Chemistry

    Science.gov (United States)

    Heredia, Keily; Xu, Xiaoying; Lewis, Jennifer E.

    2012-01-01

    The Particulate Nature of Matter and Chemical Bonding Diagnostic Instrument (Othman J., Treagust D. F. and Chandrasegaran A. L., (2008), "Int. J. Sci. Educ.," 30(11), 1531-1550) is used to investigate college students' understanding of two chemistry concepts: particulate nature of matter and chemical bonding. The instrument, originally…

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

    Science.gov (United States)

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

    2007-01-01

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

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

    Science.gov (United States)

    Sowell, Mitzie Leigh

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

  1. 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…

  2. 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…

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

    Science.gov (United States)

    Quinn, Frances; Pegg, John; Panizzon, Debra

    2009-01-01

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

  4. 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…

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

    Science.gov (United States)

    Elangovan, Tavasuria; Ismail, Zurida

    2014-01-01

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

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

    Science.gov (United States)

    Ozay Kose, Esra

    2010-01-01

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

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

    Science.gov (United States)

    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…

  8. 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,…

  9. Understanding the notion of function and articulation of semiotic records that represent between students entering a program Engineering

    Directory of Open Access Journals (Sweden)

    Raúl Prada-Núñez

    2016-08-01

    Full Text Available This study aims to assess the understanding of the notion of function and the ability to articulate different semiotic registers for representation by new students in the university in Colombia. Immediate context is taken as the Faculty of Engineering at a public university. Epistemologically the study is based on symbolic interaction by analyzing the meanings that students attributed to this mathematical concept when addressing problem solving. The methodology, therefore, is qualitatively and use of theoretical coding is done. For analysis of the results it has been applied grounded theory with a structured approach. The information generated by this study corresponds to a test that showed students two graphic representations with the intent to identify which of them was a function, besides which should argue their response. Altogether 86 arguments around the concept are analyzed. Data analysis was done through atlas.ti 7.0 software. The system allows a glimpse of emerging categories the following findings: conceptual deficiencies, diversity in conceptual approaches, conceptual referents, semiotic representations, and finally highlight the various conceptual variations.

  10. 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.

  11. 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…

  12. 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…

  13. 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 ...

  14. Radiation Biology: A Handbook for Teachers and Students

    International Nuclear Information System (INIS)

    2010-01-01

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

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

    Science.gov (United States)

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

    2009-01-01

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

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

    Science.gov (United States)

    Soto, Julio G.; Anand, Sulekha

    2009-01-01

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

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

    Science.gov (United States)

    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,…

  18. Students' Use of Optional Online Reviews and Its Relationship to Summative Assessment Outcomes in Introductory Biology

    Science.gov (United States)

    Carpenter, Shana K.; Rahman, Shuhebur; Lund, Terry J. S.; Armstrong, Patrick I.; Lamm, Monica H.; Reason, Robert D.; Coffman, Clark R.

    2017-01-01

    Retrieval practice has been shown to produce significant enhancements in student learning of course information, but the extent to which students make use of retrieval to learn information on their own is unclear. In the current study, students in a large introductory biology course were provided with optional online review questions that could be…

  19. Systems Biology: Impressions from a Newcomer Graduate Student in 2016

    Science.gov (United States)

    Simpson, Melanie Rae

    2016-01-01

    As a newcomer, the philosophical basis of systems biology seems intuitive and appealing, the underlying philosophy being that the whole of a living system cannot be completely understood by the study of its individual parts. Yet answers to the questions "What is systems biology?" and "What constitutes a systems biology approach in…

  20. 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.

  1. 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.

  2. 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.

  3. 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.

  4. 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.

  5. 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

  6. An investigation on the level of awareness, attitude, and interest among medicine, dentistry, and pharmacy students toward their majors on entering university: The case of Islamic Azad University, Tehran medical sciences branch

    Directory of Open Access Journals (Sweden)

    Farhad Adhami Moghadam

    2017-01-01

    Full Text Available Introduction: Having awareness, interest, and positive attitude toward one's fields of study leads to the development of a compatibility between demands and expectations on the one hand and future career on the other hand. This study was carried out to determine the level of awareness, attitude, and interest of medicine, dentistry, and pharmacy students of Islamic Azad University, Tehran Medical Sciences Branch toward their own field of study on entering university. Materials and Methods: This research is a basic descriptive study conducted on 273 students who had just entered university. This study was performed using census. Data collection instrument was a four-part questionnaire which included demographic information, and questions measuring students' awareness, attitude, and interest. Results: With regard to their field of study, there was no statistically significant difference in the average of students' awareness (P = 0.731. The attitude of medicine students was significantly more positive than pharmacy and dentistry students (P < 0.001, and the attitude of dentistry students was significantly more positive than that of pharmacy students (P = 0.460. Medical students' interest level was significantly higher than that of pharmacy and dentistry students (P < 0.05, and the interest level of dentistry students was significantly greater than the interest level of pharmacy students (P = 024/0. There was a statistically significant positive relationship between awareness and attitude and between awareness and interest in all of the study subjects (P < 0.001. Conclusion: The study results indicated that having a high level of awareness toward one's major led students studying in medicine, dentistry, and pharmacy to experience a more positive attitude and a higher level of interest. Thus, before entering the university, academic counseling will be beneficial for acquiring a better understanding of most majors, a goal which could be provided

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

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    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.

  8. 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).

  9. How Information Literate Are Junior and Senior Class Biology Students?

    Science.gov (United States)

    Schiffl, Iris

    2018-03-01

    Information literacy—i.e. obtaining, evaluating and using information—is a key element of scientific literacy. However, students are frequently equipped with poor information literacy skills—even at university level—as information literacy is often not explicitly taught in schools. Little is known about students' information skills in science at junior and senior class level, and about teachers' competences in dealing with information literacy in science class. This study examines the information literacy of Austrian 8th, 10th and 12th grade students. Information literacy is important for science education in Austria, because it is listed as a basic competence in Austria's science standards. Two different aspects of information literacy are examined: obtaining information and extracting information from texts. An additional research focus of this study is teachers' competences in diagnosing information skills. The results reveal that students mostly rely on online sources for obtaining information. However, they also use books and consult with people they trust. The younger the students, the more they rely on personal sources. Students' abilities to evaluate sources are poor, especially among younger students. Although teachers claim to use information research in class, their ability to assess their students' information competences is limited.

  10. 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.

  11. Students' Evaluation of Classroom Interactions of Their Biology ...

    African Journals Online (AJOL)

    Nekky Umera

    teacher classroom interactions were positively correlated and uncertainty, ... implementation is that, if biology teachers were to display more leadership, helpful and ... Accepted methods to overcome poor academic achievement in science have ... activities and experiences through which teachers; curriculum, materials, and.

  12. students' perceptions of difficult concepts in biology in senior

    African Journals Online (AJOL)

    Global Journal

    GLOBAL JOURNAL OF EDUCATIONAL RESEARCH VOL 16, 2017: 139-147 ... However, teaching strategies, ... minds-on strategy, integrating biological concepts to daily life and provision of .... to classroom management, to learning and.

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

    Science.gov (United States)

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

    2016-01-01

    Researchers, instructors, and funding bodies in biology education are unanimous about the importance of developing students' competence in experimental design. Despite this, only limited measures are available for assessing such competence development, especially in the areas of molecular and cellular biology. Also, existing assessments do not…

  14. 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…

  15. The ISCB Student Council Internship Program: Expanding computational biology capacity worldwide.

    Science.gov (United States)

    Anupama, Jigisha; Francescatto, Margherita; Rahman, Farzana; Fatima, Nazeefa; DeBlasio, Dan; Shanmugam, Avinash Kumar; Satagopam, Venkata; Santos, Alberto; Kolekar, Pandurang; Michaut, Magali; Guney, Emre

    2018-01-01

    Education and training are two essential ingredients for a successful career. On one hand, universities provide students a curriculum for specializing in one's field of study, and on the other, internships complement coursework and provide invaluable training experience for a fruitful career. Consequently, undergraduates and graduates are encouraged to undertake an internship during the course of their degree. The opportunity to explore one's research interests in the early stages of their education is important for students because it improves their skill set and gives their career a boost. In the long term, this helps to close the gap between skills and employability among students across the globe and balance the research capacity in the field of computational biology. However, training opportunities are often scarce for computational biology students, particularly for those who reside in less-privileged regions. Aimed at helping students develop research and academic skills in computational biology and alleviating the divide across countries, the Student Council of the International Society for Computational Biology introduced its Internship Program in 2009. The Internship Program is committed to providing access to computational biology training, especially for students from developing regions, and improving competencies in the field. Here, we present how the Internship Program works and the impact of the internship opportunities so far, along with the challenges associated with this program.

  16. The ISCB Student Council Internship Program: Expanding computational biology capacity worldwide.

    Directory of Open Access Journals (Sweden)

    Jigisha Anupama

    2018-01-01

    Full Text Available Education and training are two essential ingredients for a successful career. On one hand, universities provide students a curriculum for specializing in one's field of study, and on the other, internships complement coursework and provide invaluable training experience for a fruitful career. Consequently, undergraduates and graduates are encouraged to undertake an internship during the course of their degree. The opportunity to explore one's research interests in the early stages of their education is important for students because it improves their skill set and gives their career a boost. In the long term, this helps to close the gap between skills and employability among students across the globe and balance the research capacity in the field of computational biology. However, training opportunities are often scarce for computational biology students, particularly for those who reside in less-privileged regions. Aimed at helping students develop research and academic skills in computational biology and alleviating the divide across countries, the Student Council of the International Society for Computational Biology introduced its Internship Program in 2009. The Internship Program is committed to providing access to computational biology training, especially for students from developing regions, and improving competencies in the field. Here, we present how the Internship Program works and the impact of the internship opportunities so far, along with the challenges associated with this program.

  17. Cohort Graduation Rate: Policy and Technical Manual. 2016-17 Graduation Rates Based on Students First Entering High School during the 2012-13 and 2013-14 School Years

    Science.gov (United States)

    Oregon Department of Education, 2017

    2017-01-01

    High School graduation rates are key indicators of accountability for high schools and school districts in Oregon. Beginning with the 2008-09 school year, the Oregon Department of Education (ODE) implemented the cohort method of calculating graduation rates. The cohort method identifies the year the student entered high school for the first time…

  18. 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

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

    Science.gov (United States)

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

    2014-01-01

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

  20. Breaking down Barriers: A Bridge Program Helps First-Year Biology Students Connect with Faculty

    Science.gov (United States)

    Cooper, Katelyn M.; Ashley, Michael; Brownell, Sara E.

    2018-01-01

    Summer bridge programs often aim to build social connections for first-year students to ease their transition into college, yet few studies have reported on bridge programs successfully leading to these outcomes. We backward designed a summer bridge program for incoming biology majors to increase the comfort and connections among students and…

  1. Promoting Student Learning through the Integration of Lab and Lecture: The Seamless Biology Curriculum

    Science.gov (United States)

    Burrowes, Patricia; Nazario, Gladys

    2008-01-01

    The authors engaged in an education experiment to determine if the integration of lab and lecture activities in zoology and botany proved beneficial to student learning and motivation toward biology. Their results revealed that this strategy positively influenced students' academic achievement, conceptual understanding, and ability to apply…

  2. Research and Teaching: From Gatekeeper to Gateway: Improving Student Success in an Introductory Biology Course

    Science.gov (United States)

    Scott, Amy N.; McNair, Delores E.; Lucas, Jonathan C.; Land, Kirkwood M.

    2017-01-01

    Introductory science, math, and engineering courses often have problems related to student engagement, achievement, and course completion. To begin examining these issues in greater depth, this pilot study compared student engagement, achievement, and course completion in a small and large section of an introductory biology class. Results based on…

  3. The Student Writing Toolkit: Enhancing Undergraduate Teaching of Scientific Writing in the Biological Sciences

    Science.gov (United States)

    Dirrigl, Frank J., Jr.; Noe, Mark

    2014-01-01

    Teaching scientific writing in biology classes is challenging for both students and instructors. This article offers and reviews several useful "toolkit" items that improve student writing. These include sentence and paper-length templates, funnelling and compartmentalisation, and preparing compendiums of corrections. In addition,…

  4. Environmental Learning Workshop: Lichen as Biological Indicator of Air Quality and Impact on Secondary Students' Performance

    Science.gov (United States)

    Samsudin, Mohd Wahid; Daik, Rusli; Abas, Azlan; Meerah, T. Subahan Mohd; Halim, Lilia

    2013-01-01

    In this study, the learning of science outside the classroom is believe to be an added value to science learning as well as it offers students to interact with the environment. This study presents data obtained from two days' workshop on Lichen as Biological Indicator for Air Quality. The aim of the workshop is for the students to gain an…

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

    Science.gov (United States)

    Sadeh, Irit; Zion, Michal

    2012-01-01

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

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

    Science.gov (United States)

    Billingsley, James; Carlson, Kimberly A.

    2010-01-01

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

  7. 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…

  8. A Course in Evolutionary Biology: Engaging Students in the "Practice" of Evolution. Research Report.

    Science.gov (United States)

    Passmore, Cynthia; Stewart, James

    Recent education reform documents emphasize the need for students to develop a rich understanding of evolution's power to integrate knowledge of the natural world. This paper describes a nine-week high school course designed to help students understand evolutionary biology by engaging them in developing, elaborating, and using Charles Darwin's…

  9. 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

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

    Science.gov (United States)

    Kindfield, Ann C.

    1994-01-01

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

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

    Directory of Open Access Journals (Sweden)

    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.

  12. Migrational Characteristics, Biological Observations, and Relative Survival of Juvenile Salmonids Entering the Columbia River Estuary, 1966-1983, 1985 Final Report of Research.

    Energy Technology Data Exchange (ETDEWEB)

    Dawley, Earl M.

    1986-04-01

    Natural runs of salmonids in the Columbia River basin have decreased as a result of hydroelectric-dam development, poor land- and forest-management, and over-fishing. This has necessitated increased salmon culture to assure adequate numbers of returning adults. Hatchery procedures and facilities are continually being modified to improve both the efficiency of production and the quality of juveniles produced. Initial efforts to evaluate changes in hatchery procedures were dependent upon adult contributions to the fishery and returns to the hatchery. Procedures were developed for sampling juvenile salmon and steelhead entering the Columbia River estuary and ocean plume. The sampling of hatchery fish at the terminus of their freshwater migration assisted in evaluating hatchery production techniques and identifying migrational or behavioral characteristics that influence survival to and through the estuary. The sampling program attempted to estimate survival of different stocks and define various aspects of migratory behavior in a large river, with flows during the spring freshet from 4 to 17 thousand cubic meters per second (m/sup 3//second).

  13. 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

  14. 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.

  15. 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.

  16. Effects Of Advance Organizers On Students\\' Achievement In Biology ...

    African Journals Online (AJOL)

    Science Education is emphasized in school curriculum in order to meet the country\\'s socioeconomic needs by producing a scientifically literate populace and professionals in science and technology based careers. Biology as a science subject is expected to make a contribution towards these objective. However, the ...

  17. Understanding of photosynthesis among students of biology and non-biology programmes of study

    OpenAIRE

    Lekan, Erika

    2016-01-01

    Photosynthesis is one of the most important processes on Earth, thus knowing at least its basic principles is essential. In Slovenia, the students become acquainted with these principles in the fifth form of elementary school. Due to the complexity of the photosynthesis process, the students hold misconceptions about it since the very beginning of the learning process. Due to several factors and reasons, these misconceptions persist throughout the secondary school and university studies. ...

  18. 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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    Carnegie, John W., Ed.

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

  1. Web-Based, Active Learning Experiences for Biology Students.

    Science.gov (United States)

    Skinner, Kerri M.; Hoback, W. Wyatt

    2003-01-01

    Presents a website that addresses concepts that form a foundation for understanding ecology, pest management, and environmental ethics. Key features of the website include its self-contained, non-linear design; a learning environment that allows students to test ideas without penalty; real-world examples; and built-in assessment tools that…

  2. Enteral nutrition in surgery

    International Nuclear Information System (INIS)

    Sucha, R.; Lichvarova, I.; Duchon, R.; Dolnik, J.; Pindak, D.

    2011-01-01

    Enteral feeding provides physiologic, metabolic, safety, and cost benefits over parenteral nutrition. There are various ways enteral nutritional is administered and scheduled. The method of administration must be individualized to each patient's specific needs. Enteral nutrition is not only the supply of exogenous substrates and to prevent depletion of endogenous sources. Today the enteral nutrition becomes part of a therapeutic strategy to influence the severity of the disease to affect the function of GIT, and to modulate immune responses of the gut and the whole organism. Early enteral nutrition in the postoperative period reduces the risk of infectious complications. (author)

  3. 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

  4. 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.

  5. 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)

  6. "Toward High School Biology": Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems

    Science.gov (United States)

    Herrmann-Abell, Cari F.; Koppal, Mary; Roseman, Jo Ellen

    2016-01-01

    Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better…

  7. Characteristics of health professions schools, public school systems, and community-based organizations in successful partnerships to increase the numbers of underrepresented minority students entering health professions education.

    Science.gov (United States)

    Carline, Jan D; Patterson, Davis G

    2003-05-01

    To identify characteristics of health professions schools, public schools, and community-based organizations in successful partnerships to increase the number of underrepresented minority students entering health professions. The Robert Wood Johnson Foundation and the W. K. Kellogg Foundation funded the Health Professions Partnership Initiative program developed from Project 3000 by 2000 of the Association of American Medical Colleges. Semi-structured interviews were completed with awardees and representatives of the funding agencies, the national program office, and the national advisory committee between the fall of 2000 and the summer of 2002. Site visits were conducted at ten sites, with representatives of partner institutions, teachers, parents, and children. Characteristics that supported and hindered development of successful partnerships were identified using an iterative qualitative approach. Successful partnerships included professional schools that had a commitment to community service. Successful leaders could work in both cultures of the professional and public schools. Attitudes of respect and listening to the needs of partners were essential. Public school governance supported innovation. Happenstance and convergence of interests played significant roles in partnership development. The most telling statement was "We did it, together." This study identifies characteristics associated with smoothly working partnerships, and barriers to successful program development. Successful partnerships can form the basis on which educational interventions are built. The study is limited by the definition of success used, and its focus on one funded program. The authors were unable to identify outcomes in terms of numbers of children influenced by programs or instances in which lasting changes in health professions schools had occurred.

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

    Science.gov (United States)

    Cunningham, Glennis Edge

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

  9. The Experimental Teaching Reform in Biochemistry and Molecular Biology for Undergraduate Students in Peking University Health Science Center

    Science.gov (United States)

    Yang, Xiaohan; Sun, Luyang; Zhao, Ying; Yi, Xia; Zhu, Bin; Wang, Pu; Lin, Hong; Ni, Juhua

    2015-01-01

    Since 2010, second-year undergraduate students of an eight-year training program leading to a Doctor of Medicine degree or Doctor of Philosophy degree in Peking University Health Science Center (PKUHSC) have been required to enter the "Innovative talent training project." During that time, the students joined a research lab and…

  10. Monitoring undergraduate student needs and activities at Experimental Biology: APS pilot survey.

    Science.gov (United States)

    Nichols, Nicole L; Ilatovskaya, Daria V; Matyas, Marsha L

    2017-06-01

    Life science professional societies play important roles for undergraduates in their fields and increasingly offer membership, fellowships, and awards for undergraduate students. However, the overall impacts of society-student interactions have not been well studied. Here, we sought to develop and test a pilot survey of undergraduate students to determine how they got involved in research and in presenting at the Experimental Biology (EB) meeting, what they gained from the scientific and career development sessions at the meeting, and how the American Physiological Society (APS) can best support and engage undergraduate students. This survey was administered in 2014 and 2015 to undergraduate students who submitted physiology abstracts for and attended EB. More than 150 students responded (38% response rate). Respondents were demographically representative of undergraduate students majoring in life sciences in the United States. Most students (72%) became involved in research through a summer research program or college course. They attended a variety of EB sessions, including poster sessions and symposia, and found them useful. Undergraduate students interacted with established researchers at multiple venues. Students recommended that APS provide more research fellowships (25%) and keep in touch with students via both e-mail (46%) and social media (37%). Our results indicate that APS' EB undergraduate activities are valued by students and are effective in helping them have a positive scientific meeting experience. These results also guided the development of a more streamlined survey for use in future years. Copyright © 2017 the American Physiological Society.

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

    Science.gov (United States)

    Liu, Ning; Neuhaus, Birgit

    2014-07-01

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

  12. 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.

  13. 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.

  14. 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

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

    Science.gov (United States)

    Feltman, Vallery

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

  16. Personal microbiome analysis improves student engagement and interest in Immunology, Molecular Biology, and Genomics undergraduate courses

    Science.gov (United States)

    Bridgewater, Laura C.; Jensen, Jamie L.; Breakwell, Donald P.; Nielsen, Brent L.; Johnson, Steven M.

    2018-01-01

    A critical area of emphasis for science educators is the identification of effective means of teaching and engaging undergraduate students. Personal microbiome analysis is a means of identifying the microbial communities found on or in our body. We hypothesized the use of personal microbiome analysis in the classroom could improve science education by making courses more applied and engaging for undergraduate students. We determined to test this prediction in three Brigham Young University undergraduate courses: Immunology, Advanced Molecular Biology Laboratory, and Genomics. These three courses have a two-week microbiome unit and students during the 2016 semester students could submit their own personal microbiome kit or use the demo data, whereas during the 2017 semester students were given access to microbiome data from an anonymous individual. The students were surveyed before, during, and after the human microbiome unit to determine whether analyzing their own personal microbiome data, compared to analyzing demo microbiome data, impacted student engagement and interest. We found that personal microbiome analysis significantly enhanced the engagement and interest of students while completing microbiome assignments, the self-reported time students spent researching the microbiome during the two week microbiome unit, and the attitudes of students regarding the course overall. Thus, we found that integrating personal microbiome analysis in the classroom was a powerful means of improving student engagement and interest in undergraduate science courses. PMID:29641525

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

    Science.gov (United States)

    Sadeh, Irit; Zion, Michal

    2012-10-01

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

  18. A Card-Sorting Activity to Engage Students in the Academic Language of Biology.

    Science.gov (United States)

    Wallon, Robert C; Jasti, Chandana; Hug, Barbara

    2017-03-01

    The activity described in this article is designed to provide biology students with opportunities to engage in a range of academic language as they learn the discipline-specific meanings of the terms "drug," "poison," "toxicant," and "toxin." Although intended as part of an introductory lesson in a comprehensive unit for the high school level, this approach to teaching academic language can be adapted for use with older or younger students and can be modified to teach other terms.

  19. 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...

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

    Science.gov (United States)

    Haave, Neil

    2016-01-01

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

  1. 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.

  2. Immediate preoperative enteral nutrition (preoperative enteral nutrition

    Directory of Open Access Journals (Sweden)

    Lađević Nebojša

    2017-01-01

    Full Text Available Nutritional support of surgical patients is a necessary part of the treatment. It alone cannot cure the disease but it significantly affects the recovery of patients and supports surgical interventions. Patients in malnutrition have shown to have significantly more postoperative infectious and non-infectious complications. This significantly prolongs treatment time and increases costs. However, there is one fact that cannot be expressed in money, which is the patient's impression of the surgical intervention. Adequate preoperative patient support, based on the intake of liquid nutritive solutions, reduces preoperative stress and deflects the metabolic response. Now, it is recommended for adults and children older than one year to drink clear liquid up to 2 hours before induction in anesthesia. Appropriate enteral nutrition has a significant place in the postoperative recovery of patients. Enteral nutrition is reducing complications, mainly infectious complications because the function of the digestive system as one large immune system is preserved. Perioperative enteral nutrition is a necessary part of the modern treatment of surgical patients. In addition to the significant effect on the occurrence of postoperative complications, it is also important that this type of diet improves the psychological status of patients.

  3. 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.

  4. 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.

  5. 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.

  6. 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.

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2009-01-01

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

  9. 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…

  10. Turkish students' perceptions of their biology learning environments: the effects of gender and grade level

    NARCIS (Netherlands)

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

    2009-01-01

    This study investigates the effects of gender and grade level on Turkish secondary school students’ perceptions of their biology learning environment. A total of 1474 high school students completed the What is Happening in This Classroom (WIHIC) questionnaire. The WIHIC maps several important

  11. Using Mini-Reports to Teach Scientific Writing to Biology Students

    Science.gov (United States)

    Simmons, Alexandria D.; Larios-Sanz, Maia; Amin, Shivas; Rosell, Rosemarie C.

    2014-01-01

    Anyone who has taught an introductory biology lab has sat at their desk in front of a towering stack of lengthy lab reports and wondered if there was a better way to teach scientific writing. We propose the use of a one-page format that we have called a "mini-report," which we believe better allows students to understand the structure…

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

    Science.gov (United States)

    Divan, Aysha; Bowman, Marion; Seabourne, Anna

    2015-01-01

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

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

    Science.gov (United States)

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

    2013-01-01

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

  14. 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.…

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

    Science.gov (United States)

    Nicholi, Armand M., Jr.

    1983-01-01

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

  16. 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.

  17. [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.

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

    Science.gov (United States)

    Almeida, Maria Cristina Mendes de; Canini, Silvia Rita Marin da Silva; Reis, Renata Karina; Toffano, Silmara Elaine Malaguti; Pereira, Fernanda Maria Vieira; Gir, Elucir

    2015-04-01

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

  19. Perception analysis of undergraduate students in the health field about the topic Cell Biology

    Directory of Open Access Journals (Sweden)

    Carlos Alberto Andrade Monerat

    2015-06-01

    Full Text Available The Brazilian education has been changing over time, especially with the increased offer on the various levels of education. In undergraduate courses, in the health area, the cell biology becomes an essential discipline, because various sectors are directly influenced by their recent discoveries and research. This work aimed to analyze, with undergraduate students, perceptions about the themes at Cell Biology, revealing, with its results, pertinent aspects, as insufficient knowledge about the proposed theme. The definition of a concept of cell, considered a basic aspect, however relevant in this context, exemplifies this situation, because it showed a considerable rate of unsatisfactory answers. On the other hand, was verified the recognition of Cell Biology as an area that presents important contents in the training of these students, due the numerous scientific researches that show its constant evolution in association with themes of medicine and public health.

  20. 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.

  1. 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

  2. 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.

  3. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    Soluk, Lauren; Buddle, Christopher M.

    2015-01-01

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

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

    Science.gov (United States)

    Soluk, Lauren; Buddle, Christopher M

    2015-01-01

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

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

    Science.gov (United States)

    Kim-Rajab, Oriana Sharon

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

  9. 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).

  10. 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…

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

    Science.gov (United States)

    Bramwell-Lalor, Sharon; Rainford, Marcia

    2014-01-01

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

  12. 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…

  13. 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,…

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

    Science.gov (United States)

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

    2013-01-01

    We studied gains in student learning over eight semesters in which an introductory biology course curriculum was changed to include optional verbal final exams (VFs). Students could opt to demonstrate their mastery of course material via structured oral exams with the professor. In a quantitative assessment of cell biology content knowledge, students who passed the VF outscored their peers on the medical assessment test (MAT), an exam built with 40 Medical College Admissions Test (MCAT) questions (66.4% [n = 160] and 62% [n = 285], respectively; p students performed better on MCAT questions in all topic categories tested; the greatest gain occurred on the topic of cellular respiration. Because the VF focused on a conceptually parallel topic, photosynthesis, there may have been authentic knowledge transfer. In longitudinal tracking studies, passing the VF also correlated with higher performance in a range of upper-level science courses, with greatest significance in physiology, biochemistry, and organic chemistry. Participation had a wide range but not equal representation in academic standing, gender, and ethnicity. Yet students nearly unanimously (92%) valued the option. Our findings suggest oral exams at the introductory level may allow instructors to assess and aid students striving to achieve higher-level learning. PMID:24006399

  15. Teacher and student actions to construct biology literacy at a community college: A bounded case study

    Science.gov (United States)

    Griesel, Patricia

    2000-10-01

    Science content area literacy, particularly literacy development in college level biology, is the focus of this study. The study investigates the actions and activities of an instructor and six students over the course of 16 weeks. The study is in response to interest in the literate practices in science classes (NSES, 1996) and to the call for contextual studies that facilitate the learning of science (Borasi & Siegel, 1999; Moje, 1996; Nist & Holschuh, 1996; Prentiss, 1998). A collaborative study between the biology teacher and the researcher, this study investigates the practices believed to be effective for the development of biology literacy. Data sources, in the qualitative bounded case study (Bogdin & Biklin, 1982; Glaser & Strauss, 1967; Miles & Huberman, 1994), include: field notes of classroom observations, in-depth interviews (Seidman, 1992), class surveys, and literate artifacts. The data were coded and analyzed using a constant comparative method (Glaser & Strauss, 1967). The six students reveal similarities and differences regarding the actions, patterns, practices and use of materials and their beliefs about effective practice in the development of biology literacy. The results indicate that a variety of actions and activities are needed to facilitate the development of biology literacy. The common themes to develop from the students' data about effective teacher actions are the following: (a) involves and engages students in inquiry learning through group projects, hands-on, and group discussions; (b) relates examples, experiences, and stories; (c) exhibits expertise; (d) encourages a relaxed classroom atmosphere; (e) facilitates and coaches students; and (f) credits creativity. Further, students report their teacher to be an expert, in terms of science knowledge and literate practices, and that her expertise contributes to their understanding of biology literacy. The teachers' data reveals three themes embedded in her classroom actions: science as

  16. Student perceptions: Importance of and satisfaction with aspects of an online biology course

    Science.gov (United States)

    Hendry, Sheila R.

    Research of student satisfaction with various facets of an online biology course, as well as the perceived importance of these aspects, was conducted during the summer and fall 2004 semesters within a course, History of Biology, at a university in the southeastern United States. This research is based on the theory of transactional distance, which involves dialogue between the teacher and student, the physical environments of both the student and teacher, and the emotional environments of each. Student ratings of importance and satisfaction regarding aspects of convenience, grade earned/knowledge learned, emotional health, communication, and student support were collected toward the end of each semester, via the online course, using the researcher-designed Student Perceptions Survey. Statistics with repeated measures ANOVA, using an alpha of 0.05, determined differences between importance and satisfaction ratings for each of these aspects. Students perceived grade earned/knowledge learned to be the most important aspect of learning online, although it is not an aspect unique to online courses. All of the aspects included in the study were found to be at least somewhat important. Convenience was the aspect with which students were most satisfied, with students at least somewhat satisfied with the other aspects. Although convenience is an inherent strength of the online course format, instructors should be aware of how important it is to design requirements of the online class to help students acquire knowledge while allowing them to do so at their own pace. Well-structured content, prompt feedback, encouragement of quality student-instructor communication, and student support are all parts of a positive online course experience. The Student Perceptions Survey, created specifically for this research, can have substantial value both in the creation of new online courses and in the evaluation of pre-existing courses. It can provide important information that can be

  17. Genetics of enteric neuropathies

    NARCIS (Netherlands)

    Brosens, Erwin; Burns, Alan J.; Brooks, Alice S.; Matera, Ivana; Borrego, Salud; Ceccherini, Isabella; Tam, Paul K.; García-Barceló, Maria-Mercè; Thapar, Nikhil; Benninga, Marc A.; Hofstra, Robert M. W.; Alves, Maria M.

    2016-01-01

    Abnormal development or disturbed functioning of the enteric nervous system (ENS), the intrinsic innervation of the gastrointestinal tract, is associated with the development of neuropathic gastrointestinal motility disorders. Here, we review the underlying molecular basis of these disorders and

  18. 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

    2017-01-01

    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…

  19. 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.

  20. 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

  1. 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

  2. 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.

  3. Courses in Modern Physics for Non-science Majors, Future Science Teachers, and Biology Students

    Science.gov (United States)

    Zollman, Dean

    2001-03-01

    For the past 15 years Kansas State University has offered a course in modern physics for students who are not majoring in physics. This course carries a prerequisite of one physics course so that the students have a basic introduction in classical topics. The majors of students range from liberal arts to engineering. Future secondary science teachers whose first area of teaching is not physics can use the course as part of their study of science. The course has evolved from a lecture format to one which is highly interactive and uses a combination of hands-on activities, tutorials and visualizations, particularly the Visual Quantum Mechanics materials. Another course encourages biology students to continue their physics learning beyond the introductory course. Modern Miracle Medical Machines introduces the basic physics which underlie diagnosis techniques such as MRI and PET and laser surgical techniques. Additional information is available at http://www.phys.ksu.edu/perg/

  4. 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.

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

    Science.gov (United States)

    Sussan, Danielle

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

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

    Science.gov (United States)

    Cleveland, Lacy

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

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

    Science.gov (United States)

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

    2014-01-01

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

  8. 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

  9. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course.

    Science.gov (United States)

    Dang, Nathan V; Chiang, Jacob C; Brown, Heather M; McDonald, Kelly K

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students' perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students' MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students.

  10. 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).

  11. 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

  12. 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

  13. The impact of ecolabel knowledge to purchase decision of green producton biology students

    Science.gov (United States)

    Sigit, Diana Vivanti; Fauziah, Rizky; Heryanti, Erna

    2017-08-01

    The world needs real solutions to reduce the impact of environmental damages. Students as agents of changes have a role to overcome these problems. One of the important solution is to be a critical consumer who has purchase decisions in a green product. To show the quality of an environmental friendly product, it is then required an ecolabel on the green product which indicates that the product has been through the production processed and come from environmental friendly substances. The research aimed at finding out whether there was an impact of ecolabel knowledge with purchase decision of green product on biology students. This research was conducted in Biology Department. This research used a survey descriptive method. The population used was biology students of Universitas Negeri Jakarta while the sampling technique was done through simple random sampling technique with 147 respondents. Instrument used were ecolabel knowledge test and a questionnaire of green product purchase decision. The result of prerequisite test showed that the data was normally distributed and homogenous variance. The regression model obtained was Ŷ=77.083+ 0.370X. Meanwhile, the determinant coefficient (r2) obtained was 0.047 or 4.7% that mean ecolabel knowledge just contributed 4,71% to the green product purchase decision. These implied that many factors contributed in the purchase decision of green product instead of ecolabel knowledge.

  14. Student selection: are the school-leaving A-level grades in biology and chemistry important?

    Science.gov (United States)

    Green, A; Peters, T J; Webster, D J

    1993-01-01

    This study determined the relationships of grades in A-level biology and chemistry with examination success or failure during the medical course. By inspection of medical student records, A-level grades at entry to medical school and examination performance were obtained for 128 (91%) of the students who sat their final MBBCh examination at the University of Wales College of Medicine in June 1988. The majority, 92 (72%), completed their medical school careers with no professional examination failures; 15 failed examinations just in the period up to 2nd MB; 11 failed examinations in the clinical period only and 10 failed examinations in both periods. Whereas grade achieved in A-level chemistry was not associated with undergraduate examination performance, students with a grade A or B in A-level biology were less likely to have problems than the others (21% compared with 47%; the difference of 26% has a 95% confidence interval of 7% to 44%). Specifically, there appears to be a strong relationship between a low grade in biology and difficulties in the preclinical examinations. Moreover, for those who have difficulties at this stage, this association continues later in the course.

  15. Image of Synthetic Biology and Nanotechnology: A Survey among University Students

    Directory of Open Access Journals (Sweden)

    Christian Ineichen

    2017-09-01

    Full Text Available This study explores the image of synthetic biology and nanotechnology in comparison to agricultural biotechnology and communication technology by examining spontaneous associations with, and deliberate evaluations of, these technologies by university students. Data were collected through a self-completion online questionnaire by students from two universities in Switzerland. The survey aimed to capture implicit associations, explicit harm-benefit evaluations and views on regulation. The data suggest overall positive associations with emerging technologies. While positive associations were most pronounced for nanotechnology, agricultural biotechnology was attributed with the least favorable associations. In contrast to its positive result in the association task, respondents attributed a high harm potential for nanotechnology. Associations attributed to synthetic biology were demonstrated to be more positive than for agricultural biotechnology, however, not as favorable as for nanotechnology. Contrary to the evaluations of nanotechnology, the benefit-examples of synthetic biology were evaluated particularly positively. Accordingly, the investigated technologies enjoy different esteem, with synthetic biology and nanotechnology both showing a more “exciting” image. Even though, the image of nanotechnology was demonstrated to be more pronounced it was also more heterogeneous across tasks while agricultural biotechnology remains contested. For all technologies, the predominant spontaneous concerns pertain to risks rather than an immoral nature inherent to these technologies. Our data suggest that harm-benefit analyses reveal only one aspect of the attitude toward emerging technologies. Survey questions addressing spontaneous associations with these technologies are a valuable addition for our picture of the image of emerging technologies.

  16. Much Ado about €500: Do Tuition Fees Keep German Students from Entering University? Evidence from a Natural Experiment Using DiD Matching Methods

    Science.gov (United States)

    Baier, Tina; Helbig, Marcel

    2014-01-01

    This paper estimates the effect of tuition fees on enrolment behaviour among prospective students in Germany. According to the rational choice theory (RCT), we argue that due to the higher costs brought on by such fees tuition fees should have a negative effect on student's enrolment. This should be even more pronounced among prospective students…

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

    Science.gov (United States)

    Quinlan, Catherine Louise

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

  18. Accidents with biological material and immunization against hepatitis B among students from the health area.

    Science.gov (United States)

    Gir, Elucir; Netto, Jeniffer Caffer; Malaguti, Silmara Elaine; Canini, Silvia Rita Marin da Silva; Hayashida, Miyeko; Machado, Alcyone Artioli

    2008-01-01

    Undergraduate students from the health area often handle piercing-cutting instruments in their academic activities, which exposes them to the risk of contracting infections. This study aimed to analyze accidents with biological material among these students. Out of 170 accidents registered, 83 (48.8%) occurred with Dentistry students, 69 (40.6%) with Medical students, 11 (6.5%) with Nursing students and in 06 (3.5%) of the cases there was no such information in the files. Most accidents, 106 (62.4%), occurred with students from private schools and 55 (32.3%) with those from public schools. Percutaneous accidents occurred in 133 (78.2%) exposures and there was immediate search for specialized health care in only 38 (21.3%) accidents. In 127 (74.7%) accidents, the immunization schedule against hepatitis B was complete. Therefore, schools need to offer courses and specific class subjects regarding biosafety measures, including aspects related to immunization, especially the vaccine against hepatitis B.

  19. A Guide for Graduate Students Interested in Postdoctoral Positions in Biology Education Research

    Science.gov (United States)

    Aikens, Melissa L.; Corwin, Lisa A.; Andrews, Tessa C.; Couch, Brian A.; Eddy, Sarah L.; McDonnell, Lisa; Trujillo, Gloriana

    2016-01-01

    Postdoctoral positions in biology education research (BER) are becoming increasingly common as the field grows. However, many life science graduate students are unaware of these positions or do not understand what these positions entail or the careers with which they align. In this essay, we use a backward-design approach to inform life science graduate students of postdoctoral opportunities in BER. Beginning with the end in mind, we first discuss the types of careers to which BER postdoctoral positions lead. We then discuss the different types of BER postdoctoral positions, drawing on our own experiences and those of faculty mentors. Finally, we discuss activities in which life science graduate students can engage that will help them gauge whether BER aligns with their research interests and develop skills to be competitive for BER postdoctoral positions. PMID:27856554

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

    Science.gov (United States)

    Aldridge, Jacqueline Nouvelle

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

  1. Inclusion in higher education: trajetórias acadêmicas of students with disabilities that entered state university in rio grande south by quota system

    Directory of Open Access Journals (Sweden)

    Marilú Mourão Pereira

    2008-12-01

    Full Text Available This work intends to present the results of research done in the State University of Rio Grande do Sul, where he sought to analyze the academic trajectory of students with disabilities, who joined the system of quotas in the period from 2002 to 2005. This study aimed at understanding the process of implementation of quotas from affirmative action in higher education, as a possible contribution to the inclusion of students with disabilities at the University. The methodological approach was kind of qualitative and instruments used. In addition to students with disabilities, this study was to subject some managers who were involved with the subject at the University. The study was developed from the identification and characterization of pupils who joined the university by quota systems, followed by research and analysis of the trajectories of students with disabilities, for access and during the course. We interviewed 16 students with physical disabilities, hearing and vision, and ten managers of the University. The deployment of the system of quotas for students with disabilities, this is a University as a political action and democratization of access to higher education and is in line with the Constitutional principles, guaranteeing the rights of Persons with Disabilities. This, however, has not been enough to ensure the permanence of such students at the University. The results show the occurrence of difficulties which are concentrated in the process of teaching and learning need specific actions, directed to that portion of the population academic.

  2. 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.

  3. 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.

  4. Curricular Activities that Promote Metacognitive Skills Impact Lower-Performing Students in an Introductory Biology Course†

    Science.gov (United States)

    Dang, Nathan V.; Chiang, Jacob C.; Brown, Heather M.

    2018-01-01

    This study explores the impacts of repeated curricular activities designed to promote metacognitive skills development and academic achievement on students in an introductory biology course. Prior to this study, the course curriculum was enhanced with pre-assignments containing comprehension monitoring and self-evaluation questions, exam review assignments with reflective questions related to study habits, and an optional opportunity for students to explore metacognition and deep versus surface learning. We used a mixed-methods study design and collected data over two semesters. Self-evaluation, a component of metacognition, was measured via exam score postdictions, in which students estimated their exam scores after completing their exam. Metacognitive awareness was assessed using the Metacognitive Awareness Inventory (MAI) and a reflective essay designed to gauge students’ perceptions of their metacognitive skills and study habits. In both semesters, more students over-predicted their Exam 1 scores than under-predicted, and statistical tests revealed significantly lower mean exam scores for the over-predictors. By Exam 3, under-predictors still scored significantly higher on the exam, but they outnumbered the over-predictors. Lower-performing students also displayed a significant increase in exam postdiction accuracy by Exam 3. While there was no significant difference in students’ MAI scores from the beginning to the end of the semester, qualitative analysis of reflective essays indicated that students benefitted from the assignments and could articulate clear action plans to improve their learning and performance. Our findings suggest that assignments designed to promote metacognition can have an impact on students over the course of one semester and may provide the greatest benefits to lower-performing students. PMID:29904551

  5. Effect of Learning Achievement of the Eye of Productive Training, Prakerin Experience, and Interests in Student Readiness Entering the World of Work

    Directory of Open Access Journals (Sweden)

    Dita Nur Faizah

    2017-11-01

    Full Text Available This study is a quantitative research by using descriptive and ex-post facto. The purpose of this research is to know how: (1 the description of learning achievement, description of internship experience, description of working interest, and description of working readiness; (2 the effect of productive learning achievement, internship experience, and working interest partially on the readiness of work for the students of SMK Negeri 1 Kraksaan Probolinggo. Data collection techniques used are questionnaire and documentation method. The sampling technique used is proportional random sampling. The result of the analysis shows that: (1 student learning achievement of productive, student internship experience, students working interest, and readiness of student work is in good category; (2 there is a negative and not significant influence between learning achievement of productive education and training on job readiness; (3 there is a positive but insignificant influence between internship experience on job readiness; (4 there is a positive but not significant influence between the interest of work to the readiness of class XII business management students in SMK Negeri 1 Kraksaan Probolinggo.

  6. Intestinal endocrine cells in radiation enteritis

    International Nuclear Information System (INIS)

    Pietroletti, R.; Blaauwgeers, J.L.; Taat, C.W.; Simi, M.; Brummelkamp, W.H.; Becker, A.E.

    1989-01-01

    In this study, the intestinal endocrine cells were investigated in 13 surgical specimens affected by radiation enteritis. Endocrine cells were studied by means of Grimelius' silver staining and immunostaining for chromogranin, a general marker of endocrine cells. Positively stained cells were quantified by counting their number per unit length of muscularis mucosa. Results in radiation enteritis were compared with matched control specimens by using Student's t test. Chromogranin immunostaining showed a statistically significant increase of endocrine cells in radiation enteritis specimens compared with controls both in small and large intestine (ileum, 67.5 +/- 23.5 cells per unit length of muscularis mucosa in radiation enteritis versus 17.0 +/- 6.1 in controls; colon, 40.9 +/- 13.7 cells per unit length of muscularis mucosa in radiation enteritis versus 9.5 +/- 4.1 in controls--p less than 0.005 in both instances). Increase of endocrine cells was demonstrated also by Grimelius' staining; however, without reaching statistical significance. It is not clear whether or not the increase of endocrine cells in radiation enteritis reported in this study is caused by a hyperplastic response or by a sparing phenomenon. We should consider that increased endocrine cells, when abnormally secreting their products, may be involved in some of the clinical features of radiation enteropathy. In addition, as intestinal endocrine cells produce trophic substances to the intestine, their increase could be responsible for the raised risk of developing carcinoma of the intestine in long standing radiation enteritis

  7. Teaching About "Brain and Learning" in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence.

    Science.gov (United States)

    Dekker, Sanne; Jolles, Jelle

    2015-01-01

    This study evaluated a new teaching module about "Brain and Learning" using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in "Brain and Learning" and 1241 students in grades 8-9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of "Brain and Learning" had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into "Brain and Learning," and for changing students' beliefs about intelligence.

  8. A statistical analysis of student questions in a cell biology laboratory.

    Science.gov (United States)

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

    2009-01-01

    Asking questions is an essential component of the practice of science, but question-asking skills are often underemphasized in science education. In this study, we examined questions written by students as they prepared for laboratory exercises in a senior-level cell biology class. Our goals were to discover 1) what types of questions students asked about laboratory activities, 2) whether the types or quality of questions changed over time, and 3) whether the quality of questions or degree of improvement was related to academic performance. We found a majority of questions were about laboratory outcomes or seeking additional descriptive information about organisms or processes to be studied. Few questions earned the highest possible ranking, which required demonstration of extended thought, integration of information, and/or hypotheses and future experiments, although a majority of students asked such a question at least once. We found no correlation between types of student questions or improvement in questions and final grades. Only a small improvement in overall question quality was seen despite considerable practice at writing questions about science. Our results suggest that improving students' ability to generate higher-order questions may require specific pedagogical intervention.

  9. Biocinema: the experience of using popular movies with students of Biology

    Directory of Open Access Journals (Sweden)

    Josep-Eladi Baños Díez

    2008-10-01

    Full Text Available Popular movies may be successfully used as a teaching aid in health sciences studies. In the last three years we have been using popular movies in an activity called Biocinema during the first trimester with students of fifth year of Biology at the Universitat Pompeu Fabra. The activity was planned to help the students to consider the social aspects of their future professional career. Six different films were used: Outbreak, Lorenzo's oil, The Boys from Brazil, Frankenstein, Le maladie de Sachs and The Andromeda strain. The activity was organized in three steps. First, students watched the film after a brief introduction by one of the teachers who were responsible for the activity. Second, this teacher organized an open discussion with the students during the next hour. Third, students wrote a brief report on one of the topics portrayed in the film or mentioned in the open discussion. These reports were further evaluated and contributed a maximum extrabonus of 0.5 points over 10 in the scoring of the regular topics covered in the trimester.

  10. 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.

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

    Directory of Open Access Journals (Sweden)

    Maria Cristina Mendes de Almeida

    2015-04-01

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

  12. Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors' Emotions about Mathematics.

    Science.gov (United States)

    Wachsmuth, Lucas P; Runyon, Christopher R; Drake, John M; Dolan, Erin L

    2017-01-01

    Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students' emotional satisfaction with math. We then compared life science and non-life science majors and found that major had a small to moderate relationship with students' responses. Gender also had a small relationship with students' responses, while students' race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups-students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates' emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors' attitudes toward math. © 2017 L.P. Wachsmuth 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).

  13. 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

    2017-01-01

    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. PMID:28808678

  14. Teaching Cell Biology to Dental Students with a Project-Based Learning Approach.

    Science.gov (United States)

    Costa-Silva, Daniela; Côrtes, Juliana A; Bachinski, Rober F; Spiegel, Carolina N; Alves, Gutemberg G

    2018-03-01

    Although the discipline of cell biology (CB) is part of the curricula of predoctoral dental schools, students often fail to recognize its practical relevance. The aim of this study was to assess the effectiveness of a practical-theoretical project-based course in closing the gaps among CB, scientific research, and dentistry for dental students. A project-based learning course was developed with nine sequential lessons to evaluate 108 undergraduate dental students enrolled in CB classes of a Brazilian school of dentistry during 2013-16. To highlight the relevance of in vitro studies in the preclinical evaluation of dental materials at the cellular level, the students were challenged to complete the process of drafting a protocol and performing a cytocompatibility assay for a bone substitute used in dentistry. Class activities included small group discussions, scientific database search and article presentations, protocol development, lab experimentation, and writing of a final scientific report. A control group of 31 students attended only one laboratory class on the same theme, and the final reports were compared between the two groups. The results showed that the project-based learning students had superior outcomes in acknowledging the relevance of in vitro methods during biocompatibility testing. Moreover, they produced scientifically sound reports with more content on methodological issues, the relationship with dentistry, and the scientific literature than the control group (p<0.05). The project-based learning students also recognized a higher relevance of scientific research and CB to dental practice. These results suggest that a project-based approach can help contextualize scientific research in dental curricula.

  15. Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

    Science.gov (United States)

    Sletten, Sarah Rae

    2017-06-01

    In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a self-directed learning style. The purpose of this study was twofold; it aimed at examining the relationship between two variables—students' perceptions of the flipped model and their self-regulated learning (SRL) behaviors—and the impact that these variables have on achievement in a flipped class. For the study, 76 participants from a flipped introductory biology course were asked about their SRL strategy use and perceptions of the flipped model. SRL strategy use was measured using a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ; Wolters et al. 2005), while the flipped perceptions survey was newly derived. Student letter grades were collected as a measure of achievement. Through regression analysis, it was found that students' perceptions of the flipped model positively predict students' use of several types of SRL strategies. However, the data did not indicate a relationship between student perceptions and achievement, neither directly nor indirectly, through SRL strategy use. Results suggest that flipped classrooms demonstrate their successes in the active learning sessions through constructivist teaching methods. Video lectures hold an important role in flipped classes, however, students may need to practice SRL skills to become more self-directed and effectively learn from them.

  16. Yesterday's Students in Today's World—Open and Guided Inquiry Through the Eyes of Graduated High School Biology Students

    Science.gov (United States)

    Dorfman, Bat-Shahar; Issachar, Hagit; Zion, Michal

    2017-12-01

    Educational policy bodies worldwide have argued that practicing inquiry as a part of the K-12 curriculum would help prepare students for their lives as adults in today's world. This study investigated adults who graduated high school 9 years earlier with a major in biology, to determine how they perceive the inquiry project they experienced and its contribution to their lives. We characterized dynamic inquiry performances and the retrospective perceptions of the inquiry project. Data was collected by interviews with 17 individuals—nine who engaged in open inquiry and eight who engaged in guided inquiry in high school. Both groups shared similar expressions of the affective point of view and procedural understanding criteria of dynamic inquiry, but the groups differed in the expression of the criteria changes occurring during inquiry and learning as a process. Participants from both groups described the contribution of the projects to their lives as adults, developing skills and positive attitudes towards science and remembering the content knowledge and activities in which they were involved. They also described the support they received from their teachers. Results of this study imply that inquiry, and particularly open inquiry, helps develop valuable skills and personal attributes, which may help the students in their lives as future adults. This retrospective point of view may contribute to a deeper understanding of the long-term influences of inquiry-based learning on students.

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

    Science.gov (United States)

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

    2016-01-01

    When undergraduate biology students learn to explain biological mechanisms, they face many challenges and may overestimate their understanding of living systems. Previously, we developed the MACH model of four components used by expert biologists to explain mechanisms: Methods, Analogies, Context, and How. This study explores the implementation of…

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

    Science.gov (United States)

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

    2014-01-01

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

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

    Science.gov (United States)

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

    2015-01-01

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

  20. S.E.A. Lab. Science Experiments and Activities. Marine Science for High School Students in Chemistry, Biology and Physics.

    Science.gov (United States)

    Hart, Kathy, Ed.

    A series of science experiments and activities designed for secondary school students taking biology, chemistry, physics, physical science or marine science courses are outlined. Each of the three major sections--chemistry, biology, and physics--addresses concepts that are generally covered in those courses but incorporates aspects of marine…

  1. Representations of homosexuality and prejudice against homosexuals of college students in a course in biology education in Mozambique

    OpenAIRE

    Nota, Juvencio Manuel

    2014-01-01

    This article analyzes the representations (explanations) of future biology teachers about the nature of homosexuality and the type of prejudice expressed against homosexuals. For this we applied questionnaires to 127 students of both sexes from first to fourth year biology course in Pedagogical University in Maputo. The results showed a bipolar representation of homosexuality reasoned explanations psychosocial and biological, but also a widespread prejudice. The analysis of the type of anchor...

  2. 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.

  3. Shaping scientific attitude of biology education students through research-based teaching

    Science.gov (United States)

    Firdaus, Darmadi

    2017-08-01

    Scientific attitude is need of today's society for peaceful and meaningful living of every person in a multicultural world. A case study was conducted at the Faculty of Teacher Training and Education, University of Riau, Pekanbaru in order to describe the scientific attitude that shaped by research-based teaching (RBT). Eighteen students of English for Biology bilingual program were selected from 88 regular students as a subject of the study. RBT designed consists of 9 steps: 1) field observations, 2) developing research proposals, 3) research proposal seminar, 4) field data collecting, 5) data analyzing & ilustrating, 6) writing research papers, 7) preparing power point slides, 8) creating a scientific poster, 9) seminar & poster session. Data were collected by using check list observation instuments during 14 weeks (course sessions), then analyzed by using descriptive-quantitative method. The results showed that RBT were able to shape critical-mindedness, suspended judgement, respect for evidence, honesty, objectivity, and questioning attitude as well as tolerance of uncertainty. These attitudes which shaped were varies according to every steps of learning activities. It's seems that the preparation of scientific posters and research seminar quite good in shaping the critical-mindedness, suspended judgment, respect for evidence, honesty, objectivity, and questioning attitude, as well as tolerance of uncertainty. In conclusion, the application of research-based teaching through the English for Biology courses could shape the students scientific attitudes. However, the consistency of the appearance of a scientific attitude in every stage of Biology-based RBT learning process need more intensive and critical assessment.

  4. Entering research: A course that creates community and structure for beginning undergraduate researchers in the STEM disciplines.

    Science.gov (United States)

    Balster, Nicholas; Pfund, Christine; Rediske, Raelyn; Branchaw, Janet

    2010-01-01

    Undergraduate research experiences have been shown to enhance the educational experience and retention of college students, especially those from underrepresented populations. However, many challenges still exist relative to building community among students navigating large institutions. We developed a novel course called Entering Research that creates a learning community to support beginning undergraduate researchers and is designed to parallel the Entering Mentoring course for graduate students, postdocs, and faculty serving as mentors of undergraduate researchers. The course serves as a model that can be easily adapted for use across the science, technology, engineering, and mathematics (STEM) disciplines using a readily available facilitator's manual. Course evaluations and rigorous assessment show that the Entering Research course helps students in many ways, including finding a mentor, understanding their place in a research community, and connecting their research to their course work in the biological and physical sciences. Students in the course reported statistically significant gains in their skills, knowledge, and confidence as researchers compared with a control group of students, who also were engaged in undergraduate research but not enrolled in this course. In addition, the faculty and staff members who served as facilitators of the Entering Research course described their experience as rewarding and one they would recommend to their colleagues.

  5. Influence of Culture and Gender on Secondary School Students' Scientific Creativity in Biology Education in Turkana County, Kenya

    Science.gov (United States)

    Aruan, Susan A.; Okere, Mark I. O.; Wachanga, Samuel

    2016-01-01

    The purpose of this study was to establish the extent to which biology scientific creativity skills are influenced by the students' culture and gender in Turkana County. A mixed method research design was used. This involved cross sectional survey and ethnographic study. The target population comprised all form three students in sub county schools…

  6. Characterising the Development of the Understanding of Human Body Systems in High-School Biology Students--A Longitudinal Study

    Science.gov (United States)

    Snapir, Zohar; Eberbach, Catherine; Ben-Zvi-Assaraf, Orit; Hmelo-Silver, Cindy; Tripto, Jaklin

    2017-01-01

    Science education today has become increasingly focused on research into complex natural, social and technological systems. In this study, we examined the development of high-school biology students' systems understanding of the human body, in a three-year longitudinal study. The development of the students' system understanding was evaluated…

  7. The Effect of Concept Mapping and Problem Solving Teaching Strategies on Achievement in Biology among Nigerian Secondary School Students

    Science.gov (United States)

    Okoye, Nnamdi S.; Okechukwu, Rose N.

    2010-01-01

    The study examined the effect of concept-mapping and problem-solving teaching strategies on achievement in biology among Nigerian secondary school students. The method used for the study was a quasi-experimental pre-test treatment design. One hundred and thirteen senior secondary three (S.S. 111) students randomly selected from three mixed…

  8. Variation in Citational Practice in a Corpus of Student Biology Papers: From Parenthetical Plonking to Intertextual Storytelling

    Science.gov (United States)

    Swales, John M.

    2014-01-01

    This is a corpus-based study of a key aspect of academic writing in one discipline (biology) by final-year undergraduates and first-, second-, and third-year graduate students. The papers come from the Michigan Corpus of Upper-level Student Papers, a freely available electronic database. The principal aim of the study is to examine the extent of…

  9. Guiding Development Based Approach Practicum Vertebrates Taxonomy Scientific Study Program for Students of Biology Education

    Science.gov (United States)

    Arieska, M.; Syamsurizal, S.; Sumarmin, R.

    2018-04-01

    Students having difficulty in identifying and describing the vertebrate animals as well as less skilled in science process as practical. Increased expertise in scientific skills, one of which is through practical activities using practical guidance based on scientific approach. This study aims to produce practical guidance vertebrate taxonomy for biology education students PGRI STKIP West Sumatra valid. This study uses a model of Plomp development consisting of three phases: the initial investigation, floating or prototype stage, and the stage of assessment. Data collection instruments used in this study is a validation sheet guiding practicum. Data were analyzed descriptively based on data obtained from the field. The result of the development of practical guidance vertebrate taxonomic validity value of 3.22 is obtained with very valid category. Research and development has produced a practical guide based vertebrate taxonomic scientific approach very valid.

  10. Stories of staying and leaving: A mixed methods analysis of biology undergraduate choice, persistence, and departure

    Science.gov (United States)

    Lang, Sarah Adrienne

    Using a sequential, explanatory mixed methods design, this dissertation study compared students who persist in the biology major (persisters) with students who leave the biology major (switchers) in terms of how their pre-college experiences, college biology experiences, and biology performance figured into their choice of biology and their persistence in or departure from the biology major. This study combined (1) quantitative comparisons of biology persisters and switchers via a questionnaire developed for the study and survival analysis of a larger population of biology freshmen with (2) qualitative comparison of biology switchers and persisters via semi-structured life story interviews and homogenous focus groups. 319 students (207 persisters and 112 switchers) participated in the questionnaire and 36 students (20 persisters and 16 switchers) participated in life story and focus group interviews. All participants were undergraduates who entered The University of Texas at Austin as biology freshmen in the fall semesters of 2000 through 2004. Findings of this study suggest: (1) Regardless of eventual major, biology students enter college with generally the same suite of experiences, sources of personal encouragement, and reasons for choosing the biology major; (2) Despite the fact that they have also had poor experiences in the major, biology persisters do not actively decide to stay in the biology major; they simply do not leave; (3) Based upon survival analysis, biology students are most at-risk of leaving the biology major during the first two years of college and if they are African-American or Latino, women, or seeking a Bachelor of Arts degree (rather than a Bachelor of Science); (4) Biology switchers do not leave biology due to preference for other disciplines; they leave due to difficulties or dissatisfaction with aspects of the biology major, including their courses, faculty, and peers; (5) Biology performance has a differential effect on persistence in

  11. 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

  12. 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).

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

    Science.gov (United States)

    Bobick, Sandra Burin

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

  14. Development of Animal Physiology Practical Guidance Oriented Guided Inquiry for Student of Biology Department

    Science.gov (United States)

    Putra, Z. A. Z.; Sumarmin, R.; Violita, V.

    2018-04-01

    The guides used for practicing animal physiology need to be revised and adapted to the lecture material. This is because in the subject of Animal Physiology. The guidance of animal physiology practitioners is still conventional with prescription model instructions and is so simple that it is necessary to develop a practical guide that can lead to the development of scientific work. One of which is through practice guided inquiry guided practicum guide. This study aims to describe the process development of the practical guidance and reveal the validity, practicality, and effectiveness Guidance Physiology Animals guided inquiry inferior to the subject of Animal Physiology for students Biology Department State University of Padang. This type of research is development research. This development research uses the Plomp model. Stages performed are problem identification and analysis stage, prototype development and prototyping stage, and assessment phase. Data analysis using descriptive analysis. The instrument of data collection using validation and practical questionnaires, competence and affective field of competence observation and psychomotor and cognitive domain competence test. The result of this research shows that guidance of Inquiry Guided Initiative Guided Physiology with 3.23 valid category, practicality by lecturer with value 3.30 practical category, student with value 3.37 practical criterion. Affective effectiveness test with 93,00% criterion is very effective, psychomotor aspect 89,50% with very effective criteria and cognitive domain with value of 67, pass criterion. The conclusion of this research is Guided Inquiry Student Guided Protoxial Guidance For Students stated valid, practical and effective.

  15. Critical thinking skills profile of senior high school students in Biology learning

    Science.gov (United States)

    Saputri, A. C.; Sajidan; Rinanto, Y.

    2018-04-01

    Critical thinking is an important and necessary skill to confront the challenges of the 21st century. Critical thinking skills accommodate activities that can improve high-order thinking skills. This study aims to determine senior high school students' critical thinking skills in Biology learning. This research is descriptive research using instruments developed based on the core aspects of critical thinking skills according to Facione which include interpretation, analysis, evaluation, explanation, conclusion, and self-regulation. The subjects in this study were 297 students in grade 12 of a senior high school in Surakarta selected through purposive sampling technique. The results of this study showed that the students' critical thinking skills on evaluation and self-regulation are in good criterion with 78% and 66% acquisition while 52% interpretation, 56% analysis, 52% conclusion and 42% explanation indicate sufficient criteria. The conclusion from this research is that critical thinking skill of the students still was in enough category, so that needed a way to enhance it on some indicators.

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

    OpenAIRE

    Marisa Laporta Chudo; Maria Cecília Sonzogno

    2007-01-01

    Objective. To analyze the teach-learning process of high school students, in the scope of Educational Biology. To plan and to develop a methodology with lesson strategies that facilitate the learning. To analyze, in the students vision, the positive and negative points in the process. Method. A research was developed -- of which had participated students of the first semester of the Pedagogy of a high school private institution in São Paulo city -- of the type action-research, with increased ...

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

    Science.gov (United States)

    Sitton, Jennifer Susan

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

  18. Student-oriented learning: an inquiry-based developmental biology lecture course.

    Science.gov (United States)

    Malacinski, George M

    2003-01-01

    In this junior-level undergraduate course, developmental life cycles exhibited by various organisms are reviewed, with special attention--where relevant--to the human embryo. Morphological features and processes are described and recent insights into the molecular biology of gene expression are discussed. Ways are studied in which model systems, including marine invertebrates, amphibia, fruit flies and other laboratory species are employed to elucidate general principles which apply to fertilization, cleavage, gastrulation and organogenesis. Special attention is given to insights into those topics which will soon be researched with data from the Human Genome Project. The learning experience is divided into three parts: Part I is a in which the Socratic (inquiry) method is employed by the instructor (GMM) to organize a review of classical developmental phenomena; Part II represents an in which students study the details related to the surveys included in Part I as they have been reported in research journals; Part III focuses on a class project--the preparation of a spiral bound on a topic of relevance to human developmental biology (e.g.,Textbook of Embryonal Stem Cells). Student response to the use of the Socratic method increases as the course progresses and represents the most successful aspect of the course.

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

    Science.gov (United States)

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

    2010-08-01

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

  20. Neutron Scattering in Biology Techniques and Applications

    CERN Document Server

    Fitter, Jörg; Katsaras, John

    2006-01-01

    The advent of new neutron facilities and the improvement of existing sources and instruments world wide supply the biological community with many new opportunities in the areas of structural biology and biological physics. The present volume offers a clear description of the various neutron-scattering techniques currently being used to answer biologically relevant questions. Their utility is illustrated through examples by some of the leading researchers in the field of neutron scattering. This volume will be a reference for researchers and a step-by-step guide for young scientists entering the field and the advanced graduate student.

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

    Science.gov (United States)

    Aydin, Solmaz

    2016-01-01

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

  2. 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

  3. 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

  4. Occupational exposure to contaminated biological material: perceptions and feelings experienced among dental students

    Directory of Open Access Journals (Sweden)

    Camila PINELLI

    Full Text Available INTRODUCTION: Dental students may be a particularly vulnerable group exposed to the risk of acquiring infections through occupational injuries.OBJECTIVE: To investigate the perceptions with regard to their occupational exposure to potentially infectious biologic materials.MATERIAL AND METHOD: Interviews were conducted by means of a script with open questions. The speeches were recorded, transcribed and qualitative analysis was performed with the aid of QUALIQUANTISOFT® software. The Collective Subject Discourse (CSD was obtained.RESULT: The feeling most frequently experienced was related to the fear of contagion. Most accidents occurred during the handling of sharp dental instruments. Respondents attributed the occurrence of accidents especially the lack of attention, carelessness while handling sharp instruments, and lack of use of Personal Protective Equipment. As regards the measures taken right after the exposure, they "washed the local area". Other respondents reported they "continued the dental treatment". They complained mostly about the fear of having been infected, and because they had to leave the faculty to take blood exams for HIV screening. As part of the learning experience the injured reported they paid more attention when handling sharp instruments. The students informed that any type of injury due to contact with contaminated material must be notified. However, they were neglectful about reporting their own injury.CONCLUSION: Education strategies for preventive measures related to occupational exposure must be restructured, because the knowledge and the fear of contagion among dental students were not always sufficient for a complete adherence to treatment protocols and notification.

  5. Enteral nutrition - child - managing problems

    Science.gov (United States)

    ... page: //medlineplus.gov/ency/patientinstructions/000164.htm Enteral nutrition - child - managing problems To use the sharing features ... trouble breathing, call 911. References Mcclave SA. Enteral nutrition. In: Goldman L, Schafer AI, eds. Goldman-Cecil ...

  6. 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…

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

    Science.gov (United States)

    Doiron, Jessica Boyce

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

  8. 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).

  9. 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.

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

    Science.gov (United States)

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

    2014-01-01

    Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of clearly articulating the skills required. The results of these discussions highlight the critical importance of experimental, mathematical, and interpersonal skills including collaboration, teamwork, safety, and ethics. The groups also found experimental design, data interpretation and analysiand the ability to communicate findings to diverse audience to be essential skills. To aid in the development of appropriate assessments these skills are grouped into three categories, 1) Process of Science, 2) Communication and Comprehension of Science, and 3) Community of Practice Aspects of Science. Finally, the groups worked to align these competencies with the best practices in both teaching and in skills assessment. PMID:24019246

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

    OpenAIRE

    Andressa, Helen; Mavrikaki, Evangelia; Dermitzaki, Irini

    2015-01-01

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

  12. The Respon of IKIP BUDI UTOMO Students Toward the Instructional Book of Cell Biology Subject Aided by Interactive Multimedia

    OpenAIRE

    Hartati, Tri Asih Wahyu; Safitri, Dini

    2017-01-01

    The development of Science and Technology (Science and Technology) takes place very rapidly. The development of science and technology will impact on graduate competency changes desired by the industry. This change of course will be followed by updating the curriculum, learning resources and teaching materials are used, one of them teaching materials on the subjects of Cell Biology. In the course of Cell Biology, the students only take textbooks without the support of interactive multimedia. ...

  13. 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.

  14. Strengthening cancer biology research, prevention, and control while reducing cancer disparities: student perceptions of a collaborative master's degree program in cancer biology, preventions, and control.

    Science.gov (United States)

    Jillson, I A; Cousin, C E; Blancato, J K

    2013-09-01

    This article provides the findings of a survey of previous and current students in the UDC/GU-LCCC master's degree program. This master's degree program, Cancer Biology, Prevention, and Control is administered and taught jointly by faculty of a Minority Serving Institution, the University of the District of Columbia, and the Lombardi Comprehensive Cancer Center to incorporate the strengths of a community-based school with a research intensive medical center. The program was initiated in 2008 through agreements with both University administrations and funding from the National Cancer Institute. The master's degree program is 36 credits with a focus on coursework in biostatistics, epidemiology, tumor biology, cancer prevention, medical ethics, and cancer outreach program design. For two semesters during the second year, students work full-time with a faculty person on a laboratory or outreach project that is a requirement for graduation. Students are supported and encouraged to transition to a doctoral degree after they obtain the master's and many of them are currently in doctorate programs. Since the inception of the program, 45 students have initiated the course of study, 28 have completed the program, and 13 are currently enrolled in the program. The survey was designed to track the students in their current activities, as well as determine which courses, program enhancements, and research experiences were the least and most useful, and to discern students' perceptions of knowledge acquired on various aspects of Cancer Biology Prevention, and Control Master's Program. Thirty of the 35 individuals to whom email requests were sent responded to the survey, for a response rate of 85.7%. The results of this study will inform the strengthening of the Cancer Biology program by the Education Advisory Committee. They can also be used in the development of comparable collaborative master's degree programs designed to address the significant disparities in prevalence of

  15. Integrative assessment of Evolutionary theory acceptance and knowledge levels of Biology undergraduate students from a Brazilian university

    Science.gov (United States)

    Tavares, Gustavo Medina; Bobrowski, Vera Lucia

    2018-03-01

    The integrative role that Evolutionary theory plays within Biology is recognised by most scientific authors, as well as in governmental education policies, including Brazilian policies. However, teaching and learning evolution seems problematic in many countries, and Brazil is among those. Many factors may affect teachers' and students' perceptions towards evolution, and studies can help to reveal those factors. We used a conceptual questionnaire, the Measure of Acceptance of the Theory of Evolution (MATE) instrument, and a Knowledge test to assess (1) the level of acceptance and understanding of 23 undergraduate Biology students nearing the end of their course, (2) other factors that could affect these levels, including course structure, and (3) the most difficult topics regarding evolutionary biology. The results of this study showed that the students, on average, had a 'Very High Acceptance' (89.91) and a 'Very Low Knowledge' (59.42%) of Evolutionary theory, and also indicated a moderate positive correlation between the two (r = 0.66, p = .001). The most difficult topics were related to the definition of evolution and dating techniques. We believe that the present study provides evidence for policymakers to reformulate current school and university curricula in order to improve the teachers' acceptance and understanding of evolution and other biological concepts, consequently, helping students reduce their misconceptions related to evolutionary biology.

  16. 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

  17. The use of writing assignments to help students synthesize content in upper-level undergraduate biology courses.

    Science.gov (United States)

    Sparks-Thissen, Rebecca L

    2017-02-01

    Biology education is undergoing a transformation toward a more student-centered, inquiry-driven classroom. Many educators have designed engaging assignments that are designed to help undergraduate students gain exposure to the scientific process and data analysis. One of these types of assignments is use of a grant proposal assignment. Many instructors have used these assignments in lecture-based courses to help students process information in the literature and apply that information to a novel problem such as design of an antiviral drug or a vaccine. These assignments have been helpful in engaging students in the scientific process in the absence of an inquiry-driven laboratory. This commentary discusses the application of these grant proposal writing assignments to undergraduate biology courses. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  18. Fostering 21st-Century Evolutionary Reasoning: Teaching Tree Thinking to Introductory Biology Students.

    Science.gov (United States)

    Novick, Laura R; Catley, Kefyn M

    2016-01-01

    The ability to interpret and reason from Tree of Life (ToL) diagrams has become a vital component of science literacy in the 21st century. This article reports on the effectiveness of a research-based curriculum, including an instructional booklet, laboratory, and lectures, to teach the fundamentals of such tree thinking in an introductory biology class for science majors. We present the results of a study involving 117 undergraduates who received either our new research-based tree-thinking curriculum or business-as-usual instruction. We found greater gains in tree-thinking abilities for the experimental instruction group than for the business-as-usual group, as measured by performance on our novel assessment instrument. This was a medium size effect. These gains were observed on an unannounced test that was administered ∼5-6 weeks after the primary instruction in tree thinking. The nature of students' postinstruction difficulties with tree thinking suggests that the critical underlying concept for acquiring expert-level competence in this area is understanding that any specific phylogenetic tree is a subset of the complete, unimaginably large ToL. © 2016 L. R. Novick and K. M. Catley. 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).

  19. Toward High School Biology: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems.

    Science.gov (United States)

    Herrmann-Abell, Cari F; Koppal, Mary; Roseman, Jo Ellen

    2016-01-01

    Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better foundation, we used research-based design principles and collaborated in the development of a curricular intervention that applies chemistry ideas to living and nonliving contexts. Six eighth grade teachers and their students participated in a test of the unit during the Spring of 2013. Two of the teachers had used an earlier version of the unit the previous spring. The other four teachers were randomly assigned either to implement the unit or to continue teaching the same content using existing materials. Pre- and posttests were administered, and the data were analyzed using Rasch modeling and hierarchical linear modeling. The results showed that, when controlling for pretest score, gender, language, and ethnicity, students who used the curricular intervention performed better on the posttest than the students using existing materials. Additionally, students who participated in the intervention held fewer misconceptions. These results demonstrate the unit's promise in improving students' understanding of the targeted ideas. © 2016 C. F. Herrmann-Abell 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).

  20. [Modular enteral nutrition in pediatrics].

    Science.gov (United States)

    Murillo Sanchís, S; Prenafeta Ferré, M T; Sempere Luque, M D

    1991-01-01

    Modular Enteral Nutrition may be a substitute for Parenteral Nutrition in children with different pathologies. Study of 4 children with different pathologies selected from a group of 40 admitted to the Maternal-Childrens Hospital "Valle de Hebrón" in Barcelona, who received modular enteral nutrition. They were monitored on a daily basis by the Dietician Service. Modular enteral nutrition consists of modules of proteins, peptides, lipids, glucids and mineral salts-vitamins. 1.--Craneo-encephalic traumatisms with loss of consciousness, Feeding with a combination of parenteral nutrition and modular enteral nutrition for 7 days. In view of the tolerance and good results of the modular enteral nutrition, the parenteral nutrition was suspended and modular enteral nutrition alone used up to a total of 43 days. 2.--55% burns with 36 days of hyperproteic modular enteral nutrition together with normal feeding. A more rapid recovery was achieved with an increase in total proteins and albumin. 3.--Persistent diarrhoea with 31 days of modular enteral nutrition, 5 days on parenteral nutrition alone and 8 days on combined parenteral nutrition and modular enteral nutrition. In view of the tolerance and good results of the modular enteral nutrition, the parenteral nutrition was suspended. 4.--Mucoviscidosis with a total of 19 days on modular enteral nutrition, 12 of which were exclusively on modular enteral nutrition and 7 as a night supplement to normal feeding. We administered proteic intakes of up to 20% of the total calorific intake and in concentrations of up to 1.2 calories/ml of the final preparation, always with a good tolerance. Modular enteral nutrition can and should be used as a substitute for parenteral nutrition in children with different pathologies, thus preventing the complications inherent in parenteral nutrition.

  1. A comparative study of the effect of student and instructor cognitive mapping on student achievement and attitudes in introductory college biology for nonmajors

    Science.gov (United States)

    Dardis, Deborah J. Athas

    Within a single research design, this investigation compared the effects of student and instructor cognitive mapping on student achievement and attitudes in introductory college biology for nonmajors. Subjects self-selected into either a Control Group that experienced no cognitive mapping, an Experimental Group 1 that experienced instructor cognitive mapping, or an Experimental Group 2 in which students constructed cognitive maps. Data were collected by a Students' Opinions of Teaching Poll and instructor prepared tests that included objective questions representing all levels of the cognitive domain. An ANCOVA revealed no significant differences in the academic achievement of students in the control and experimental groups. The academic performance of males and females was similar among all three groups of students and data confirmed a lack of interaction between gender and instructional strategy. This investigation confirmed that cognitive mapping will not disrupt a gender-neutral classroom environment. Students' opinions of teaching were overwhelmingly positive. A Kruskal Wallis analysis, followed by a nonparametric Tukey-type multiple comparison, revealed that students who experienced no mapping consistently rated the instructor with higher scores than did students who experienced instructor mapping. Students who cooperatively constructed cognitive maps reported the lowest scores on the opinion polls.

  2. Microscopic enteritis: Bucharest consensus.

    Science.gov (United States)

    Rostami, Kamran; Aldulaimi, David; Holmes, Geoffrey; Johnson, Matt W; Robert, Marie; Srivastava, Amitabh; Fléjou, Jean-François; Sanders, David S; Volta, Umberto; Derakhshan, Mohammad H; Going, James J; Becheanu, Gabriel; Catassi, Carlo; Danciu, Mihai; Materacki, Luke; Ghafarzadegan, Kamran; Ishaq, Sauid; Rostami-Nejad, Mohammad; Peña, A Salvador; Bassotti, Gabrio; Marsh, Michael N; Villanacci, Vincenzo

    2015-03-07

    Microscopic enteritis (ME) is an inflammatory condition of the small bowel that leads to gastrointestinal symptoms, nutrient and micronutrient deficiency. It is characterised by microscopic or sub-microscopic abnormalities such as microvillus changes and enterocytic alterations in the absence of definite macroscopic changes using standard modern endoscopy. This work recognises a need to characterize disorders with microscopic and submicroscopic features, currently regarded as functional or non-specific entities, to obtain further understanding of their clinical relevance. The consensus working party reviewed statements about the aetiology, diagnosis and symptoms associated with ME and proposes an algorithm for its investigation and treatment. Following the 5(th) International Course in Digestive Pathology in Bucharest in November 2012, an international group of 21 interested pathologists and gastroenterologists formed a working party with a view to formulating a consensus statement on ME. A five-step agreement scale (from strong agreement to strong disagreement) was used to score 21 statements, independently. There was strong agreement on all statements about ME histology (95%-100%). Statements concerning diagnosis achieved 85% to 100% agreement. A statement on the management of ME elicited agreement from the lowest rate (60%) up to 100%. The remaining two categories showed general agreement between experts on clinical presentation (75%-95%) and pathogenesis (80%-90%) of ME. There was strong agreement on the histological definition of ME. Weaker agreement on management indicates a need for further investigations, better definitions and clinical trials to produce quality guidelines for management. This ME consensus is a step toward greater recognition of a significant entity affecting symptomatic patients previously labelled as non-specific or functional enteropathy.

  3. 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.

  4. Toward High School Biology: Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems

    Science.gov (United States)

    Herrmann-Abell, Cari F.; Koppal, Mary; Roseman, Jo Ellen

    2016-01-01

    Modern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better foundation, we used research-based design principles and collaborated in the development of a curricular intervention that applies chemistry ideas to living and nonliving contexts. Six eighth grade teachers and their students participated in a test of the unit during the Spring of 2013. Two of the teachers had used an earlier version of the unit the previous spring. The other four teachers were randomly assigned either to implement the unit or to continue teaching the same content using existing materials. Pre- and posttests were administered, and the data were analyzed using Rasch modeling and hierarchical linear modeling. The results showed that, when controlling for pretest score, gender, language, and ethnicity, students who used the curricular intervention performed better on the posttest than the students using existing materials. Additionally, students who participated in the intervention held fewer misconceptions. These results demonstrate the unit’s promise in improving students’ understanding of the targeted ideas. PMID:27909024

  5. Characterising the development of the understanding of human body systems in high-school biology students - a longitudinal study

    Science.gov (United States)

    Snapir, Zohar; Eberbach, Catherine; Ben-Zvi-Assaraf, Orit; Hmelo-Silver, Cindy; Tripto, Jaklin

    2017-10-01

    Science education today has become increasingly focused on research into complex natural, social and technological systems. In this study, we examined the development of high-school biology students' systems understanding of the human body, in a three-year longitudinal study. The development of the students' system understanding was evaluated using the Components Mechanisms Phenomena (CMP) framework for conceptual representation. We coded and analysed the repertory grid personal constructs of 67 high-school biology students at 4 points throughout the study. Our data analysis builds on the assumption that systems understanding entails a perception of all the system categories, including structures within the system (its Components), specific processes and interactions at the macro and micro levels (Mechanisms), and the Phenomena that present the macro scale of processes and patterns within a system. Our findings suggest that as the learning process progressed, the systems understanding of our students became more advanced, moving forward within each of the major CMP categories. Moreover, there was an increase in the mechanism complexity presented by the students, manifested by more students describing mechanisms at the molecular level. Thus, the 'mechanism' category and the micro level are critical components that enable students to understand system-level phenomena such as homeostasis.

  6. Integrative Assessment of Evolutionary Theory Acceptance and Knowledge Levels of Biology Undergraduate Students from a Brazilian University

    Science.gov (United States)

    Tavares, Gustavo Medina; Bobrowski, Vera Lucia

    2018-01-01

    The integrative role that Evolutionary theory plays within Biology is recognised by most scientific authors, as well as in governmental education policies, including Brazilian policies. However, teaching and learning evolution seems problematic in many countries, and Brazil is among those. Many factors may affect teachers' and students'…

  7. Connecting Structure-Property and Structure-Function Relationships across the Disciplines of Chemistry and Biology: Exploring Student Perceptions

    Science.gov (United States)

    Kohn, Kathryn P.; Underwood, Sonia M.; Cooper, Melanie M.

    2018-01-01

    While many university students take science courses in multiple disciplines, little is known about how they perceive common concepts from different disciplinary perspectives. Structure-property and structure-function relationships have long been considered important explanatory concepts in the disciplines of chemistry and biology, respectively.…

  8. The Effect of Using Cooperative Learning Method on Tenth Grade Students' Learning Achievement and Attitude towards Biology

    Science.gov (United States)

    Rabgay, Tshewang

    2018-01-01

    The study investigated the effect of using cooperative learning method on tenth grade students' learning achievement in biology and their attitude towards the subject in a Higher Secondary School in Bhutan. The study used a mixed method approach. The quantitative component included an experimental design where cooperative learning was the…

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

    Science.gov (United States)

    Boucher, Laura A.; Campbell, Duncan G.

    2014-01-01

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

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

    Science.gov (United States)

    Browning, Mark

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

  11. A Programme-Wide Training Framework to Facilitate Scientific Communication Skills Development amongst Biological Sciences Masters Students

    Science.gov (United States)

    Divan, Aysha; Mason, Sam

    2016-01-01

    In this article we describe the effectiveness of a programme-wide communication skills training framework incorporated within a one-year biological sciences taught Masters course designed to enhance the competency of students in communicating scientific research principally to a scientific audience. In one class we analysed the numerical marks…

  12. The Respon of IKIP BUDI UTOMO Students Toward The Instructional Book of Cell Biology Subject Aided by Interactive Multimedia

    Directory of Open Access Journals (Sweden)

    Tri Asih Wahyu Hartati

    2017-07-01

    Full Text Available The development of Science and Technology (Science and Technology takes place very rapidly. The development of science and technology will impact on graduate competency changes desired by the industry. This change of course will be followed by updating the curriculum, learning resources and teaching materials are used, one of them teaching materials on the subjects of Cell Biology. In the course of Cell Biology, the students only take textbooks without the support of interactive multimedia. Good teaching materials is the teaching materials arranged in a systematic, according to the needs and character of students, as well as validated by the teaching materials. The purpose of this study was to determine response students Biology Education IKIP Budi Utomo against Cell Biology course textbook aided interactive multimedia. The development method used is the 4D model consisting of stages define, design, develop, and disseminate. This study is limited to the stages develop. Legibility test results showed that students responded well teaching materials and provide proper assessment of the teaching materials.

  13. How to Generate Understanding of the Scientific Process in Introductory Biology: A Student-Designed Laboratory Exercise on Yeast Fermentation

    Science.gov (United States)

    Collins, Linda T.; Bell, Rebekah P.

    2004-01-01

    Heavy faculty teaching loads and limited funds biology teachers designed certain objectives in order to increase the understandability of the subject matter of the laboratory exercises they write. In relation to these objectives an old "cookbook" laboratory exercise on yeast fermentation is introduced which involve students asking questions,…

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

    Science.gov (United States)

    Meyer, Annika; Klingenberg, Konstantin; Wilde, Matthias

    2016-01-01

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

  15. Instructional Methods and Students' End of Term Achievement in Biology in Selected Secondary Schools in Sokoto Metropolis, Sokoto State Nigeria

    Science.gov (United States)

    Shamsuddeen, Abdulrahman; Amina, Hassan

    2016-01-01

    This study investigated the Correlation between instructional methods and students end of term achievement in Biology in selected secondary schools in Sokoto Metropolis, Sokoto State Nigeria. The study addressed three Specific objectives. To examine the relationship between; Cooperative learning methods, guided discovery, Simulation Method and…

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

    Science.gov (United States)

    Scott, Fraser J.

    2016-01-01

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

  17. A Survey of First-Year Biology Student Opinions Regarding Live Lectures and Recorded Lectures as Learning Tools

    Science.gov (United States)

    Simcock, D. C.; Chua, W. H.; Hekman, M.; Levin, M. T.; Brown, S.

    2017-01-01

    A cohort of first-year biology students was surveyed regarding their opinions and viewing habits for live and recorded lectures. Most respondents (87%) attended live lectures as a rule (attenders), with 66% attending more than two-thirds of the lectures. In contrast, only 52% accessed recordings and only 13% viewed more than two-thirds of the…

  18. Influence of Incentives on Performance in a Pre-College Biology MOOC

    Directory of Open Access Journals (Sweden)

    Suhang Jiang

    2014-11-01

    Full Text Available There is concern that online education may widen the achievement gap between students from different socioeconomic classes. The recent discussion of integrating massive open online courses (MOOCs into formal higher education has added fuel to this debate. In this study, factors influencing enrollment and completion in a pre-college preparatory MOOC were explored. University of California at Irvine (UCI students of all preparation levels, defined by math Scholastic Aptitude Test (SAT score, were invited to take a Bio Prep MOOC to help them prepare for introductory biology. Students with math SAT below 550 were offered the explicit incentive of an early change to the biology major upon successful completion of the MOOC and two additional onsite courses. Our results demonstrate that, among course registrants, a higher percentage of UCI students (>60% completed the course than non-UCI registrants from the general population (<9%. Female UCI students had a greater likelihood of enrolling in the MOOC, but were not different from male students in terms of performance. University students entering with low preparation outperformed students entering who already had the credentials to become biology majors. These findings suggest that MOOCs can reach students, even those entering college with less preparation, before they enter university and have the potential to prepare them for challenging science, technology, engineering, and mathematics (STEM courses.

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

    Science.gov (United States)

    Sarantopoulos, Helen D.

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

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

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

    2016-01-01

    Recent reform efforts in undergraduate biology have recommended transforming course exams to test at more cognitively challenging levels, which may mean including more cognitively challenging and more constructed-response questions on assessments. However, changing the characteristics of exams could result in bias against historically underserved groups. In this study, we examined whether and to what extent the characteristics of instructor-generated tests impact the exam performance of male and female and middle/high- and low-socioeconomic status (SES) students enrolled in introductory biology courses. We collected exam scores for 4810 students from 87 unique exams taken across 3 yr of the introductory biology series at a large research university. We determined the median Bloom's level and the percentage of constructed-response questions for each exam. Despite controlling for prior academic ability in our models, we found that males and middle/high-SES students were disproportionately favored as the Bloom's level of exams increased. Additionally, middle/high-SES students were favored as the proportion of constructed-response questions on exams increased. Given that we controlled for prior academic ability, our findings do not likely reflect differences in academic ability level. We discuss possible explanations for our findings and how they might impact how we assess our students. © 2016 C. D. Wright, S. L. Eddy, 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).

  2. Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System

    Science.gov (United States)

    Carmichael, Mary C.; St. Clair, Candace; Edwards, Andrea M.; Barrett, Peter; McFerrin, Harris; Davenport, Ian; Awad, Mohamed; Kundu, Anup; Ireland, Shubha Kale

    2016-01-01

    Xavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students. In this multiyear study with ~5500 participants, data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course. The three hour-long exams were common and…

  3. "Cancer Cell Biology:" A Student-Centered Instructional Module Exploring the Use of Multimedia to Enrich Interactive, Constructivist Learning of Science

    Science.gov (United States)

    Bockholt, Susanne M.; West, J. Paige; Bollenbacher, Walter E.

    2003-01-01

    Multimedia has the potential of providing bioscience education novel learning environments and pedagogy applications to foster student interest, involve students in the research process, advance critical thinking/problem-solving skills, and develop conceptual understanding of biological topics. "Cancer Cell Biology," an interactive, multimedia,…

  4. Enteral feeding without pancreatic stimulation

    DEFF Research Database (Denmark)

    Kaushik, Neeraj; Pietraszewski, Marie; Holst, Jens Juul

    2005-01-01

    OBJECTIVE: All forms of commonly practiced enteral feeding techniques stimulate pancreatic secretion, and only intravenous feeding avoids it. In this study, we explored the possibility of more distal enteral infusions of tube feeds to see whether activation of the ileal brake mechanism can result...

  5. The Effects of Case-Based Instruction on Undergraduate Biology Students' Understanding of the Nature of Science

    Science.gov (United States)

    Burniston, Amy Lucinda

    Undergraduate science education is currently seeing a dramatic pedagogical push towards teaching the philosophies underpinning science as well as an increase in strategies that employ active learning. Many active learning strategies stem from constructivist ideals and have been shown to affect a student's understanding of how science operates and its impact on society- commonly referred to as the nature of science (NOS). One particular constructivist teaching strategy, case-based instruction (CBI), has been recommended by researchers and science education reformists as an effective instructional strategy for teaching NOS. Furthermore, when coupled with explicit-reflective instruction, CBI has been found to significantly increasing understanding of NOS in elementary and secondary students. However, few studies aimed their research on CBI and NOS towards higher education. Thus, this study uses a quasi-experimental, nonequivalent group design to study the effects of CBI on undergraduate science students understandings of NOS. Undergraduate biology student's understanding of NOS were assessed using the Views of Science Education (VOSE) instrument pre and post CBI intervention in Cellular and Molecular Biology and Human Anatomy and Physiology II. Data analysis indicated statistically significant differences between students NOS scores in experimental versus control sections for both courses, with experimental groups obtaining higher posttest scores. The results of this study indicate that undergraduate male and female students have similarly poor understandings of NOS and the use of historical case based instruction can be used as a means to increase undergraduate understanding of NOS.

  6. [Knowledge and adherence to bio-safety measures and biological accidents by nursing students during their clinical practice].

    Science.gov (United States)

    Merino-de la Hoz, Felicitas; Durá-Ros, María Jesús; Rodríguez-Martín, Elías; González-Gómez, Silvia; Mariano López-López, Luis; Abajas-Bustillo, Rebeca; de la Horra-Gutiérrez, Inmaculada

    2010-01-01

    To identify the degree of knowledge and performance of bio-safety measures by nursing students and knowing the type of biological accidents suffered during their clinical practice. A cross-sectional study was conducted on the students of three Nursing courses held in May of 2008. Data was collected by an anonymous self-administered questionnaire, with a return of 54%. A total of 97% of students seemed to know the standard biosafety measures, and all of them (100%) stated that those measures must be applied to every patient. However, the reality of clinical practice shows that biosafety measures are only partially applied. An average of 60.2% implement the personal hygiene measures, 66.1% use physical barriers, and 44% use sharp materials safely. Around 32.25% of the students have suffered some biological accident, with a greater incidence in the second year: administering injections (24%), drawing blood samples with Venojet needles (18%) and recapping used needles (17%). The high level of knowledge shown by the students on standard precautions is not always shown in clinical practice. There are significant deficiencies in student safety practices: recapping of used needles continues to be one of the most common risk practices carried out. Copyright (c) 2009 Elsevier España, S.L. All rights reserved.

  7. 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. PMID:25976652

  8. Clinical and nutritional implications of radiation enteritis

    International Nuclear Information System (INIS)

    Beer, W.H.; Fan, A.; Halsted, C.H.

    1985-01-01

    The clinical and nutritional significance of radiation enteritis was assessed in eight patients with chronic diarrhea which followed curative doses of radiotherapy for pelvic malignancies. Steatorrhea, found in seven malnourished patients, was ascribed to ileal disease or previous surgery, or to bacterial contamination of the small intestine. Lactose intolerance, assessed by breath hydrogen excretion after oral lactose and by jejunal lactase levels, was found in six patients. In a subgroup of five patients, the administration of two different defined formula liquid diets by nasoduodenal infusion decreased fecal fluid and energy losses by about one-half. Compared to Vivonex-HN, the infusion of Criticare-HN was associated with greater likelihood of intestinal gas production but a three-fold greater utilization of protein. Intestinal malabsorption and malnutrition in radiation enteritis has diverse etiologies. Whereas nutritional support by liquid diet limits fecal fluid and energy losses, these diets differ significantly in clinical tolerance and biologic value

  9. Clinical and nutritional implications of radiation enteritis

    Energy Technology Data Exchange (ETDEWEB)

    Beer, W.H.; Fan, A.; Halsted, C.H.

    1985-01-01

    The clinical and nutritional significance of radiation enteritis was assessed in eight patients with chronic diarrhea which followed curative doses of radiotherapy for pelvic malignancies. Steatorrhea, found in seven malnourished patients, was ascribed to ileal disease or previous surgery, or to bacterial contamination of the small intestine. Lactose intolerance, assessed by breath hydrogen excretion after oral lactose and by jejunal lactase levels, was found in six patients. In a subgroup of five patients, the administration of two different defined formula liquid diets by nasoduodenal infusion decreased fecal fluid and energy losses by about one-half. Compared to Vivonex-HN, the infusion of Criticare-HN was associated with greater likelihood of intestinal gas production but a three-fold greater utilization of protein. Intestinal malabsorption and malnutrition in radiation enteritis has diverse etiologies. Whereas nutritional support by liquid diet limits fecal fluid and energy losses, these diets differ significantly in clinical tolerance and biologic value.

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

    Directory of Open Access Journals (Sweden)

    Brittany J. Gasper

    2013-02-01

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

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

    Directory of Open Access Journals (Sweden)

    Joyeeta Dutta-Moscato

    2014-01-01

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

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

    Science.gov (United States)

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

    2014-01-01

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

  13. Validation of an Instrument for Assessing Conceptual Change with Respect to the Theory of Evolution by Secondary Biology Students

    Science.gov (United States)

    Goff, Kevin David

    This pilot study evaluated the validity of a new quantitative, closed-response instrument for assessing student conceptual change regarding the theory of evolution. The instrument has two distinguishing design features. First, it is designed not only to gauge student mastery of the scientific model of evolution, but also to elicit a trio of deeply intuitive tendencies that are known to compromise many students' understanding: the projection of intentional agency, teleological directionality, and immutable essences onto biological phenomena. Second, in addition to a section of conventional multiple choice questions, the instrument contains a series of items where students may simultaneously endorse both scientifically normative propositions and intuitively appealing yet unscientific propositions, without having to choose between them. These features allow for the hypothesized possibility that the three intuitions are partly innate, themselves products of cognitive evolution in our hominin ancestors, and thus may continue to inform students' thinking even after instruction and conceptual change. The test was piloted with 340 high school students from diverse schools and communities. Confirmatory factor analysis and other statistical methods provided evidence that the instrument already has strong potential for validly distinguishing students who hold a correct scientific understanding from those who do not, but that revision and retesting are needed to render it valid for gauging students' adherence to intuitive misconceptions. Ultimately the instrument holds promise as a tool for classroom intervention studies by conceptual change researchers, for diagnostic testing and data gathering by instructional leaders, and for provoking classroom dialogue and debate by science teachers.

  14. Combined enteral and parenteral nutrition.

    Science.gov (United States)

    Wernerman, Jan

    2012-03-01

    To review and discuss the evidence and arguments to combine enteral nutrition and parenteral nutrition in the ICU, in particular with reference to the Early Parenteral Nutrition Completing Enteral Nutrition in Adult Critically Ill Patients (EPaNIC) study. The EPaNIC study shows an advantage in terms of discharges alive from the ICU when parenteral nutrition is delayed to day 8 as compared with combining enteral nutrition and parenteral nutrition from day 3 of ICU stay. The difference between the guidelines from the European Society of Enteral and Parenteral Nutrition in Europe and American Society for Parenteral and Enteral Nutrition/Society of Critical Care Medicine in North America concerning the combination of enteral nutrition and parenteral nutrition during the initial week of ICU stay was reviewed. The EPaNIC study clearly demonstrates that early parenteral nutrition in the ICU is not in the best interests of most patients. Exactly at what time point the combination of enteral nutrition and parenteral nutrition should be considered is still an open question.

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

    Science.gov (United States)

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

    2010-07-01

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

  16. Biology Factual Knowledge at Eleventh Grade of Senior High School Students in Pacitan based on Favorite Schools

    Science.gov (United States)

    Yustiana, I. A.; Paidi; Mercuriani, I. S.

    2018-03-01

    This study aimed to determine the Biology factual knowledge at eleventh grade of senior high school students in Pacitan based on favorite schools. This research was a descriptive research by using survey method. The population in this study was all of senior high school students in Pacitan. The sampling technique used purposive sampling technique and obtained 3 favorite schools and 3 non-favorite schools. The technique of collecting data used test form which was as the instrument of the research. Data analysis technique used Mann-Whitney U test. Based on the test, it was obtained p = 0,000 (p <0,05) so there was a significant difference between the factual knowledge of the students in the favorite schools and non-favorite schools in Pacitan. The factual knowledge of students in favorite schools was higher with an average of 5.32 while non-favorite schools were obtained an average of 4.36.

  17. Epidemiological profile of work-related accidents with biological exposure among medical students in a surgical emergency room.

    Science.gov (United States)

    Reis, Phillipe Geraldo Teixeira de Abreu; Driessen, Anna Luiza; da Costa, Ana Claudia Brenner Affonso; Nasr, Adonis; Collaço, Iwan Augusto; Tomasich, Flávio Daniel Saavedra

    2013-01-01

    To evaluate the accidents with biological material among medical students interning in a trauma emergency room and identify key related situations, attributed causes and prevention. we conducted a study with a quantitative approach. Data were collected through a questionnaire applied via internet, with closed, multiple-choice questions regarding accidents with biological material. The sample comprised 100 students. thirty-two had accidents with biological material. Higher-risk activities were local anesthesia (39.47%), suture (18.42%) and needle recapping (15.79%). The main routes of exposure to biological material were the eyes or mucosa, with 34%, and syringe needle puncture, with 45%. After contamination, only 52% reported the accident to the responsible department. The main causes of accidents and routes of exposure found may be attributed to several factors, such as lack of training and failure to use personal protective equipment. Educational and preventive actions are extremely important to reduce the incidence of accidents with biological materials and improve the conduct of post-exposure. It is important to understand the main causes attributed and situations related, so as general and effective measures can be applied.

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

    Science.gov (United States)

    Foster, Regina

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

  19. Predicting Student Success in a Major's Introductory Biology Course via Logistic Regression Analysis of Scientific Reasoning Ability and Mathematics Scores

    Science.gov (United States)

    Thompson, E. David; Bowling, Bethany V.; Markle, Ross E.

    2018-02-01

    Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in those courses wherein the majority of students are in the first semester and have no previous record of college GPA or attendance. In this study, we evaluated the efficacy of the ACT Mathematics subject exam and Lawson's Classroom Test of Scientific Reasoning in predicting success in a major's introductory biology course. A logistic regression was utilized to determine the effectiveness of a combination of scientific reasoning (SR) scores and ACT math (ACT-M) scores to predict student success. In summary, we found that the model—with both SR and ACT-M as significant predictors—could be an effective predictor of student success and thus could potentially be useful in practical decision making for the course, such as directing students to support services at an early point in the semester.

  20. A Case-Based Scenario with Interdisciplinary Guided-Inquiry in Chemistry and Biology: Experiences of First Year Forensic Science Students

    Science.gov (United States)

    Cresswell, Sarah L.; Loughlin, Wendy A.

    2017-01-01

    In this paper, insight into forensic science students' experiences of a case-based scenario with an interdisciplinary guided-inquiry experience in chemistry and biology is presented. Evaluation of student experiences and interest showed that the students were engaged with all aspects of the case-based scenario, including the curriculum theory…

  1. Can a Multimedia Tool Help Students' Learning Performance in Complex Biology Subjects?

    Science.gov (United States)

    Koseoglu, Pinar; Efendioglu, Akin

    2015-01-01

    The aim of the present study was to determine the effects of multimedia-based biology teaching (Mbio) and teacher-centered biology (TCbio) instruction approaches on learners' biology achievements, as well as their views towards learning approaches. During the research process, an experimental design with two groups, TCbio (n = 22) and Mbio (n =…

  2. Enteric Methane Emission from Pigs

    DEFF Research Database (Denmark)

    Jørgensen, Henry; Theil, Peter Kappel; Knudsen, Knud Erik Bach

    2011-01-01

    per kg meat produced is increased (Fernández et al. 1983; Lekule et al. 1990). The present chapter will summarise our current knowledge concerning dietary and enteric fermentation that may influence the methane (CH4) emission in pigs. Enteric fermentation is the digestive process by which.......3 % of the worlds pig population. The main number of pigs is in Asia (59.6 %) where the main pig population stay in China (47.8 % of the worlds pig population). The objective of the chapter is therefore: To obtain a general overview of the pigs’ contribution to methane emission. Where is the pigs’ enteric gas...... produced and how is it measured. The variation in methane emission and factors affecting the emission. Possibility for reducing the enteric methane emission and the consequences....

  3. EARLY ENTERAL FEEDING AND DELAYED ENTERAL FEEDING- A COMPARATIVE STUDY

    Directory of Open Access Journals (Sweden)

    Alli Muthiah

    2017-03-01

    Full Text Available BACKGROUND Nutrients form the fuel for the body, which comes in the form of carbohydrates, proteins and lipids. The body is intended to burn fuels in order to perform work. Starvation with malnutrition affects the postoperative patients and patients with acute pancreatitis. There is an increased risk of nosocomial infections and a delay in the wound healing may be noted. They are more prone for respiratory tract infections. Enteral Nutrition (EN delivers nutrition to the body through gastrointestinal tract. This also includes the oral feeding. This study will review the administration, rationale and assess the pros and cons associated with the early initiation of enteral feeding. The aim of this study is to evaluate if early commencement of enteral nutrition compared to traditional management (delayed enteral feeding is associated with fewer complications and improved outcome-  In patients undergoing elective/emergency gastrointestinal surgery.  In patients with acute pancreatitis. It is also used to determine whether a period of starvation (nil by mouth after gastrointestinal surgery or in the early days of acute pancreatitis is beneficial in terms of specific outcomes. MATERIALS AND METHODS A prospective cohort interventional study was conducted using 100 patients from July 2012 to November 2012. Patients satisfying the inclusion and exclusion criteria were included in the study. Patients admitted in my unit for GIT surgeries or acute pancreatitis constituted the test group, while patients admitted in other units for similar disease processes constituted the control group. RESULTS Our study concluded that early enteral feeding resulted in reduced incidence of surgical site infections. When the decreased length of stay, shorter convalescent period and the lesser post-interventional fatigue were taken into account, early enteral feeding has a definite cost benefit.CONCLUSION Early enteral feeding was beneficial associated with fewer

  4. Improving student performance in an introductory biology majors course: A social action project in the scholarship of teaching

    Science.gov (United States)

    Chambers, Sara Lang Ketchum

    This social action study followed an introductory biology course for a three-year period to determine whether changes in teaching personnel, instructional techniques and reorientation to student-centered learning would impact student performance. The course was redirected from a traditional lecture-laboratory format to one emphasizing active learning inquiry methods. Student retention, achievement, and failure were observed for three years in addition to one year prior, and one year following, the study. The study examined the two semester introductory biology course required of all biology majors and those intending a career in science, medicine or dentistry. During the first semester of the study, the dropout rate decreased from 46% to 21%. Prior to the study, 39% of the students completing the course received a grade of D or F while only 4% received a grade of B or above. During the first semester of the study 14% of the students received a grade of D or F while 46% received a B, B+ or A grade. Similar results were seen in other semesters of the study. A statistical comparison of student retention and performance was carried out using grade data for classes taught by the original faculty, the action study faculty and the post-study faculty. The differences between the original faculty and the action study faculty were statistically significant. Effect size calculations indicated large differences between the action study faculty and the two other faculty groups in terms of student retention, achievement and failure. The results are attributed to both the personnel change and, more significantly, the change in teaching methods and emphasis on student-active learning. Comparison between the pre- and post-study teams showed less dramatic effect sizes than when the action study data were compared with the data from either other team. Nevertheless, the post-study results showed that although the retention rate dropped during the year after the study, the improvement

  5. Communication Skill Attributes Needed for Vocational Education enter The Workplace

    Science.gov (United States)

    Wahyuni, L. M.; Masih, I. K.; Rejeki, I. N. Mei

    2018-01-01

    Communication skills are generic skills which need to be developed for success in the vocational education entering the workforce. This study aimed to discover the attributes of communication skill considered important in entering the workforce as perceived by vocational education students. The research was conducted by survey method using questionnaire as data collecting tool. The research population is final year student of D3 Vocational education Program and D4 Managerial Vocational education in academic year 2016/2017 who have completed field work practice in industry. The sampling technique was proportional random sampling. Data were analyzed with descriptive statistics and independent sampel t-test. Have ten communication skills attributes with the highest important level required to enter the workplace as perceived by the vocational education diploma. These results indicate that there was the same need related communication skills to enter the workforce

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

    Science.gov (United States)

    Cruz, Maria B.

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

  7. A comparison of hands-on inquiry instruction to lectureinstruction with special needs high school biology students

    Science.gov (United States)

    Jensen-Ruopp, Helga Spitko

    A comparison of hands-on inquiry instruction with lecture instruction was presented to 134 Patterns and Process Biology students. Students participated in seven biology lessons that were selected from Biology Survey of Living Things (1992). A pre and post paper and pencil assessment was used as the data collecting instrument. The treatment group was taught using hands-on inquiry strategies while the non-treatment group was taught in the lecture method of instruction. The team teaching model was used as the mode of presentation to the treatment group and the non-treatment group. Achievement levels using specific criterion; novice (0% to 50%), developing proficiency (51% to 69%), accomplished (70% to 84) and exceptional or mastery level (85% to 100%) were used as a guideline to tabulate the results of the pre and post assessment. Rubric tabulation was done to interpret the testing results. The raw data was plotted using percentage change in test score totals versus reading level score by gender as well as percentage change in test score totals versus auditory vocabulary score by gender. Box Whisker plot comparative descriptive of individual pre and post test scores for the treatment and non-treatment group was performed. Analysis of covariance (ANCOVA) using MINITAB Statistical Software version 14.11 was run on data of the seven lessons, as well as on gender (male results individual and combined, and female results individual and combined) results. Normal Probability Plots for total scores as well as individual test scores were performed. The results suggest that hands-on inquiry based instruction when presented to special needs students including; at-risk; English as a second language limited, English proficiency and special education inclusive students' learning may enhance individual student achievement.

  8. Impact of Simulation Based Education on Biology Student's Academic Achievement in DNA Replication

    Science.gov (United States)

    Reddy, M. Vijaya Bhaskara; Mint, Phyu Phyu

    2017-01-01

    The aim of this study is to determine the effect of simulation methods in teaching Science on education students' academic achievement. 70 students (35 control, 35 experimental) who studied at Srinivasa College of education, SV University in the Department of Education. 2015-2016 academic year students were participated in this simulation based…

  9. The enter-educate approach.

    Science.gov (United States)

    Piotrow, P T; Coleman, P L

    1992-03-01

    This article describes how the Population Communication Services (PCS) has seized on the "enter-educate" approach, the blending of popular entertainment with social messages, to change reproductive health behavior. The enter-educate approach spreads its message through songs, soap operas, variety shows, and other types of popular entertainment mediums. Because they entertain, enter-educate projects can capture the attention of an audience -- such as young people -- who would otherwise scorn social messages. And the use of population mediums makes it possible to reach a variety of audiences. Funded by USAID, PCS began its first enter-educate project in response to the increasing number of teenage pregnancies in Latin America. PCS developed 2 songs and videos, which featured popular teenage singers to serve as role models, to urge abstinence. The songs became instant hits. Since then, PCS has mounted more then 80 major projects in some 40 countries. Highlights of programs range from a successful multi-media family planning campaign in Turkey to humorous television ads in Brazil promoting vasectomy. Recently, PCS initiated projects to teach AIDS awareness. At the core of the enter-educate approach is the social learning theory which holds that much behavior is learned through the observation of role-models. Health professionals work alongside entertainers to produce works that have audience appeal and factual social messages. The enter-educate approach works because it is popular, pervasive, personal, persuasive, and profitable. PCS has found that enter-educate programs pay for themselves through cost sharing and cost recovery.

  10. A comparative analysis of multiple-choice and student performance-task assessment in the high school biology classroom

    Science.gov (United States)

    Cushing, Patrick Ryan

    This study compared the performance of high school students on laboratory assessments. Thirty-four high school students who were enrolled in the second semester of a regular biology class or had completed the biology course the previous semester participated in this study. They were randomly assigned to examinations of two formats, performance-task and traditional multiple-choice, from two content areas, using a compound light microscope and diffusion. Students were directed to think-aloud as they performed the assessments. Additional verbal data were obtained during interviews following the assessment. The tape-recorded narrative data were analyzed for type and diversity of knowledge and skill categories, and percentage of in-depth processing demonstrated. While overall mean scores on the assessments were low, elicited statements provided additional insight into student cognition. Results indicated that a greater diversity of knowledge and skill categories was elicited by the two microscope assessments and by the two performance-task assessments. In addition, statements demonstrating in-depth processing were coded most frequently in narratives elicited during clinical interviews following the diffusion performance-task assessment. This study calls for individual teachers to design authentic assessment practices and apply them to daily classroom routines. Authentic assessment should be an integral part of the learning process and not merely an end result. In addition, teachers are encouraged to explicitly identify and model, through think-aloud methods, desired cognitive behaviors in the classroom.

  11. Enabling students to learn: Design, implementation and assessment of a supplemental study strategies course for an introductory undergraduate biology course

    Science.gov (United States)

    Sriram, Jayanthi Sanjeevi

    Attrition in the STEM disciplines is a national problem and one of the important reasons for this is student experiences in introductory courses. A myriad of factors influence students' experiences in those courses; inadequate student preparation is one of the most cited reasons. Incoming freshmen often lack the learning strategies required to meaningfully learn and succeed in college courses. Unfortunately, the instructors have limited time and/or have little experience in teaching learning strategies. In this paper, the design, implementation, and evaluation of a Supplemental Course (SC) model that emphasizes learning strategies is presented. SC was offered concurrently with the introductory biology courses for four consecutive semesters (fall 2011 to spring 2013); for 10 weeks in fall 2012 and 7 weeks in the other semesters at Miami University. 10 weeks SC began earlier in the semester than the shorter SC. This study evaluated the effects of the SC on students' (1) performance in the introductory biology course, (2) perceived changes in self-regulation and social support, and (3) experiences in the introductory biology course before, during, and after participation in the SC. A mixed methods approach was used to address these goals. A pre-post survey was administered to obtain students' use of self-regulation strategies and social-support data. Quantitative methods were utilized to analyze content exam grades and changes in self-regulation strategies and social-support. To explore the experiences of the students, semi-structured interviews were conducted, followed by analysis using grounded theory. The findings reveal that participants of the longer duration SC (with an earlier start date) significantly improved in content exam performance, perceived use of self-regulation strategies, and social support compared to the non-participants. Participants of the shorter duration SC (with a later start date) did not significantly improve in content exam performance

  12. Thinking processes of Filipino teachers representation of schema of some biology topics: Its effects to the students conceptual understanding

    Science.gov (United States)

    Barquilla, Manuel B.

    2018-01-01

    This study is a qualitative-quantitative research, where the main concern is to investigate Content knowledge representation of Filipino Teachers in their schema (proposition, linear ordering and imagery) of some biology topics. The five biology topics includes: Photosynthesis, Cellular Respiration, human reproductive system, Mendelian genetics and NonMendelian genetics. The study focuses on the six (6) biology teachers and a total of 222 students in their respective classes. Of the Six (6) teachers, three (3) are under the Science curriculum and three (3) under regular curriculum in both public and private schools in Iligan city and Lanao del Norte, Philippines. The study utilizes interpretative case-study method, bracketing method, and concept analysis for qualitative part. For quantitative, it uses a nonparametric statistical tool, Kendall's Tau to determine congruence of students and teachers' concept maps and paired t-test for testing the significant differences of pre-and post-instruction concept maps to determine the effects of students' conceptual understanding before and after the teacher's representation of their schema that requires the teachers' thinking processes. The data were cross-validated with two or more techniques used in the study. The data collection entailed seven (7) months immersion: one (1) month for preliminary phase for the researcher to gain teachers' and students' confidence and the succeeding six (6) months for main observation and data collection. Results indicate that the teacher utilize six methods to construct meaning of concepts, three methods of representing classification, four methods to represent relationships, seven methods to represent transformation and three methods to represent causation in planning and implementing the lessons. They often modify definitions in the textbook and express these in lingua franca to be better understood by the students. Furthermore, the teachers' analogs given to student are sometimes far

  13. Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review.

    Science.gov (United States)

    Halim, Audrey S; Finkenstaedt-Quinn, Solaire A; Olsen, Laura J; Gere, Anne Ruggles; Shultz, Ginger V

    2018-06-01

    Student misconceptions are an obstacle in science, technology, engineering, and mathematics courses and unless remediated may continue causing difficulties in learning as students advance in their studies. Writing-to-learn assignments (WTL) are characterized by their ability to promote in-depth conceptual learning by allowing students to explore their understanding of a topic. This study sought to determine whether and what types of misconceptions are elicited by WTL assignments and how the process of peer review and revision leads to remediation or propagation of misconceptions. We examined four WTL assignments in an introductory biology course in which students first wrote about content by applying it to a realistic scenario, then participated in a peer-review process before revising their work. Misconceptions were identified in all four assignments, with the greatest number pertaining to protein structure and function. Additionally, in certain contexts, students used scientific terminology incorrectly. Analysis of the drafts and peer-review comments generated six profiles by which misconceptions were addressed through the peer-review process. The prevalent mode of remediation arose through directed peer-review comments followed by correction during revision. It was also observed that additional misconceptions were elicited as students revised their writing in response to general peer-review suggestions.

  14. Non-Western students' causal reasoning about biologically adaptive changes in humans, other animals and plants: instructional and curricular implications

    Science.gov (United States)

    Mbajiorgu, Ngozika; Anidu, Innocent

    2017-06-01

    Senior secondary school students (N = 360), 14- to 18-year-olds, from the Igbo culture of eastern Nigeria responded to a questionnaire requiring them to give causal explanations of biologically adaptive changes in humans, other animals and plants. A student subsample (n = 36) was, subsequently, selected for in-depth interviews. Significant differences were found between prompts within the prompt categories, suggesting item feature effects. However, the most coherent pattern was found within the plant category as patterns differed for the mechanistic proximate (MP) reasoning category only. Patterns also differed highly significantly between the prompt categories, with patterns for teleology, MP, mechanistic ultimate and don't know categories similar for plants and other animals but different for the human category. Both urban and rural students recognise commonalities in causality between the three prompt categories, in that their preferences for causal explanations were similar across four reasoning categories. The rural students, however, were more likely than their urban counterparts to give multiple causal explanations in the span of a single response and less likely to attribute causal agency to God. Two factors, religious belief and language, for all the students; and one factor, ecological closeness to nature, for rural students were suspected to have produced these patterns.

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

    Directory of Open Access Journals (Sweden)

    Daniel Alves Escodino

    2013-12-01

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

  16. Meat-based enteral nutrition

    Science.gov (United States)

    Derevitskay, O. K.; Dydykin, A. S.

    2017-09-01

    Enteral nutrition is widely used in hospitals as a means of nutritional support and therapy for different diseases. Enteral nutrition must fulfil the energy needs of the body, be balanced by the nutrient composition and meet patient’s nutritional needs. Meat is a source of full-value animal protein, vitamins and minerals. On the basis of this research, recipes and technology for a meat-based enteral nutrition product were developed. The product is a ready-to-eat sterilised mixture in the form of a liquid homogeneous mass, which is of full value in terms of composition and enriched with vitamins and minerals, consists of particles with a size of not more than 0.3 mm and has the modified fat composition and rheological characteristics that are necessary for passage through enteral feeding tubes. The study presents experimental data on the content of the main macro- and micro-nutrients in the developed product. The new product is characterised by a balanced fatty acid composition, which plays an important role in correction of lipid metabolism disorders and protein-energy deficiency, and it is capable of satisfying patients’ daily requirements for vitamins and the main macro- and microelements when consuming 1500-2000 ml. Meat-based enteral nutrition can be used in diets as a standard mixture for effective correction of the energy and anabolic requirements of the body and support of the nutritional status of patients, including those with operated stomach syndrome.

  17. Assessing instructor intervention upon the perceptions, attitudes, and anxieties of community college biology students toward cooperative learning

    Science.gov (United States)

    Gafford, Kenneth Allen

    The differences between two experimental groups using cooperative learning activities were examined during the initial eight weeks of a biology course. While both groups participated in the same cooperative learning activities, only one group received deliberate instructor interventions. These interventions were designed to help students think positively about working in cooperative learning groups while alleviating anxiety toward cooperative learning. Initially, all students were uncomfortable and reported trouble staying focused during cooperative learning. The final quantitative results indicated that the group who received the interventions had more positive perceptions toward cooperative learning but their attitudes and anxiety levels showed no significant difference from the non-intervention group; advantages occurred specifically for thinking on task, student engagement, perceptions of task importance, and best levels of challenge and skill. Intervention participants had a higher mean score on the class exam administered during the eight-week study but it was not significantly different. Qualitative data revealed that the intervention participants experienced greater overall consequence, mainly in the areas of engagement, believed skill, and self-worth. According to flow theory, when students are actively engaged, the probability of distraction by fears and unrelated ideas is reduced, for instance, how they are perceived by others. These findings corroborate constructivist theories, particularly the ones relative to students working in cooperative groups. Researchers should continue to use appropriate methods to further explore how students of various abilities and developmental levels are affected by their perceptions, attitudes, and anxieties relative to different instructional contexts. Given the highly contextual nature of students' learning and motivation, researchers need to examine a number of meaningful questions by comparing students' perceptions

  18. Gender Stereotypes on Biology Practical Pedagogy: A Student-Teachers' Perspective

    Science.gov (United States)

    Abimbola, I. O.; Dada, F. E.

    2015-01-01

    This study examines ideas of pre-service teachers on goals of biology practical in three purposely selected Colleges of Education. To this end, A researcher designed questionnaire which was adapted titled "views of preservice teachers on biology practical" to elicit information, and findings of a survey administered to 405 preservice…

  19. Students' Ability to Solve Process-Diagram Problems in Secondary Biology Education

    Science.gov (United States)

    Kragten, Marco; Admiraal, Wilfried; Rijlaarsdam, Gert

    2015-01-01

    Process diagrams are important tools in biology for explaining processes such as protein synthesis, compound cycles and the like. The aim of the present study was to measure the ability to solve process-diagram problems in biology and its relationship with prior knowledge, spatial ability and working memory. For this purpose, we developed a test…

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

    Science.gov (United States)

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

    2016-01-01

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

  1. Analyzing Change in Students' Gene-to-Evolution Models in College-Level Introductory Biology

    Science.gov (United States)

    Dauer, Joseph T.; Momsen, Jennifer L.; Speth, Elena Bray; Makohon-Moore, Sasha C.; Long, Tammy M.

    2013-01-01

    Research in contemporary biology has become increasingly complex and organized around understanding biological processes in the context of systems. To better reflect the ways of thinking required for learning about systems, we developed and implemented a pedagogical approach using box-and-arrow models (similar to concept maps) as a foundational…

  2. The Effects of Collaborative Care of Living Animals in Biology Lessons on Students' Relatedness Toward Their Teacher Across Gender

    Science.gov (United States)

    Eckes, Alexander; Großmann, Nadine; Wilde, Matthias

    2018-01-01

    The transition from elementary school to the upper grades can lead to ambiguous feelings toward the new, male teachers. This study investigated whether collaborative animal care in biology lessons affects students' feelings of relatedness toward their biology teachers positively during the first year after the school transition. Four hundred twenty fifth graders (M age = 10.5 years, SD age = 0.6 years) of higher types of tracking participated. We designed one experimental group that involved caring for the living animals to be used in the upcoming lessons, and two control groups. The first control group included lessons with living animals, but did not include prior care of those animals, and the second incorporated neither living animals nor prior care. All groups received biology lessons with the same content. To examine the effects of caretaking, we used an adapted version of the scale "relatedness" (Ryan 1982). In both control groups, boys showed lower relatedness toward female teachers and girls toward male teachers, respectively. Collaborative mice care promoted equal relatedness across all gender combinations among teachers and students.

  3. Time on Text and Science Achievement for High School Biology Students

    Science.gov (United States)

    Wyss, Vanessa L.; Dolenc, Nathan; Kong, Xiaoqing; Tai, Robert H.

    2013-01-01

    The conflict between the amount of material to be addressed in high school science classes, the need to prepare students for standardized tests, and the amount of time available forces science educators to make difficult pedagogical decisions on a daily basis. Hands-on and inquiry-based learning offer students more authentic learning experiences…

  4. The Influence of Interactive Technology on Student Performance in an Oklahoma Secondary Biology I Program

    Science.gov (United States)

    Feltman, Vallery

    2013-01-01

    Over the last decade growth in technologies available to teach students and enhance curriculum has become an important consideration in the educational system. The profile of today's secondary students have also been found to be quite different than those of the past. Their learning styles and preferences are issues that should be addressed by…

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

    Science.gov (United States)

    Hudon, Daniel; Finnerty, John R.

    2013-01-01

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

  6. Assessing Students' Understandings of Biological Models and Their Use in Science to Evaluate a Theoretical Framework

    Science.gov (United States)

    Grünkorn, Juliane; Upmeier zu Belzen, Annette; Krüger, Dirk

    2014-01-01

    Research in the field of students' understandings of models and their use in science describes different frameworks concerning these understandings. Currently, there is no conjoint framework that combines these structures and so far, no investigation has focused on whether it reflects students' understandings sufficiently (empirical evaluation).…

  7. Evolution of meanings of the concept of gen in students of higher education in the teaching of biology

    Directory of Open Access Journals (Sweden)

    Dalia Diez de Tancredi

    2012-01-01

    Full Text Available The aim of the study was to identify initial meanings of the concept of the gene among 50 students from the career training of teachers of biology at the University Pedagogical Experimental Libertador (UPEL, Pedagogical Institute of Caracas, who enrolled in Cell Biology (BC and General Genetics (GG, as well as those built from a didactic intervention that formed part of Participatory Action Research (PAR. The work is based on the Theory of Meaningful Learning of Ausubel, on the principles of critical meaningful learning facilitators of Moreira, and on elements of the educational act of Novak. To investigate the evolution of meaning of this concept were used: questionnaires, interviews, maps and graphic representations of concepts developed by students. The data analysis provides a differentiated evolution of the meaning of the gene in the students, which corresponds to the didactic intervention and teachers, actions in both courses. It shows the importance of organizing the teaching in a potentially meaningful way to reflect on the content and learning, so that abstract concepts such as gene, must be presented with a critical and reflexive epistemology.

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

    Science.gov (United States)

    Bernot, Melody J.; Metzler, Jennifer

    2014-01-01

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

  9. Nutrición enteral

    OpenAIRE

    Barrachina Bellés, Lidón; García Hernández, Misericordia; Oto Cavero, Isabel

    1984-01-01

    Este trabajo nos introduce en la administración de la nutrición enteral, haciendo una revisión de los aspectos a tener en cuenta tanto en sus indicaciones, vias, tipos, métodos, cuidados y complicaciones más importantes.

  10. Comparing Entering Freshmen's Perceptions of Campus Marijuana and Alcohol Use to Reported Use

    Science.gov (United States)

    Gold, Gregg J.; Nguyen, Alyssa T.

    2009-01-01

    Use of marijuana and alcohol among current college students (N = 1101) was compared to the perceptions and use of entering freshmen (N = 481) surveyed before the start of classes. Entering freshmen significantly misperceived campus norms for marijuana use, over-estimating that almost every student used in the last 30 days, p less than 0.001.…

  11. Effectiveness of a Low-Cost, Graduate Student-Led Intervention on Study Habits and Performance in Introductory Biology.

    Science.gov (United States)

    Hoskins, Tyler D; Gantz, J D; Chaffee, Blake R; Arlinghaus, Kel; Wiebler, James; Hughes, Michael; Fernandes, Joyce J

    2017-01-01

    Institutions have developed diverse approaches that vary in effectiveness and cost to improve student performance in introductory science, technology, engineering, and mathematics courses. We developed a low-cost, graduate student-led, metacognition-based study skills course taught in conjunction with the introductory biology series at Miami University. Our approach aimed to improve performance for underachieving students by combining an existing framework for the process of learning (the study cycle) with concrete tools (outlines and concept maps) that have been shown to encourage deep understanding. To assess the effectiveness of our efforts, we asked 1) how effective our voluntary recruitment model was at enrolling the target cohort, 2) how the course impacted performance on lecture exams, 3) how the course impacted study habits and techniques, and 4) whether there are particular study habits or techniques that are associated with large improvements on exam scores. Voluntary recruitment attracted only 11-17% of our target cohort. While focal students improved on lecture exams relative to their peers who did not enroll, gains were relatively modest, and not all students improved. Further, although students across both semesters of our study reported improved study habits (based on pre and post surveys) and on outlines and concept maps (based on retrospectively scored assignments), gains were more dramatic in the Fall semester. Multivariate models revealed that, while changes in study habits and in the quality of outlines and concept maps were weakly associated with change in performance on lecture exams, relationships were only significant in the Fall semester and were sometimes counterintuitive. Although benefits of the course were offset somewhat by the inefficiency of voluntary recruitment, we demonstrate the effectiveness our course, which is inexpensive to implement and has advantage of providing pedagogical experience to future educators. © 2017 T. D

  12. [Enteral nutrition in burn patients].

    Science.gov (United States)

    Pereira, J L; Garrido, M; Gómez-Cía, T; Serrera, J L; Franco, A; Pumar, A; Relimpio, F; Astorga, R; García-Luna, P P

    1992-01-01

    Nutritional support plays an important role in the treatment of patients with burns. Due to the severe hypercatabolism that develops in these patients, oral support is insufficient in most cases, and this makes it essential to initiate artificial nutritional support (either enteral or parenteral). Enteral nutrition is more physiological than parenteral, and data exist which show that in patients with burns, enteral nutrition exercises a protective effect on the intestine and may even reduce the hypermetabolic response in these patients. The purpose of the study was to evaluate the effectiveness and tolerance of enteral nutritional support with a hypercaloric, hyperproteic diet with a high content of branched amino acids in the nutritional support of patients suffering from burns. The study included 12 patients (8 males and 4 females), admitted to the Burns Unit. Average age was 35 +/- 17 years (range: 21-85 years). The percentage of body surface affected by the burns was 10% in two cases, between 10-30% in three cases, between 30-50% in five cases and over 50% in two cases. Initiation of the enteral nutrition was between twenty-four hours and seven days after the burn. The patients were kept in the unit until they were discharged, and the average time spent in the unit was 31.5 days (range: 17-63 days). Total energetic requirements were calculated based on Harris-Benedict, with a variable aggression factor depending on the body surface burned, which varied from 2,000 and 4,000 cal day. Nitrogenous balance was determined on a daily basis, and plasmatic levels of total proteins, albumin and prealbumin on a weekly basis. There was a significant difference between the prealbumin values at the initiation and finalization of the enteral nutrition (9.6 +/- 2.24 mg/dl compared with 19.75 +/- 5.48 mg/dl; p diet was very good, and only mild complications such as diarrhoea developed in two patients. Enteral nutrition is a suitable nutritional support method for patients with

  13. Can a multimedia tool help students' learning performance in complex biology subjects?

    Directory of Open Access Journals (Sweden)

    Pinar Koseoglu

    2015-11-01

    Full Text Available The aim of the present study was to determine the effects of multimedia-based biology teaching (Mbio and teacher-centered biology (TCbio instruction approaches on learners' biology achievements, as well as their views towards learning approaches. During the research process, an experimental design with two groups, TCbio (n = 22 and Mbio (n = 26, were used. The results of the study proved that the Mbio approach was more effective than the TCbio approach with regard to supporting meaningful learning, academic achievement, enjoyment and motivation. Moreover, the TCbio approach is ineffective in terms of time management, engaging attention, and the need for repetition of subjects. Additionally, the results were discussed in terms of teaching, learning, multimedia design as well as biology teaching/learning.

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

    Science.gov (United States)

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

    2016-01-01

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

  15. The Effects of an Active Learning Intervention in Biology on College Students' Classroom Motivational Climate Perceptions, Motivation, and Achievement

    Science.gov (United States)

    Corkin, Danya M.; Horn, Catherine; Pattison, Donna

    2017-01-01

    This study examined differences in students' classroom motivational climate perceptions and motivational beliefs between those enrolled in undergraduate Biology courses that implemented an innovative, active learning intervention and those enrolled in traditional Biology courses (control group). This study also sought to determine whether…

  16. Conceptual Elements: A Detailed Framework to Support and Assess Student Learning of Biology Core Concepts

    Science.gov (United States)

    Cary, Tawnya; Branchaw, Janet

    2017-01-01

    The Vision and Change in Undergraduate Biology Education: Call to Action report has inspired and supported a nationwide movement to restructure undergraduate biology curricula to address overarching disciplinary concepts and competencies. The report outlines the concepts and competencies generally but does not provide a detailed framework to guide the development of the learning outcomes, instructional materials, and assessment instruments needed to create a reformed biology curriculum. In this essay, we present a detailed Vision and Change core concept framework that articulates key components that transcend subdisciplines and scales for each overarching biological concept, the Conceptual Elements (CE) Framework. The CE Framework was developed using a grassroots approach of iterative revision and incorporates feedback from more than 60 biologists and undergraduate biology educators from across the United States. The final validation step resulted in strong national consensus, with greater than 92% of responders agreeing that each core concept list was ready for use by the biological sciences community, as determined by scientific accuracy and completeness. In addition, we describe in detail how educators and departments can use the CE Framework to guide and document reformation of individual courses as well as entire curricula. PMID:28450444

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

    Science.gov (United States)

    Vijapurkar, Jyotsna; Kawalkar, Aisha; Nambiar, Priya

    2014-01-01

    In our explorations of students' concepts in an inquiry science classroom with grade 6 students from urban schools in India, we uncovered a variety of problems in their understanding of biological cells as structural and functional units of living organisms. In particular, we found not only that they visualised the cell as a two-dimensional (2-D)…

  18. Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students

    Science.gov (United States)

    Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V.

    2016-01-01

    We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with…

  19. Boosting Students' Attitudes & Knowledge about Evolution Sets Them up for College Success

    Science.gov (United States)

    Carter, B. Elijah; Infanti, Lynn M.; Wiles, Jason R.

    2015-01-01

    Students who enter college with a solid grounding in, and positive attitudes toward, evolutionary science are better prepared for and achieve at higher levels in university-level biology courses. We found highly significant, positive relationships between student knowledge of evolution and attitudes toward evolution, as well as between…

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

    OpenAIRE

    Johanna Krontiris-Litowitz

    2013-01-01

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

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

    Science.gov (United States)

    Larson, Susan C.

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

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

    Directory of Open Access Journals (Sweden)

    Marisa Laporta Chudo

    2007-08-01

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

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

    Science.gov (United States)

    Meyer, Annika; Klingenberg, Konstantin; Wilde, Matthias

    2016-02-01

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

  4. The Impact of Different Instructional Strategies on Students' Understanding about the Cell Cycle in a General Education Biology Course

    Science.gov (United States)

    Krishnamurthy, Sanjana

    This study investigated the impact of different instructional strategies on students' understanding about the cell cycle in a general education biology course. Although several studies have documented gains in students' cell cycle understanding after instruction, these studies generally use only one instructional method, often without a comparison group. The goal of this study was to learn more about students' misconceptions about the cell cycle and how those ideas change after three different evidence-based learning experiences in undergraduate general education. Undergraduate students in six laboratory sections (n = 24; N = 144) in a large public institution in the western United States were surveyed pre- and post-instruction using a 14-item valid and reliable survey of cell cycle knowledge. Cronbach's alpha for the standard scoring convention was 0.264 and for the alternate scoring convention was 0.360, documenting serious problems with inconsistent validity and reliability of the survey. Operating as though the findings are at least a proxy for actual cell cycle knowledge, score comparisons by groups of interest were explored, including pre- and post-instruction differences among demographic groups of interest and three instructional settings: a bead modeling activity, a role-playing game, and 5E instructional strategy. No significant differences were found across groups of interest or by strategy, but some significant item-level differences were found. Implications and discussion of these shifts is noted in lieu of the literature.

  5. CERN openlab enters fifth phase

    CERN Multimedia

    Andrew Purcell

    2015-01-01

    CERN openlab is a unique public-private partnership between CERN and leading ICT companies. At the start of this year, openlab officially entered its fifth phase, which will run until the end of 2017. For the first time in its history, it has extended beyond the CERN community to include other major European and international research laboratories.   Founded in 2001 to develop the innovative ICT systems needed to cope with the unprecedented computing challenges of the LHC, CERN openlab unites science and industry at the cutting edge of research and innovation. In a white paper published last year, CERN openlab set out the main ICT challenges it will tackle during its fifth phase, namely data acquisition, computing platforms, data storage architectures, computer management and provisioning, networks and connectivity, and data analytics. As it enters its fifth phase, CERN openlab is expanding to include other research laboratories. "Today, research centres in other disciplines are also st...

  6. Surgical treatment of radiation enteritis

    Energy Technology Data Exchange (ETDEWEB)

    Cross, M.J.; Frazee, R.C. (Department of General Surgery, Scott and White Memorial Hospital, Temple TX (United States))

    1992-02-01

    Radiation enteritis is a progressive, disease process that causes intestinal fibrosis and obliterative endarteritis, which results in significant morbidity and mortality. The authors' clinical experience involving 20 patients over a 22-year period from 1967 through 1989 who underwent various surgical procedures to alleviate chronic symptoms secondary to radiation enteritis is described. Eight men and 12 women with a mean age of 52 years (24 to 81 years) underwent a total of 27 procedures for complications of radiation enteritis. Radiation therapy was delivered for treatment of gynecologic malignancies (55%), colorectal cancer (20%), prostate malignancies (10%), and others (15%). The mean average dose of radiation delivered was 5,514 rads with a range of 2,613 to 7,000 rads. The interval from radiation treatment to time of surgery averaged 9 years. Operative procedures consisted of 12 resection and primary anastomosis procedures and 15 resections with stoma creation. Formation of a stoma was used in patients with more severe disease. The 30-day operative mortality was 0% and morbidity was 55%. There were no anastomotic leaks or intra-abdominal abscesses. The authors conclude that resection and primary anastomosis can safely be performed in selected patients but that judicious use of stoma formation can avoid major mortality and morbidity associated with surgery in this setting.

  7. Surgical treatment of radiation enteritis

    International Nuclear Information System (INIS)

    Cross, M.J.; Frazee, R.C.

    1992-01-01

    Radiation enteritis is a progressive, disease process that causes intestinal fibrosis and obliterative endarteritis, which results in significant morbidity and mortality. The authors' clinical experience involving 20 patients over a 22-year period from 1967 through 1989 who underwent various surgical procedures to alleviate chronic symptoms secondary to radiation enteritis is described. Eight men and 12 women with a mean age of 52 years (24 to 81 years) underwent a total of 27 procedures for complications of radiation enteritis. Radiation therapy was delivered for treatment of gynecologic malignancies (55%), colorectal cancer (20%), prostate malignancies (10%), and others (15%). The mean average dose of radiation delivered was 5,514 rads with a range of 2,613 to 7,000 rads. The interval from radiation treatment to time of surgery averaged 9 years. Operative procedures consisted of 12 resection and primary anastomosis procedures and 15 resections with stoma creation. Formation of a stoma was used in patients with more severe disease. The 30-day operative mortality was 0% and morbidity was 55%. There were no anastomotic leaks or intra-abdominal abscesses. The authors conclude that resection and primary anastomosis can safely be performed in selected patients but that judicious use of stoma formation can avoid major mortality and morbidity associated with surgery in this setting

  8. Enteral Feeding in Abdominal Compartment Syndrome

    Directory of Open Access Journals (Sweden)

    Ye. V Grigoryev

    2009-01-01

    Full Text Available Objective: to substantiate the choice of a gastrointestinal tract (GIT function support regimen as a mode for correction of the abdominal compartment syndrome (ACS. Subjects and methods. Forty-three patients with different causes of inadequate GIT function of various origin and ACS (disseminated peritonitis (45%, pancreatitis (24%, and severe concomitant injury (31% were examined. Group 1 (control received complete parenteral nutritional feeding (n=23; APACHE II scores, 21±4; calculated probability of fatal outcome, 33.5%. In Group II (study, complete parenteral feeding in the first 24 hours after stabilization was supplemented with GIT function support with Pepsisorb (Nutricia in doses of 500, 1000, and 1500 ml on days 1, 2, and 3, respectively (n=20; APACHE II scores, 20±6; calculated probability of fatal outcome, 37.1%. During early enteral nutritional support, the SOFA score was significantly less than that in Group 1 on days 2—3; the oxygenation index significantly increased on day 3; the value of intra-abdominal hypertension decreased to the control values. The positive effect of the GIT function support regimen on regression of the multiple organ dysfunction syndrome (MODS was confirmed by the lowered levels of biological markers (von Willebrand factor (WF and endothelin-1 as markers of endothelial damage of MODS. Correlation analysis showed a direct correlation between the markers of endothelial damage and the SOFA scores (r=0.34; p=0.05 for WF and r=0.49;p=0.03 for endothelin. Conclusion. The GIT function support regimen via early enteral alimentation with Peptisorb, which was initiated in the first 24 hours after admission, is able to level off the manifestations of the early stages of the abdominal compartment syndrome, with the acceptable values of oxygen balance and water-electrolyte and osmotic homeostasis being achieved. Key words: abdominal compartment syndrome, nutritional support, biological markers, oxygenation index

  9. Learning biology through connecting mathematics to scientific mechanisms: Student outcomes and teacher supports

    Science.gov (United States)

    Schuchardt, Anita

    Integrating mathematics into science classrooms has been part of the conversation in science education for a long time. However, studies on student learning after incorporating mathematics in to the science classroom have shown mixed results. Understanding the mixed effects of including mathematics in science has been hindered by a historical focus on characteristics of integration tangential to student learning (e.g., shared elements, extent of integration). A new framework is presented emphasizing the epistemic role of mathematics in science. An epistemic role of mathematics missing from the current literature is identified: use of mathematics to represent scientific mechanisms, Mechanism Connected Mathematics (MCM). Building on prior theoretical work, it is proposed that having students develop mathematical equations that represent scientific mechanisms could elevate their conceptual understanding and quantitative problem solving. Following design and implementation of an MCM unit in inheritance, a large-scale quantitative analysis of pre and post implementation test results showed MCM students, compared to traditionally instructed students) had significantly greater gains in conceptual understanding of mathematically modeled scientific mechanisms, and their ability to solve complex quantitative problems. To gain insight into the mechanism behind the gain in quantitative problem solving, a small-scale qualitative study was conducted of two contrasting groups: 1) within-MCM instruction: competent versus struggling problem solvers, and 2) within-competent problem solvers: MCM instructed versus traditionally instructed. Competent MCM students tended to connect their mathematical inscriptions to the scientific phenomenon and to switch between mathematical and scientifically productive approaches during problem solving in potentially productive ways. The other two groups did not. To address concerns about teacher capacity presenting barriers to scalability of MCM

  10. Relational Databases: A Transparent Framework for Encouraging Biology Students to Think Informatically

    Science.gov (United States)

    Rice, Michael; Gladstone, William; Weir, Michael

    2004-01-01

    We discuss how relational databases constitute an ideal framework for representing and analyzing large-scale genomic data sets in biology. As a case study, we describe a Drosophila splice-site database that we recently developed at Wesleyan University for use in research and teaching. The database stores data about splice sites computed by a…

  11. Students' Interest in Biology and Their Out-of-School Experiences

    Science.gov (United States)

    Uitto, Anna; Juuti, Kalle; Lavonen, Jari; Meisalo, Veijo

    2006-01-01

    Interest in biology and the out-of-school experiences of Finnish secondary school pupils (n = 3626, median age 15) were surveyed in the spring of 2003 using the international ROSE questionnaire. Likert-scaled items were categorised with an explorative factor analysis. The scores of eight interest-context factors and seven out-of-school experience…

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

    Science.gov (United States)

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

    2013-01-01

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

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

    Science.gov (United States)

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

    2010-01-01

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

  14. Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students' Situational Interest and Participation in Learning Communication

    Science.gov (United States)

    Dohn, Niels Bonderup; Dohn, Nina Bonderup

    2017-12-01

    The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students' lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities while at the same time creating barriers to communication. These barriers are due to distractions, ethical issues, and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as an educational platform is not clearly good or bad.

  15. Construction of the Cognitive Dimension of the Scientific Literacy in the Students through the Costa Rican Biological Sciences Olympics

    Directory of Open Access Journals (Sweden)

    Shirley Camacho-Vargas

    2012-08-01

    Full Text Available This research recognizes the cognitive contributions to the students participating in the Third Costa Rican Biological Sciences Olympics that will define the advancement and strengthening in the construction of its conceptual dimension in the scientific literacy.  This paper is based, mainly, on qualitative approach techniques (ethnographic design:  case study; however, some data are interpreted through quantitative methodologies (descriptive design with an explanatory and exploratory touch for the analysis of a sample of 54 high school students, finalists in the category A of the Olympics, through the use of tools such as a documentary study and a survey, in July 2009.  The information generated was analyzed using elements of inferential and descriptive statistics, figures and histograms.  It was proved that there is a better cognitive management in the topics assessed, an increase in the students’ academic performance as the tests are applied, a commitment for the academic update supported by the development of several tasks for previous preparation, curriculum contributions unprecedented based on our sample, a consent to optimize student’s knowledge about Biology, which will allow the application of scientific notions to diversify and renew the knowledge, according to what is established in the principles of scientific literacy.

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

    Directory of Open Access Journals (Sweden)

    Claire eBertelli

    2015-02-01

    Full Text Available With the widespread availability of high-throughput sequencing technologies, sequencing projects have become pervasive in the molecular life sciences. The huge bulk of data generated daily must be analyzed further by biologists with skills in bioinformatics and by embedded bioinformaticians, i.e., bioinformaticians integrated in wet lab research groups. Thus, students interested in molecular life sciences must be trained in the main steps of genomics: sequencing, assembly, annotation and analysis. To reach that goal, a practical course has been set up for master students at the University of Lausanne: the Sequence a genome class. At the beginning of the academic year, a few bacterial species whose genome is unknown are provided to the students, who sequence and assemble the genome(s and perform manual annotation. Here, we report the progress of the first class from September 2010 to June 2011 and the results obtained by seven master students who specifically assembled and annotated the genome of Estrella lausannensis, an obligate intracellular bacterium related to Chlamydia. The draft genome of Estrella is composed of 29 scaffolds encompassing 2,819,825 bp that encode for 2,233 putative proteins. Estrella also possesses a 9,136 bp plasmid that encodes for 14 genes, among which we found an integrase and a toxin/antitoxin module. Like all other members of the Chlamydiales order, Estrella possesses a highly conserved type III secretion system, considered as a key virulence factor. The annotation of the Estrella genome also allowed the characterization of the metabolic abilities of this strictly intracellular bacterium. Altogether, the students provided the scientific community with the Estrella genome sequence and a preliminary understanding of the biology of this recently-discovered bacterial genus, while learning to use cutting-edge technologies for sequencing and to perform bioinformatics analyses.

  17. Endodontic radiology, practice, and knowledge of radiation biology, hazard, and protection among clinical dental students and interns

    Directory of Open Access Journals (Sweden)

    Joan Emien Enabulele

    2015-01-01

    Full Text Available Objective: To evaluate the practice and knowledge of endodontic radiology as well as assess the knowledge of radiation biology, hazard, and protection among clinical dental students and interns. Materials and Methods: Cross-sectional study of clinical dental students and interns at University of Benin and University of Benin Teaching hospital respectively. Data was collected using a questionnaire which covered practice and knowledge of endodontic radiography, knowledge of radiation biology, hazard, and protection. Data was analyzed using Statistical Package for Social Sciences (SPSS version 17.0. Result: Seventy participants were included in the study, 40% were final year students and 24.3% house officers. Majority (95.7% agreed that they exposed radiographs as part of endodontic treatment. Only 18.6% knew that the apices of teeth should be 3mm from the border of the X-ray film, while 24.3% knew that 3mm of periapical bone should be visible on X-ray. Less than half (31.4% knew that paralleling technique was the technique of choice for endodontic radiography and this was statistically Significant in relationship to the status of the of the respondents. A few (4.3% of the respondents had knowledge of new horizons in endodontic imaging. Half of the respondents knew that damage by X-rays is mainly due to formation of free radicals. The most frequently reported radiation hazards was reduced salivary flow, while the least reported was rampant caries. Most knew how to protect patients, themselves, and other persons while exposing radiographs. Conclusion: There is need for inclusion of endodontic radiography in the undergraduate curriculum to ensure proper and correct radiographs during endodontic procedure.

  18. VR Biology, an interdisciplinary and international student project towards an inquiry-based pedagogy

    NARCIS (Netherlands)

    Gomes, Teresa Dias Pedro; Goei, Sui Lin; Van Joolingen, Wouter; Cai, Yiyu

    2016-01-01

    Education in Science, Technology, Engineering, and Mathematics (STEM) is moving towards a more inquiry-based, and creativity stimulating pedagogy. Part of a curriculum based on such pedagogies should be challenging learning activities that engage students in investigation. At the same time, it is

  19. Training mechanical engineering students to utilize biological inspiration during product development.

    Science.gov (United States)

    Bruck, Hugh A; Gershon, Alan L; Golden, Ira; Gupta, Satyandra K; Gyger, Lawrence S; Magrab, Edward B; Spranklin, Brent W

    2007-12-01

    The use of bio-inspiration for the development of new products and devices requires new educational tools for students consisting of appropriate design and manufacturing technologies, as well as curriculum. At the University of Maryland, new educational tools have been developed that introduce bio-inspired product realization to undergraduate mechanical engineering students. These tools include the development of a bio-inspired design repository, a concurrent fabrication and assembly manufacturing technology, a series of undergraduate curriculum modules and a new senior elective in the bio-inspired robotics area. This paper first presents an overview of the two new design and manufacturing technologies that enable students to realize bio-inspired products, and describes how these technologies are integrated into the undergraduate educational experience. Then, the undergraduate curriculum modules are presented, which provide students with the fundamental design and manufacturing principles needed to support bio-inspired product and device development. Finally, an elective bio-inspired robotics project course is present, which provides undergraduates with the opportunity to demonstrate the application of the knowledge acquired through the curriculum modules in their senior year using the new design and manufacturing technologies.

  20. Virtual Laboratories in Science Education: Students' Motivation and Experiences in Two Tertiary Biology Courses

    Science.gov (United States)

    Dyrberg, Nadia Rahbek; Treusch, Alexander H.; Wiegand, Claudia

    2017-01-01

    Potential benefits of simulations and virtual laboratory exercises in natural sciences have been both theorised and studied recently. This study reports findings from a pilot study on student attitude, motivation and self-efficacy when using the virtual laboratory programme Labster. The programme allows interactive learning about the workflows and…

  1. The Influence of Kinetic Structure in Films on Biology Students' Achievement and Attitude.

    Science.gov (United States)

    Simmons, Ellen Stephanie

    1980-01-01

    Tested and supported was the hypothesis that students receiving high-structured film narrations will acquire more knowledge and will respond more favorably than those receiving low-structured film narrations. Results contribute additional data to evidence supporting the need for critical application of the kinetic structure theory in evaluating…

  2. 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…

  3. Effect of Cooperative Learning Strategy on Students' Acquisition and Practice of Scientific Skills in Biology

    Science.gov (United States)

    Chatila, Hanadi; Al Husseiny, Fatima

    2017-01-01

    Recent research findings have shown that cooperative learning improves students' thinking skills as it allows them to communicate actively with each other (Johnson, Johnson and Smith, 2014). Therefore, cooperative learning has been proposed by many educators to be implemented in classrooms to produce lifelong learners and critical thinkers…

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

    Science.gov (United States)

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

    2016-01-01

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

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

    Science.gov (United States)

    Çimer, Sabiha Odabasi; Ursavas, Nazihan

    2012-01-01

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

  6. A New Twist on Vocabulary Instruction for Students with Learning Disabilities in Biology

    Science.gov (United States)

    Grillo, Kelly J.; Dieker, Lisa A.

    2013-01-01

    An essential element of science instruction is content literacy. In order to improve literacy specific to science, vocabulary must be addressed. As Jitendra et al. (2004) pointed out, "because learning vocabulary during independent reading is very inefficient for students with reading difficulties, vocabulary and word learning skills must be…

  7. Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

    Science.gov (United States)

    Sletten, Sarah Rae

    2017-01-01

    In flipped classrooms, lectures, which are normally delivered in-class, are assigned as homework in the form of videos, and assignments that were traditionally assigned as homework, are done as learning activities in class. It was hypothesized that the effectiveness of the flipped model hinges on a student's desire and ability to adopt a…

  8. Using clickers in nonmajors- and majors-level biology courses: student opinion, learning, and long-term retention of course material.

    Science.gov (United States)

    Crossgrove, Kirsten; Curran, Kristen L

    2008-01-01

    Student response systems (clickers) are viewed positively by students and instructors in numerous studies. Evidence that clickers enhance student learning is more variable. After becoming comfortable with the technology during fall 2005-spring 2006, we compared student opinion and student achievement in two different courses taught with clickers in fall 2006. One course was an introductory biology class for nonmajors, and the other course was a 200 level genetics class for biology majors. Students in both courses had positive opinions of the clickers, although we observed some interesting differences between the two groups of students. Student performance was significantly higher on exam questions covering material taught with clickers, although the differences were more dramatic for the nonmajors biology course than the genetics course. We also compared retention of information 4 mo after the course ended, and we saw increased retention of material taught with clickers for the nonmajors course, but not for the genetics course. We discuss the implications of our results in light of differences in how the two courses were taught and differences between science majors and nonmajors.

  9. The Effect of Using Evolution Textbook Based on ICT and Metacognitive on Cognitive Competence of Biology Students at State University of Padang

    Science.gov (United States)

    Helendra, H.; Fadilah, M.; Arsih, F.

    2018-04-01

    Implementation of evolution lectures at Biology Department Faculty of Mathematics and Natural Sciences State University of Padang has been considered not optimal. The reasons are the limited availability of textbooks and students' learning attitudes. Because currently the students are very familiar with the internet and even has become a necessity, it has developed textbooks of evolution based on ICT and metacognitive. Selection of ICT based is in order to optimize the utilization of multimedia, and this is very compatible with the development of learning technology. While metacognitive based is in order to train students' learning attitudes to be able to think analysis, creative and evaluative. The aim of this study is to determine the effect of the use of evolution textbooks based on ICT and metacognitive to the cognitive competence of students of Biology Department State University of Padang. The data of this research is students' cognitive competence obtained from the implementation of effectiveness test of evolution textbook in the form of student learning outcomes. The research instrument is a learning result test designed to determine students’ cognitive competence. The subject of the study is a group of students in evolution course consisting of 33 students. Lectures are conducted through face-to-face and online lectures on Edmodo’s platform. The result of data analysis shows that there is an increase of cognitive competence of biology students after learning using ICT and metacognitive based evolution textbook, where average achievement is 77.72 with Percentage of achievement of criteria mastery is 81.25%. Therefore, it can be concluded that the evolution textbook based on ICT and metacognitive is effective in improving cognitive competence of students of Biology Department, Universitas Negeri Padang.

  10. Using the mixed media according to internet-based on the instructional multimedia for developing students' learning achievements in biology course on foundational cell issue of secondary students at the 10th grade level in Rangsit University demonstration school

    Science.gov (United States)

    Kangloan, Pichet; Chayaburakul, Kanokporn; Santiboon, Toansakul

    2018-01-01

    The aims of this research study were 1) to develop students' learning achievements in biology course on foundational cell issue, 2) to examine students' satisfactions of their learning activities through the mixed media according to internet-based multi-instruction in biology on foundational cell issue at the 10th grade level were used in the first semester in the academic year 2014, which a sample size of 17 students in Rangsit University Demonstration School with cluster random sampling was selected. Students' learning administrations were instructed with the 3-instructional lesson plans according to the 5-Step Ladder Learning Management Plan (LLMP) namely; the maintaining lesson plan on the equilibrium of cell issue, a lesson plan for learning how to communicate between cell and cell division. Students' learning achievements were assessed with the 30-item Assessment of Learning Biology Test (ALBT), students' perceptions of their satisfactions were satisfied with the 20-item Questionnaire on Students Satisfaction (QSS), and students' learning activities were assessed with the Mixed Media Internet-Based Instruction (MMIBI) on foundational cell issue was designed. The results of this research study have found that: statistically significant of students' post-learning achievements were higher than their pre-learning outcomes and indicated that the differences were significant at the .05 level. Students' performances of their satisfaction to their perceptions toward biology class with the mixed media according to internet-based multi instruction in biology on foundational cell issue were the highest level and evidence of average mean score as 4.59.

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

    Science.gov (United States)

    Grant, Andrew Morton

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

  12. Teaching the biological consequences of alcohol abuse through an online game: impacts among secondary students.

    Science.gov (United States)

    Klisch, Yvonne; Miller, Leslie M; Beier, Margaret E; Wang, Shu

    2012-01-01

    A multimedia game was designed to serve as a dual-purpose intervention that aligned with National Science Content Standards, while also conveying knowledge about the consequences of alcohol consumption for a secondary school audience. A tertiary goal was to positively impact adolescents' attitudes toward science through career role-play experiences within the game. In a pretest/delayed posttest design, middle and high school students, both male and female, demonstrated significant gains on measures of content knowledge and attitudes toward science. The best predictors of these outcomes were the players' ratings of the game's usability and satisfaction with the game. The outcomes suggest that game interventions can successfully teach standards-based science content, target age-appropriate health messages, and impact students' attitudes toward science.

  13. Building a DMU e-Biology resource for health sciences’ students.

    OpenAIRE

    Pena-Fernandez, A.; Sgamma, Tiziana; Young, C.; Randles, Michael J.; del Aguila, C.; Hurtado, C.; Evans, M. D.; Potiwat, N.; Izquierdo, F.; Pena, M. A.; Coope, J.; Armstrong, M.; Bhambra, Avninder S.

    2017-01-01

    The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link The BSc Biomedical Science (BMS) programme at De Montfort University (DMU, Leicester, UK) is accredited by the Institute of Biomedical Science (IBMS). Students enrolled within this programme acquire highly sought after skills related with human health sciences to work in: pathology departments in hospitals; research institutions; biotechnology a...

  14. Enteral Feeding Set Handling Techniques.

    Science.gov (United States)

    Lyman, Beth; Williams, Maria; Sollazzo, Janet; Hayden, Ashley; Hensley, Pam; Dai, Hongying; Roberts, Cristine

    2017-04-01

    Enteral nutrition therapy is common practice in pediatric clinical settings. Often patients will receive a pump-assisted bolus feeding over 30 minutes several times per day using the same enteral feeding set (EFS). This study aims to determine the safest and most efficacious way to handle the EFS between feedings. Three EFS handling techniques were compared through simulation for bacterial growth, nursing time, and supply costs: (1) rinsing the EFS with sterile water after each feeding, (2) refrigerating the EFS between feedings, and (3) using a ready-to-hang (RTH) product maintained at room temperature. Cultures were obtained at baseline, hour 12, and hour 21 of the 24-hour cycle. A time-in-motion analysis was conducted and reported in average number of seconds to complete each procedure. Supply costs were inventoried for 1 month comparing the actual usage to our estimated usage. Of 1080 cultures obtained, the overall bacterial growth rate was 8.7%. The rinse and refrigeration techniques displayed similar bacterial growth (11.4% vs 10.3%, P = .63). The RTH technique displayed the least bacterial growth of any method (4.4%, P = .002). The time analysis in minutes showed the rinse method was the most time-consuming (44.8 ± 2.7) vs refrigeration (35.8 ± 2.6) and RTH (31.08 ± 0.6) ( P refrigerating the EFS between uses is the next most efficacious method for handling the EFS between bolus feeds.

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

    Science.gov (United States)

    Feltham, Nicola F.; Downs, Colleen T.

    2002-02-01

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

  16. The Effect of Cooperative Learning Model Script and Think-Pair-Share to Critical Thinking Skills, Social Attitude and Learning Outcomes Cognitive Biology of multiethnic High School Students

    Directory of Open Access Journals (Sweden)

    Didimus Tanah Boleng

    2015-03-01

    Full Text Available Pengaruh Model Pembelajaran Cooperative Script dan Think-Pair-Share terhadap Keterampilan Berpikir Kritis, Sikap Sosial, dan Hasil Belajar Kognitif Biologi Siswa SMA Multietnis   Abstract: Biological learning process with multiethnic students requires a learning models which allow students to work independently, to work together in small groups, and to share with other groups. The purpose of this study was to determine the effect of learning models, ethnicity, and the interaction of learning model and ethnic on critical thinking skills, social attitudes, and cognitive achievement. This quasi experimental study was conducted in 11th grade of Natural Science Class Highschool students with six ethnicaly and Junior Highschool National score groups consisted of 132 samples. The results of Covarian Analysis showed that the learning models significantly affected the social attitudes and increased the critical thinking skills and cognitive achievement. Ethnicity significantly affected the social attitudes and cognitive achievement. Interaction of learning models and ethnicity significantly affected students social attitudes. Key Words: cooperative script, think-pair-share, critical thinking skills, social attitudes, biology cognitive achievement, multiethnic students Abstrak: Pengelolaan proses pembelajaran biologi pada siswa multietnis memerlukan model pembelajaran yang memungkinkan siswa bekerja mandiri, bekerja sama dalam kelompok kecil, dan berbagi dengan kelompok lain. Tujuan penelitian ini untuk mengetahui pengaruh model pembelajaran, etnis, serta interaksi model pembelajaran dan etnis terhadap keterampilan berpikir kritis, sikap sosial, dan hasil belajar kognitif biologi siswa. Penelitian eksperimen semu ini dilakukan di kelas XI IPA SMA dengan sampel sebanyak 132 orang siswa terbagi dalam enam kelas yang homogen berdasarkan etnis dan nilai ujian nasional SMP siswa. Hasil analisis data dengan menggunakan Analisis Kovarian menunjukkan bahwa model

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

    Science.gov (United States)

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

    2016-01-01

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

  18. A Map Enters the Conversation

    DEFF Research Database (Denmark)

    Munk, Anders Kristian

    Over the past decade STS scholars have been engaged in a continuous dialogue about the performativity of their methods and the interventions of their research practices. A frequently posed question is how STS can make a difference to its fields of study, what John Law has called its different...... 'modes of mattering'. In this paper I explore what difference digital cartography can make to STS practice. I draw on three examples from my own work where digitally mediated maps have entered the conversation and made critical, often surprising, differences to the research process. In my first example...... the map is brought along as an ethnographic device on a piece of fieldwork, in my second example it serves as the central collaborative object in a participatory design project, and in my third example the map becomes the object of contestation as it finds itself centre stage in the controversy...

  19. Advantages of enteral nutrition over parenteral nutrition

    OpenAIRE

    Seres, David S.; Valcarcel, Monika; Guillaume, Alexandra

    2013-01-01

    It is a strong and commonly held belief among nutrition clinicians that enteral nutrition is preferable to parenteral nutrition. We provide a narrative review of more recent studies and technical reviews comparing enteral nutrition with parenteral nutrition. Despite significant weaknesses in the existing data, current literature continues to support the use of enteral nutrition in patients requiring nutrition support, over parenteral nutrition.

  20. First-Year and Non-First-Year Student Expectations Regarding In-Class and Out-of-Class Learning Activities in Introductory Biology

    Science.gov (United States)

    Brown, Tanya L.; Brazeal, Kathleen R.; Couch, Brian A.

    2017-01-01

    National calls for teaching transformation build on a constructivist learning theory and propose that students learn by actively engaging in course activities and interacting with other students. While interactive pedagogies can improve learning, they also have the potential to challenge traditional norms regarding class participation and learning strategies. To better understand the potential openness of students to interactive teaching practices, we administered a survey during the first week of two sections of an introductory biology course to characterize how students envisioned spending time during class as well as what activities they expected to complete outside of class during non-exam weeks and in preparation for exams. Additionally, we sought to test the hypothesis that the expectations of first-year students differed from those of non-first-year students. Analyses of closed-ended and open-ended questions revealed that students held a wide range of expectations and that most students expressed expectations consistent with some degree of transformed teaching. Furthermore, first-year students expected more active learning in class, more out-of-class coursework during non-exam weeks, and more social learning strategies than non-first-year students. We discuss how instructor awareness of incoming student expectations might be used to promote success in introductory science courses. PMID:28512514

  1. A Study of Learning Achievement and Learning Behavior in Biology on “Genes and Chromosomes” Using Storyline Teaching for 12th Grade Students

    OpenAIRE

    Ubonwan Leawudomchai; Kittima Panprueksa; Somsiri Singlop; Thanawuth Latwong

    2016-01-01

    The objectives of this research were to study learning achievement and learning behavior in Biology on “genes and chromosomes” using storyline teaching for 12th grade students. The sample for this research consisted of 36 twelfth grade students from Piboonbumpen Demonstration School in the first semester of 2014. The sample was randomly selected for the experimental group using cluster random sampling. The research instruments were the lesson plans using storyline teaching on g...

  2. “Biotecnological War” - A Conceptual And Perceptual Assessment Tool For Teaching Biotechnology And Protein Chemistry For Undergraduate Students In Biological Sciences.

    OpenAIRE

    C. R. C. Cruz et al.

    2017-01-01

    "Biotecnological War" board game, a conceptual and perceptual assessment tool for biotechnology and protein chemistry teaching for undergraduate students in biological sciences and related areas. It is a proposal initially conceived as an alternative complementary tool for biochemistry teaching of proteins and peptides, challenging students, aiming to review concepts transmitted in classroom, stimulating diverse student’s abilities, such as their creativity, competitiveness and resource manag...

  3. Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students.

    Science.gov (United States)

    Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V

    2016-01-01

    We present a novel assessment tool for measuring biology students' values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with teaching practices purported to promote such skills (e.g., group work). The survey was validated through factor analyses in a large sample of biology seniors (n = 1389) and through response process analyses (five interviewees). The STEP-U skills items were characterized by two underlying factors: retention (e.g., memorization) and transfer (e.g., knowledge application). Multiple linear regression models were used to examine relationships between classroom experiences, values, and student characteristics (e.g., gender, cumulative grade point average [GPA], and research experience). Student demographic and experiential factors predicted the extent to which students valued particular skills. Students with lower GPAs valued retention skills more than those with higher GPAs. Students with research experience placed greater value on scientific writing and interdisciplinary understanding. Greater experience with specific teaching practices was associated with valuing the corresponding skills more highly. The STEP-U can provide feedback vital for designing curricula that better prepare students for their intended postgraduate careers. © 2016 G. Marbach-Ad 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).

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

    Science.gov (United States)

    Thames, Tasha Herrington

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

  5. The effects of kinetic structure and micrograph content on achievement in reading micrographs by college biology students

    Science.gov (United States)

    Johnson, Virginia Abbott; Lockard, J. David

    The effects of kinetic structure and micrograph content on student achievement of reading micrograph skills were examined. The purpose of the study was to determine which form of kinetic structure, high or low, and/or micrograph content, unified or varied, was most effective and if there were any interactive effects. Randomly assigned to four treatment groups, 100 introductory college biology students attended three audiovisual presentations and practice sessions on reading light, transmission electron, and scanning electron micrographs. The micrograph skills test, administered at two points in time, assessed knowledge acquisition and retention. The test measured general concept skills and actual reading micrograph skills separately. All significant tests were considered with an = 0.05. High kinetic structure was found to be more effective than low kinetic structure in developing general concepts about micrographs. This finding supports Anderson's kinetic theory research. High kinetic structure instruction does not affect actual reading micrograph skills, but micrograph content does. Unified micrograph content practice sessions were more effective than varied micrograph content practice sessions. More attention should be given to the visual components of perceptual learning tasks.

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

    Science.gov (United States)

    Bazzul, Jesse

    2015-02-01

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

  7. Displays: Entering a New Dimension

    Science.gov (United States)

    Starkman, Neal

    2007-01-01

    As display technologies prepare to welcome 3-D, the 21st-century classroom will soon bear little resemblance to anything students and teachers have ever seen. In this article, the author presents the latest innovations in the world of digital display technology. These include: (1) Touchlight, an interactive touch screen program that takes a normal…

  8. A Semester-Long Project for Teaching Basic Techniques in Molecular Biology Such as Restriction Fragment Length Polymorphism Analysis to Undergraduate and Graduate Students

    Science.gov (United States)

    DiBartolomeis, Susan M.

    2011-01-01

    Several reports on science education suggest that students at all levels learn better if they are immersed in a project that is long term, yielding results that require analysis and interpretation. I describe a 12-wk laboratory project suitable for upper-level undergraduates and first-year graduate students, in which the students molecularly locate and map a gene from Drosophila melanogaster called dusky and one of dusky's mutant alleles. The mapping strategy uses restriction fragment length polymorphism analysis; hence, students perform most of the basic techniques of molecular biology (DNA isolation, restriction enzyme digestion and mapping, plasmid vector subcloning, agarose and polyacrylamide gel electrophoresis, DNA labeling, and Southern hybridization) toward the single goal of characterizing dusky and the mutant allele dusky73. Students work as individuals, pairs, or in groups of up to four students. Some exercises require multitasking and collaboration between groups. Finally, results from everyone in the class are required for the final analysis. Results of pre- and postquizzes and surveys indicate that student knowledge of appropriate topics and skills increased significantly, students felt more confident in the laboratory, and students found the laboratory project interesting and challenging. Former students report that the lab was useful in their careers. PMID:21364104

  9. Do Biology Students Really Hate Math? Empirical Insights into Undergraduate Life Science Majors’ Emotions about Mathematics

    Science.gov (United States)

    Wachsmuth, Lucas P.; Runyon, Christopher R.; Drake, John M.; Dolan, Erin L.

    2017-01-01

    Undergraduate life science majors are reputed to have negative emotions toward mathematics, yet little empirical evidence supports this. We sought to compare emotions of majors in the life sciences versus other natural sciences and math. We adapted the Attitudes toward the Subject of Chemistry Inventory to create an Attitudes toward the Subject of Mathematics Inventory (ASMI). We collected data from 359 science and math majors at two research universities and conducted a series of statistical tests that indicated that four AMSI items comprised a reasonable measure of students’ emotional satisfaction with math. We then compared life science and non–life science majors and found that major had a small to moderate relationship with students’ responses. Gender also had a small relationship with students’ responses, while students’ race, ethnicity, and year in school had no observable relationship. Using latent profile analysis, we identified three groups—students who were emotionally satisfied with math, emotionally dissatisfied with math, and neutral. These results and the emotional satisfaction with math scale should be useful for identifying differences in other undergraduate populations, determining the malleability of undergraduates’ emotional satisfaction with math, and testing effects of interventions aimed at improving life science majors’ attitudes toward math. PMID:28798211

  10. Enteric-coated mycophenolate sodium.

    Science.gov (United States)

    Gabardi, Steven; Tran, Jennifer L; Clarkson, Michael R

    2003-11-01

    To review the pharmacology, pharmacokinetics, efficacy, and safety of mycophenolate sodium. Primary literature was obtained via a MEDLINE search (1966-June 2003). Abstracts were obtained from the manufacturer and included in the analysis. All studies and abstracts evaluating mycophenolate sodium in solid organ transplantation were considered for inclusion. English-language studies and abstracts were selected for inclusion, but were limited to those consisting of human subjects. Mycophenolate sodium, a mycophenolic acid prodrug, is an inhibitor of T-lymphocyte proliferation. Mycophenolic acid reduces the incidence of acute rejection in renal transplantation. Mycophenolate sodium is enteric coated and has been suggested as a potential method to reduce the gastrointestinal adverse events seen with mycophenolate mofetil. Both mycophenolate mofetil and mycophenolate sodium have been shown to be therapeutically equivalent at decreasing the incidence of allograft rejection and loss. The frequency of adverse events is similar between both compounds, with the most common events being diarrhea and leukopenia. Mycophenolate sodium is effective in preventing acute rejection in renal transplant recipients. At doses of 720 mg twice daily, the efficacy and safety profiles are similar to those of mycophenolate mofetil 1000 mg twice daily. Mycophenolate sodium has been approved in Switzerland; approval in the US is pending.

  11. CERN openlab enters new phase

    CERN Multimedia

    Katarina Anthony

    2012-01-01

    The newest phase of CERN’s openlab framework was inaugurated this week during a meeting of the openlab partners. This phase will last three years and will bring together existing openlab partners and a new contributor: Huawei.   Group picture taken at the first CERN openlab IV annual Board of Sponsors meeting, in the presence of the CERN Director-General, the partners and the openlab team members. © Fons Rademakers (CERN Photo Club). Eleven years ago, the creation of the CERN openlab created a long-term link between industrial partners and the Organization. Its framework has allowed industry to carry out large-scale IT research and development in an open atmosphere – an “Open Lab”, if you will. For CERN, openlab has contributed to giving the computing centre and, more broadly, the LHC community, the opportunity to ensure that the next generation of services and products is suitable to their needs. Now entering its fourth phase, openlab will ...

  12. Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System

    Science.gov (United States)

    Carmichael, Mary C.; St. Clair, Candace; Edwards, Andrea M.; Barrett, Peter; McFerrin, Harris; Davenport, Ian; Awad, Mohamed; Kundu, Anup; Ireland, Shubha Kale

    2016-01-01

    Xavier University of Louisiana leads the nation in awarding BS degrees in the biological sciences to African-American students. In this multiyear study with ∼5500 participants, data-driven interventions were adopted to improve student academic performance in a freshman-level general biology course. The three hour-long exams were common and administered concurrently to all students. New exam questions were developed using Bloom’s taxonomy, and exam results were analyzed statistically with validated assessment tools. All but the comprehensive final exam were returned to students for self-evaluation and remediation. Among other approaches, course rigor was monitored by using an identical set of 60 questions on the final exam across 10 semesters. Analysis of the identical sets of 60 final exam questions revealed that overall averages increased from 72.9% (2010) to 83.5% (2015). Regression analysis demonstrated a statistically significant correlation between high-risk students and their averages on the 60 questions. Additional analysis demonstrated statistically significant improvements for at least one letter grade from midterm to final and a 20% increase in the course pass rates over time, also for the high-risk population. These results support the hypothesis that our data-driven interventions and assessment techniques are successful in improving student retention, particularly for our academically at-risk students. PMID:27543637

  13. Validation and Application of the Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U): Identifying Factors Associated with Valuing Important Workplace Skills among Biology Students

    Science.gov (United States)

    Marbach-Ad, Gili; Rietschel, Carly; Thompson, Katerina V.

    2016-01-01

    We present a novel assessment tool for measuring biology students’ values and experiences across their undergraduate degree program. Our Survey of Teaching Beliefs and Practices for Undergraduates (STEP-U) assesses the extent to which students value skills needed for the workplace (e.g., ability to work in groups) and their experiences with teaching practices purported to promote such skills (e.g., group work). The survey was validated through factor analyses in a large sample of biology seniors (n = 1389) and through response process analyses (five interviewees). The STEP-U skills items were characterized by two underlying factors: retention (e.g., memorization) and transfer (e.g., knowledge application). Multiple linear regression models were used to examine relationships between classroom experiences, values, and student characteristics (e.g., gender, cumulative grade point average [GPA], and research experience). Student demographic and experiential factors predicted the extent to which students valued particular skills. Students with lower GPAs valued retention skills more than those with higher GPAs. Students with research experience placed greater value on scientific writing and interdisciplinary understanding. Greater experience with specific teaching practices was associated with valuing the corresponding skills more highly. The STEP-U can provide feedback vital for designing curricula that better prepare students for their intended postgraduate careers. PMID:27856547

  14. An On-Campus Botanical Tour to Promote Student Satisfaction and Learning in a University Level Biodiversity or General Biology Course

    Science.gov (United States)

    Ratnayaka, Harish H.

    2017-01-01

    Outdoor, hands-on and experiential learning, as opposed to instruction-based learning in classroom, increases student satisfaction and motivation leading to a deeper understanding of the subject. However, the use of outdoor exercises in undergraduate biology courses is declining due to a variety of constraints. Thus, the goal of this paper is to…

  15. Maximising Students' Progress and Engagement in Science through the Use of the Biological Sciences Curriculum Study (BSCS) 5E Instructional Model

    Science.gov (United States)

    Hoskins, Peter

    2013-01-01

    The Biological Sciences Curriculum Studies (BSCS) 5E Instructional Model (often referred to as the 5Es) consists of five phases. Each phase has a specific function and contributes both to teachers' coherent instruction and to students' formulation of a better understanding of scientific knowledge, attitudes and skills. Evidence indicates that the…

  16. Predicting Student Success in a Major's Introductory Biology Course via Logistic Regression Analysis of Scientific Reasoning Ability and Mathematics Scores

    Science.gov (United States)

    Thompson, E. David; Bowling, Bethany V.; Markle, Ross E.

    2018-01-01

    Studies over the last 30 years have considered various factors related to student success in introductory biology courses. While much of the available literature suggests that the best predictors of success in a college course are prior college grade point average (GPA) and class attendance, faculty often require a valuable predictor of success in…

  17. Out-of-School Experience Categories Influencing Interest in Biology of Secondary School Students by Gender: Exploration on an Abu Dhabi Sample

    Science.gov (United States)

    Badri, Masood; Yang, Guang; Al Mazroui, Karima; Mohaidat, Jihad; Al Rashedi, Asma; Al Housani, Najwa

    2017-01-01

    This study employed the international Relevance of Science Education questionnaire to survey the interest in biology and the out-of-school experiences of Abu Dhabi secondary school students (median age 17, mean age 17.53 and mode age of 16) in the third semester of 2014. It included 3100 participants. An exploratory factor analysis was used to…

  18. Teaching Trajectories and Students' Understanding of Difficult Concepts in Biology in Obio/Akpor Local Government Area in Rivers State

    Science.gov (United States)

    Mumuni, Abosede Anthonia Olufemi; Dike, John Worlu; Uzoma-Nwogu, Azibaolanari

    2017-01-01

    This study investigated the effects of teaching trajectories on students' understanding of difficult concepts in Biology. Two research questions and two null hypotheses guided the study which was carried out in Obio/Akpor Local Government Area of Rivers State. Two public coeducational schools out of thirteen drawn through purposive sampling…

  19. "What if We Were in a Test Tube?" Students' Gendered Meaning Making during a Biology Lesson about the Basic Facts of the Human Genitals

    Science.gov (United States)

    Orlander, Auli Arvola

    2014-01-01

    This paper explores what happens in the encounters between presentations of "basic facts" about the human genitals and 15-year-old students during a biology lesson in a Swedish secondary school. In this paper, meaning making was approached as relational, context-dependent and continually transacted. For this reason the analysis was…

  20. Forming of educational motivation of students to direction of preparation «Health of a man» in the process of study of medical and biological disciplines

    Directory of Open Access Journals (Sweden)

    Babich N.L.

    2012-12-01

    Full Text Available The features of forming of educational motivation of students are considered in the process of study of disciplines of medical and biological disciplines. 73 students took part in research. The analysis of publications is resulted in relation to determination of category vehicle of the probed problem, classification of educational reasons; motivational technologies of studies; correlation of reasons of educational activity of students. It is certain and grounded pedagogical terms of forming positive educational motivation of students on the example of study of discipline «Anatomy of timber-toe by bases of sporting morphology». It is recommended in the process of study of the rich in content modules of discipline to make examples of widespread diseases of the different systems and organs. It is set that the noted examples allow directly to influence on forming of educational motivation of students.

  1. Chemistry and Biology

    Science.gov (United States)

    Wigston, David L.

    1970-01-01

    Discusses the relationship between chemisty and biology in the science curriculum. Points out the differences in perception of the disciplines, which the physical scientists favoring reductionism. Suggests that biology departments offer a special course for chemistry students, just as the chemistry departments have done for biology students.…

  2. Enteric Diseases of Poultry with Special Attention to Clostridium perfringens

    Directory of Open Access Journals (Sweden)

    Hafez Mohamed Hafez

    2011-06-01

    Full Text Available The enteric heath of growing poultry is imperative to success of the production. The basic role of poultry production is turning feed stuffs into meat. Any changes in this turning process, due to mechanical, chemical or biological disturbance of digestive system (enteric disorders is mostly accompanied with high economic losses due to poor performance, increased mortality rates and increased medication costs. The severity of clinical signs and course of the disorders are influenced several factors such as management, nutrition and the involved agent(s. Several pathogens (viruses, bacteria and parasites are incriminated as possible cause of enteric disorders either alone (mono-causal, in synergy with other micro-organisms (multi-causal, or with non-infectious causes such as feed and /or management related factors. In addition, excessive levels of mycotoxins and biogenic amines in feed lead to enteric disorders. Also factors such as high stocking density, poor litter conditions, poor hygiene and high ammonia level and other stressful situation may reduce the resistance of the birds and increases their susceptibility to infections. Under field conditions, however, under filed conditions it is difficult to determine whether the true cause of enteric disorders, is of infectious or non-infectious origin. In recent years and since the ban of use of antimicrobial growth promoters in several countries the incidence of intestinal disorders especially those caused by clostridial infection was drastically increased. The present review described in general the several factors involved in enteric disorders and summarized the available literatures about Clostridium perfringens infection in poultry.

  3. Entry to medical schools with 'A' level in mathematics rather than biology.

    Science.gov (United States)

    Spurgin, C B

    1975-09-01

    The majority of British medical schools now accept for their shortest courses students who have mathematics at A level in place of the former requirement of biology A level. Only a small fraction of the entry, less than one-fifth, enters this way, in spite of statements by most medical schools that they make no distinction between those with mathematics and those with biology when making conditional offers of places. There is no evidence that those without biology are at a disadvantage in the courses. If the prospects of entry without A level biology were better publicized medical schools would have a wider field of possibly abler entrants, and pupils entering sixth forms could defer for a year a choice between a medical (or dental) career and one involving physical science, engineering, or other mathematics-based university education.

  4. Gaps in college biology students' understanding of photosynthesis: Implications for human constructivist learning theory and college classroom practice

    Science.gov (United States)

    Griffard, Phyllis Baudoin

    1999-11-01

    The main research question of this study was: What gaps in biochemical understanding are revealed by a range of university introductory biology students as they work through a critically acclaimed multimedia program on photosynthesis, and what are the corresponding implications for elaboration of the Ausubel-Novak-Gowin Learning Theory (ANG, now Human Constructivism)? Twelve students, mixed for ability, gender and ethnicity, were recruited from two sections of "Bio 101." Before and after instruction in photosynthesis, in-depth clinical interviews were conducted during which participants completed a range of cognitive tasks such as sorting, concept mapping, explaining and predicting. Some tasks involved interacting with a computer simulation of photosynthesis. This study primarily employed qualitative case study and verbal analysis methods. Verbal analysis of the clinical interviews revealed numerous gaps that were categorized into typologies. The two major categories were propositional gaps and processing gaps. Propositional gaps were evident in development of participants' concepts, links and constructs. Significant among these were conceptual distance gaps and continuity of matter gaps. Gaps such as convention gaps and relative significance gaps seem to be due to naivete in the discipline. Processing gaps included gaps in graphic decoding skills and relevant cognitive habits such as self-monitoring and consulting prior knowledge. Although the gaps were easier to detect and isolate with the above-average participants, all participants showed evidence of at least some of these gaps. Since some gaps are not unexpected at all but the highest literacy levels, not all the gaps identified are to be considered deficiencies. The gaps identified support the attention given by ANG theorists to the role of prior knowledge and metacognition as well as the value of graphic organizers in knowledge construction. In addition, this study revealed numerous gaps in graphic decoding

  5. Enteric hyperoxaluria in chronic pancreatitis.

    Science.gov (United States)

    Demoulin, Nathalie; Issa, Zaina; Crott, Ralph; Morelle, Johann; Danse, Etienne; Wallemacq, Pierre; Jadoul, Michel; Deprez, Pierre H

    2017-05-01

    Chronic pancreatitis may lead to steatorrhea, enteric hyperoxaluria, and kidney damage. However, the prevalence and determinants of hyperoxaluria in chronic pancreatitis patients as well as its association with renal function decline have not been investigated.We performed an observational study. Urine oxalate to creatinine ratio was assessed on 2 independent random urine samples in consecutive adult patients with chronic pancreatitis followed at the outpatient clinic from March 1 to October 31, 2012. Baseline characteristics and annual estimated glomerular filtration rate (eGFR) change during follow-up were compared between patients with hyper- and normo-oxaluria.A total of 48 patients with chronic pancreatitis were included. The etiology of the disease was toxic (52%), idiopathic (27%), obstructive (11%), autoimmune (6%), or genetic (4%). Hyperoxaluria (defined as urine oxalate to creatinine ratio >32 mg/g) was found in 23% of patients. Multivariate regression analysis identified clinical steatorrhea, high fecal acid steatocrit, and pancreatic atrophy as independent predictors of hyperoxaluria. Taken together, a combination of clinical steatorrhea, steatocrit level >31%, and pancreatic atrophy was associated with a positive predictive value of 100% for hyperoxaluria. On the contrary, none of the patients with a fecal elastase-1 level >100 μg/g had hyperoxaluria. Longitudinal evolution of eGFR was available in 71% of the patients, with a mean follow-up of 904 days. After adjustment for established determinants of renal function decline (gender, diabetes, bicarbonate level, baseline eGFR, and proteinuria), a urine oxalate to creatinine ratio >32 mg/g was associated with a higher risk of eGFR decline.Hyperoxaluria is highly prevalent in patients with chronic pancreatitis and associated with faster decline in renal function. A high urine oxalate to creatinine ratio in patients with chronic pancreatitis is best predicted by clinical steatorrhea, a high acid

  6. Misconception of biology education student of teacher training and education of Sriwijaya University to the concept of photosynthesis and respiration

    Science.gov (United States)

    Susanti, Rahmi

    2018-05-01

    This study aimed to gain an overview of misconceptions on the concept of photosynthesis and respiration. The study involved 58 students from Biology Education of Sriwijaya University. Collecting data used written test of 16 questions, which are 10 questions of multiple choice and 6 of choice with reason. The results showed that:photosynthesis occurs continuously (37.9%), energy used for photosynthesis are light and heat energy (34.5%), plants take CO2to respiration (47%), plants carry on respiration in the absence of light for photosynthesis (22.4%), respiration in plants occurs only in leaf cells (76.4%), and only animals that take O2 of photosynthesis to respiration (68.9%). The conclusion: 1) on the concept of photosynthesis is still prevailing misconceptions about the concept of the place and time of the occurrence of photosynthesis in plants, the role of the sun in photosynthesis, energy is required in the form of photosynthesis, and the role of photosynthesis for the plant. 2) on the concept of respiration is still prevailing misconceptions about the place of the respiration in plants, gas necessary for respiration of plants, and the plants perform respiration time, as well as the cycle of CO2 and O2 that occurs in nature.

  7. Bacteriophages as indicators of faecal pollution and enteric virus removal.

    Science.gov (United States)

    McMinn, B R; Ashbolt, N J; Korajkic, A

    2017-07-01

    Bacteriophages are an attractive alternative to faecal indicator bacteria (FIB), particularly as surrogates of enteric virus fate and transport, due to their closer morphological and biological properties. Based on a review of published data, we summarize densities of coliphages (F+ and somatic), Bacteroides spp. and enterococci bacteriophages (phages) in individual human waste, raw wastewater, ambient fresh and marine waters and removal through wastewater treatment processes utilizing traditional treatments. We also provide comparisons with FIB and enteric viruses whenever possible. Lastly, we examine fate and transport characteristics in the aquatic environment and provide an overview of the environmental factors affecting their survival. In summary, concentrations of bacteriophages in various sources were consistently lower than FIB, but more reflective of infectious enteric virus levels. Overall, our investigation indicates that bacteriophages may be adequate viral surrogates, especially in built systems, such as wastewater treatment plants. Bacteriophage are alternative fecal indicators that may be better surrogates for viral pathogens than fecal indicator bacteria (FIB). This report offers a summary of the existing literature concerning the utility of bacteriophage as indicators of viral presence (fecal sources and surface waters) and persistence (in built infrastructure and aquatic environments). Our findings indicate that bacteriophage levels in all matrices examined are consistently lower than FIB, but similar to viral pathogens. Furthermore, in built infrastructure (e.g. wastewater treatment systems) bacteriophage closely mimic viral pathogen persistence suggesting they may be adequate sentinels of enteric virus removal. © 2017 The Society for Applied Microbiology.

  8. Enteral Nutrition and Acute Pancreatitis: A Review

    NARCIS (Netherlands)

    Spanier, B. W. M.; Bruno, M. J.; Mathus-Vliegen, E. M. H.

    2011-01-01

    Introduction. In patients with acute pancreatitis (AP), nutritional support is required if normal food cannot be tolerated within several days. Enteral nutrition is preferred over parenteral nutrition. We reviewed the literature about enteral nutrition in AP. Methods. A MEDLINE search of the English

  9. Understanding and controlling the enteric nervous system

    NARCIS (Netherlands)

    Boeckxstaens, G. E.

    2002-01-01

    The enteric nervous system or the `Little Brain' of the gut controls gastrointestinal motility and secretion, and is involved in visceral sensation. In this chapter, new developments in understanding the function of the enteric nervous system are described. In particular, the interaction of this

  10. Noncommunicating Isolated Enteric Duplication Cyst in the ...

    African Journals Online (AJOL)

    Noncommunicating isolated enteric duplications in the abdomen are an extremely rare variant of enteric duplications with their own blood supply. We report a case of a noncommunicating isolated ileal duplication in a 10-month-old boy. He was admitted because of severe abdominal distension and developed irritability ...

  11. The Effectiveness of KNOS-KGS Learning Model to Improve Generic Science Skill and Biology Student Learning Outcomes SMA PGRI 1 Banjarmasin

    OpenAIRE

    Nefianthi, Rezky

    2015-01-01

    This study aims to determine the effectiveness of the model KNOS-KGS, to improve the learning outcomes of Biology at the ecosystem material in class X SMA PGRI 1 Banjarmasin. This research is a classroom action research, conducted in two cycles. Each cycle is done with two meetings. This study was conducted on 25 students in class X1. The research data is the result of student learning that consists of cognitive learning outcomes such as pretest and posttest. Affective learning outcomes such ...

  12. Enteral nutrition in inflammatory bowel disease.

    Science.gov (United States)

    Gassull, M A; Abad, A; Cabré, E; González-Huix, F; Giné, J J; Dolz, C

    1986-01-01

    To assess the effect of the addition of enteral tube feeding with polymeric diets to the standard treatment of acute attacks of inflammatory bowel disease a total of 43 patients admitted to hospital (23 with Crohn's disease and 20 with ulcerative colitis) were studied retrospectively. Total enteral nutrition was given to 26 as the sole nutritional supply and to 17 in conjunction with a normal ward diet, when appropriate, according to the severity of attack (control group). Nutritional state was assessed and classified in all patients at admission and at the end of the study, by measuring the triceps skinfold thickness, mid arm muscle circumference, and serum albumin concentration as representative of body fat, muscle protein, and visceral protein, respectively. At admission the three nutritional variables were not statistically different between the groups. There was a significantly positive effect on mid arm muscle circumference in patients on total enteral nutrition compared with the control group, but there was no effect on either triceps skinfold thickness or serum albumin concentration. The percentage of subjects requiring intravenous albumin infusion, however, was significantly less in the group fed enterally than in the control group. In addition, fewer patients in the group fed enterally required surgical treatment compared with the control group, despite the fact that one of the criteria for starting enteral nutritional support was the expectancy that surgery would be needed. Total enteral nutrition was well tolerated and no major side effects arose during its use in patients with acute exacerbations of inflammatory bowel disease. PMID:3098646

  13. Female high school biology students' biofilm-focused learning: The contributions of three instructional strategies to patterns in understanding and motivation

    Science.gov (United States)

    Ales, Jo Dale Hill

    2000-12-01

    This exploratory study examined three instructional strategies used with female high school biology students. The relative contributions of the strategies to student understanding of microbiology and motivation in science were analyzed. The science education community targeted underachievement in science by implementing changes in content and practices (NRC, 1996). Research suggested that teachers facilitate learnirig environments based on human constructivism (Mintzes, Wandersee, & Novak, 1997) that is rooted in meaningful learning theory (Ausubel, Novak & Hanesian, 1978). Teachers were advised to use both visual and verbal instructional strategies (Paivio, 1983) and encourage students to construct understandings by connecting new experiences to prior knowledge. The American Society for Microbiology supports the study of microorganisms because of their prominence in the biosphere (ASK 1997). In this study, two participating teachers taught selected microbiology concepts while focused on the cutting edge science of biofilms. Biology students accessed digitized biofilm images on an ASM web page and adapted them into products, communicated with biofilm researchers, and adapted a professional-quality instructional video for cross-age teaching. The study revealed improvements in understanding as evidenced on a written test; however, differences in learnirig outcomes were not significant. Other data, including student journal reflections, observations of student interactions, and student clinical interviews indicate that students were engaged in cutting edge science and adapted biofilm images in ways that increased understanding of microbiology (with respect to both science content and as a way of knowing) and motivation. An ASM CD-ROM of the images did not effectively enhance learning and this study provides insights into what could make it more successful. It also identifies why, in most cases, students' E-mail communication with biofilm researchers was unsuccessful

  14. Investigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science

    Science.gov (United States)

    Jeffery, Erica; Nomme, Kathy; Deane, Thomas; Pollock, Carol; Birol, Gülnur

    2016-01-01

    Students' academic experiences can influence their conceptualization of science. In contrast experts hold particular beliefs, perceptions, opinions, and attitudes about science that are often absent in first-year undergraduate students. Shifts toward more expert-like attitudes and views have been linked to improved student engagement,…

  15. 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…

  16. On the Learning Behaviours of English Additional-Language Speakers Entering Engineering Education in South Africa

    Science.gov (United States)

    Woollacott, L.; Simelane, Z.; Inglis, J.

    2011-01-01

    This article reports the findings of an inductive study on the learning behaviours and language difficulties of a small group of English additional-language students entering a school of chemical and metallurgical engineering in South Africa. Students were interviewed in their home language. While they appeared to have had a reasonable grounding…

  17. Using student motivation to design groups in a non-majors biology course for team-based collaborative learning: Impacts on knowledge, views, attitudes, and perceptions

    Science.gov (United States)

    Walters, Kristi L.

    The importance of student motivation and its connection to other learning variables (i.e., attitudes, knowledge, persistence, attendance) is well established. Collaborative work at the undergraduate level has been recognized as a valuable tool in large courses. However, motivation and collaborative group work have rarely been combined. This project utilized student motivation to learn biology to place non-major biology undergraduates in collaborative learning groups at East Carolina University, a mid-sized southeastern American university, to determine the effects of this construct on student learning. A pre-test measuring motivation to learn biology, attitudes toward biology, perceptions of biology and biologists, views of science, and content knowledge was administered. A similar post-test followed as part of the final exam. Two sections of the same introductory biology course (n = 312) were used and students were divided into homogeneous and heterogeneous groups (based on their motivation score). The heterogeneous groups (n = 32) consisted of a mixture of different motivation levels, while the homogeneous groups (n = 32) were organized into teams with similar motivation scores using tiers of high-, middle-, and low-level participants. Data analysis determined mixed perceptions of biology and biologists. These include the perceptions biology was less intriguing, less relevant, less practical, less ethical, and less understandable. Biologists were perceived as being neat and slightly intelligent, but not very altruistic, humane, ethical, logical, honest, or moral. Content knowledge scores more than doubled from pre- to post-test. Half of the items measuring views of science were not statistically significantly different from pre- to post-test. Many of the factors for attitudes toward biology became more agreeable from pre- to post-test. Correlations between motivation scores, participation levels, attendance rates, and final course grades were examined at both the

  18. How does undergraduate college biology students' level of understanding, in regard to the role of the seed plant root system, relate to their level of understanding of photosynthesis?

    Science.gov (United States)

    Njeng'ere, James Gicheha

    This research study investigated how undergraduate college biology students' level of understanding of the role of the seed plant root system relates to their level of understanding of photosynthesis. This research was conducted with 65 undergraduate non-majors biology who had completed 1 year of biology at Louisiana State University in Baton Rouge and Southeastern Louisiana University in Hammond. A root probe instrument was developed from some scientifically acceptable propositional statements about the root system, the process of photosynthesis, as well as the holistic nature of the tree. These were derived from research reviews of the science education and the arboriculture literature. This was administered to 65 students selected randomly from class lists of the two institutions. Most of the root probe's items were based on the Live Oak tree. An in-depth, clinical interview-based analysis was conducted with 12 of those tested students. A team of root experts participated by designing, validating and answering the same questions that the students were asked. A "systems" lens as defined by a team of college instructors, root experts (Shigo, 1991), and this researcher was used to interpret the results. A correlational coefficient determining students' level of understanding of the root system and their level of understanding of the process of photosynthesis was established by means of Pearson's r correlation (r = 0.328) using the SAS statistical analysis (SAS, 1987). From this a coefficient of determination (r2 = 0.104) was determined. Students' level of understanding of the Live Oak root system (mean score 5.94) was not statistically different from their level of understanding of the process of photosynthesis (mean score 5.54) as assessed by the root probe, t (129) = 0.137, p > 0.05 one tailed-test. This suggests that, to some degree, level of the root system limits level of understanding of photosynthesis and vice versa. Analysis of quantitative and qualitative

  19. The effects of autonomy-supportive and controlling teaching behaviour in biology lessons with primary and secondary experiences on students' intrinsic motivation and flow-experience

    Science.gov (United States)

    Hofferber, Natalia; Basten, Melanie; Großmann, Nadine; Wilde, Matthias

    2016-09-01

    Self-Determination Theory and Flow Theory propose that perceived autonomy fosters the positive qualities of motivation and flow-experience. Autonomy-support can help to maintain students' motivation in very interesting learning activities and may lead to an increase in the positive qualities of motivation in less interesting learning activities. This paper investigates whether autonomy-supportive or controlling teaching behaviour influence students' motivation and flow-experience in biology class. In study 1, 158 students of grade six worked on the adaptations of Harvest Mice (Micromys minutus) with living animals. The 153 sixth graders of study 2 dealt with the same content but instead worked with short films on laptops. Previous studies have shown that students perceive film sequences as less interesting than working with living animals. Students' intrinsic motivation and flow-experience were measured at the end of the first and the third lesson. In study 1, autonomy-supportive teaching behaviour led to significant differences in students' intrinsic motivation and flow-experience when compared to controlling teaching behaviour. In study 2, motivation and flow-experience were not always in line with theory. The positive effects of autonomy-supportive and the non-beneficial effects of the controlling teaching behaviour seem to be dependent on the interestingness of the teaching material.

  20. Effect of Video Triggering During Conventional Lectures on Final Grades of Dental Students in an Oral Biology Course: A Two-Year Retrospective Study.

    Science.gov (United States)

    Farooq, Imran; Al-Jandan, Badr A

    2015-12-01

    The aim of this study was to analyze the effect of the inclusion of video triggers in conventional face-to-face lectures on the final grades of dental students in an oral biology course. The study consisted of two groups of students taking the course in two academic years at a dental school in Saudi Arabia: group 1, 2013-14 (control); and group 2, 2014-15. The total sample comprised 163 students (n=163; group 1: 71 and group 2: 92). Group 1 received lectures without any videos, whereas group 2 received lectures that included two to three videos of one to five minutes in duration with triggering effect (a video was shown every 10-15 minutes into the lecture). The final examination grades of the students were accessed retrospectively, and the data were compared with a chi-square test. The results confirmed that a higher number of students who received video triggering during lectures (group 2) performed better than their counterparts who did not receive video triggers (group 1); the difference was statistically significant (pvideo triggers may offer an advantage over conventional methods and their inclusion in lectures can be a way to enhance students' learning.

  1. Relations between Intuitive Biological Thinking and Biological Misconceptions in Biology Majors and Nonmajors

    Science.gov (United States)

    Coley, John D.; Tanner, Kimberly

    2015-01-01

    Research and theory development in cognitive psychology and science education research remain largely isolated. Biology education researchers have documented persistent scientifically inaccurate ideas, often termed "misconceptions," among biology students across biological domains. In parallel, cognitive and developmental psychologists…

  2. American Society for Parenteral & Enteral Nutrition

    Science.gov (United States)

    ... Center Advertising and Sponsorship Learn More ASPEN Enteral Nutrition by the Numbers: EN Data Across the Healthcare Continuum Learn More The ASPEN Adult Nutrition Support Core Curriculum, 3rd Edition Has Arrived! The ...

  3. Do enteric neurons make hypocretin? ☆

    Science.gov (United States)

    Baumann, Christian R.; Clark, Erika L.; Pedersen, Nigel P.; Hecht, Jonathan L.; Scammell, Thomas E.

    2008-01-01

    Hypocretins (orexins) are wake-promoting neuropeptides produced by hypothalamic neurons. These hypocretin-producing cells are lost in people with narcolepsy, possibly due to an autoimmune attack. Prior studies described hypocretin neurons in the enteric nervous system, and these cells could be an additional target of an autoimmune process. We sought to determine whether enteric hypocretin neurons are lost in narcoleptic subjects. Even though we tried several methods (including whole mounts, sectioned tissue, pre-treatment of mice with colchicine, and the use of various primary antisera), we could not identify hypocretin-producing cells in enteric nervous tissue collected from mice or normal human subjects. These results raise doubts about whether enteric neurons produce hypocretin. PMID:18191238

  4. OCCURRENCE OF ENTERIC VIRUSES IN SURFACE WATERS

    Science.gov (United States)

    Human enteric viruses cause a number of diseases when individuals are exposed to contaminated drinking & recreational waters. Vaccination against poliovirus has virtually eliminated poliomyelitis from the planet. Other members of enterovirus group cause numerous diseases. Hepatit...

  5. effects of enteral glutamine supplementation on reduction

    African Journals Online (AJOL)

    Objective: To determine the effect of enteral glutamine in reducing the incidence of ... in use. These modalities include among others; topical antibacterial agents, early excision of eschar, and ... in the burns unit and plastic surgery ward 4D of.

  6. A Dual Case Study: Students' Perceptions, Self-Efficacy and Understanding of the Nature of Science in Varied Introductory Biology Laboratories

    Science.gov (United States)

    Quigley, Dena Beth Boans

    Since World War II, science education has been at the forefront of curricular reforms. Although the philosophical approach to science education has changed numerous times, the importance of the laboratory has not waned. A laboratory is meant to allow students to encounter scientific concepts in a very real, hands-on way so that they are able to either recreate experiments that have given rise to scientific theories or to use science to understand a new idea. As the interactive portion of science courses, the laboratory should not only reinforce conceptual ideas, but help students to understand the process of science and interest them in learning more about science. However, most laboratories have fallen into a safe pattern having teachers and students follow a scientific recipe, removing the understanding of and interest in science for many participants. In this study, two non-traditional laboratories are evaluated and compared with a traditional laboratory in an effort to measure student satisfaction, self-efficacy, attitudes towards science, and finally their epistemology of the nature of science (NOS). Students in all populations were administered a survey at the beginning and the end of their spring 2016 laboratory, and the survey was a mixture of qualitative questions and quantitative instruments. Overall, students who participated in one of the non-traditional labs rated their satisfaction higher and used affirming supportive statements. They also had significant increases in self-efficacy from pre to post, while the students in the traditional laboratory had a significant decrease. The students in the traditional laboratory had significant changed in attitudes towards science, as did the students in one of the non-traditional laboratories. All students lacked a firm grasp of the tenets of NOS, although one laboratory that includes explicit discussions of NOS saw improvement in at least on tenet. Data for two non-major biology laboratory populations was

  7. [Indications and practice of enteral nutrition].

    Science.gov (United States)

    Hallay, Judit; Nagy, Dániel; Fülesdi, Béla

    2014-12-21

    Malnutrition in hospitalised patients has a significant and disadvantageous impact on treatment outcome. If possible, enteral nutrition with an energy/protein-balanced nutrient should be preferred depending on the patient's condition, type of illness and risk factors. The aim of the nutrition therapy is to increase the efficacy of treatment and shorten the length of hospital stay in order to ensure rapid rehabilitation. In the present review the authors summarize the most important clinical and practical aspects of enteral nutrition therapy.

  8. Do enteric neurons make hypocretin? ☆

    OpenAIRE

    Baumann, Christian R.; Clark, Erika L.; Pedersen, Nigel P.; Hecht, Jonathan L.; Scammell, Thomas E.

    2007-01-01

    Hypocretins (orexins) are wake-promoting neuropeptides produced by hypothalamic neurons. These hypocretin-producing cells are lost in people with narcolepsy, possibly due to an autoimmune attack. Prior studies described hypocretin neurons in the enteric nervous system, and these cells could be an additional target of an autoimmune process. We sought to determine whether enteric hypocretin neurons are lost in narcoleptic subjects. Even though we tried several methods (including whole mounts, s...

  9. Laboratory Screening for Children Entering Foster Care.

    Science.gov (United States)

    Greiner, Mary V; Beal, Sarah J; Nause, Katie; Staat, Mary Allen; Dexheimer, Judith W; Scribano, Philip V

    2017-12-01

    To determine the prevalence of medical illness detected by laboratory screening in children entering foster care in a single, urban county. All children entering foster care in a single county in Ohio were seen at a consultation foster care clinic and had laboratory screening, including testing for infectious diseases such as HIV, hepatitis B, hepatitis C, syphilis, and tuberculosis as well as for hemoglobin and lead levels. Over a 3-year period (2012-2015), laboratory screening was performed on 1977 subjects entering foster care in a consultative foster care clinic. The prevalence of hepatitis B, hepatitis C, syphilis, and tuberculosis were all found to be <1%. There were no cases of HIV. Seven percent of teenagers entering foster care tested positive for Chlamydia . A secondary finding was that 54% of subjects were hepatitis B surface antibody-negative, indicating an absence of detected immunity to the hepatitis B virus. Routine laboratory screening for children entering foster care resulted in a low yield. Targeted, rather than routine, laboratory screening may be a more clinically meaningful approach for children entering foster care. Copyright © 2017 by the American Academy of Pediatrics.

  10. Enteric Protozoa in the Developed World: a Public Health Perspective

    Science.gov (United States)

    Fletcher, Stephanie M.; Stark, Damien; Harkness, John

    2012-01-01

    Summary: Several enteric protozoa cause severe morbidity and mortality in both humans and animals worldwide. In developed settings, enteric protozoa are often ignored as a cause of diarrheal illness due to better hygiene conditions, and as such, very little effort is used toward laboratory diagnosis. Although these protozoa contribute to the high burden of infectious diseases, estimates of their true prevalence are sometimes affected by the lack of sensitive diagnostic techniques to detect them in clinical and environmental specimens. Despite recent advances in the epidemiology, molecular biology, and treatment of protozoan illnesses, gaps in knowledge still exist, requiring further research. There is evidence that climate-related changes will contribute to their burden due to displacement of ecosystems and human and animal populations, increases in atmospheric temperature, flooding and other environmental conditions suitable for transmission, and the need for the reuse of alternative water sources to meet growing population needs. This review discusses the common enteric protozoa from a public health perspective, highlighting their epidemiology, modes of transmission, prevention, and control. It also discusses the potential impact of climate changes on their epidemiology and the issues surrounding waterborne transmission and suggests a multidisciplinary approach to their prevention and control. PMID:22763633

  11. Listening to their voices: The essence of the experience of special and regular education students as they learn monarch, Danaus plexippus, biology and ecology

    Science.gov (United States)

    Koomen, Michele Jean Hollingsworth

    This dissertation reports on a phenomenological study of nine regular and special education students as they studied insect biology and ecology in their inclusive seventh grade life science class. Three fundamental data collection methods of interpretive research (student observations, interviews and artifact analysis) framed the data collection of this study. Hermeneutic phenomenological analysis and a seven-step framework, beginning with establishment of the unit of analysis and ending in theory generation, were used to systematically analyze the data resulting in the emergence of four main themes. The essence of the lived experience of the study participants reveal a variety of ways working with others in groups supported their learning. Students reported that it was easier to share ideas, ask questions and complete their work when they worked together with other classmates. A second finding of this study, It's kind of hard in learning science, exposes some of the anxiety and the challenges that are part of the experiences of both regular and special education students in learning science. A third finding reveals that for the students in this study the practice of inquiry learning in science is fragile. Despite daily opportunities in inquiry activities, many students are fixated in finding the "right" answers and just getting their "work done." The practice of inquiry is also fragile because of the perceptions of how we go about doing and learning science. The perception of practicing science for the special education students was moderated and limited by their viewpoint that science is coupled with language arts. The last major theme describes the manner in which both student groups navigate through science learning using various strategies that contribute to their learning or engaging in behaviors that seem to conceal their learning differences. The results of this research have implication for inclusive classroom teachers, special educators, teacher educators

  12. Using the Improvisational “Yes, and…” Approach as a Review Technique in the Student-Centered Biology Classroom

    Directory of Open Access Journals (Sweden)

    Laura Jean MacDonald

    2016-12-01

    Full Text Available In the biological sciences, students frequently equate understanding to compiling and memorizing information as a series of isolated facts.  For this reason, they struggle to connect major concepts across course curriculums.  In other disciplines, improvisation techniques have been introduced as a way to engage with millenials, who learn best through inductive and experiential learning.  Here we present an improvisational classroom activity called “Yes, and…” as a review technique that can be used throughout the semester and in multiple contexts to help students assimilate and integrate information.  Students in small groups first review a major topic provided by the instructor (for example, DNA structure or DNA properties.  Then, one student in the group contributes one sentence that starts a narrative about the topic being reviewed as learned in class.  Additional members of the group then take turns, one at a time, to add additional layers of details to the narrative.  The group dynamic continues until all of the students in the group have contributed at least one sentence to the narrative.  Students are encouraged to listen carefully to their classmates’ contributions so that inaccurate ideas can be identified and tweaked through conversation at the end of one round of the exercise.  The instructor moves between groups to continue to foster the learning experience.  We find that the “Yes, and…” approach promotes deep student engagement with course material, collaboration among students of different backgrounds, and fosters development of oral communication skills.

  13. "Capping Off" the Development of Graduate Capabilities in the Final Semester Unit for Biological Science Students: Review and Recommendations

    Science.gov (United States)

    Firn, Jennifer

    2015-01-01

    Biology is the most rapidly evolving scientific field of the 21st century. Biology graduates must be able to integrate concepts and collaborate outside their discipline to solve the most pressing questions of our time, e.g. world hunger, malnutrition, climate change, infectious disease and biosecurity. University educators are attempting to…

  14. Preparing Our Undergraduates to Enter a Cyber World

    OpenAIRE

    Schweitzer , Dino; Gibson , David; Bibighaus , David; Boleng , Jeff

    2011-01-01

    Part 2: WISE 7; International audience; Today’s students have grown up with computer-based technology and need to be prepared to enter a career in a digital world. This includes an understanding of the broader implications of technology such as the growing threat of cyber-crime and cyber-terrorism, cyber-ethics, the legal and social implications of technology, and the local and global impacts. At our institution, we have taken a broad look at ways of integrating cyber awareness and education ...

  15. Development and Evaluation of the Tigriopus Course-Based Undergraduate Research Experience: Impacts on Students' Content Knowledge, Attitudes, and Motivation in a Majors Introductory Biology Course.

    Science.gov (United States)

    Olimpo, Jeffrey T; Fisher, Ginger R; DeChenne-Peters, Sue Ellen

    2016-01-01

    Within the past decade, course-based undergraduate research experiences (CUREs) have emerged as a viable mechanism to enhance novices' development of scientific reasoning and process skills in the science, technology, engineering, and mathematics disciplines. Recent evidence within the bioeducation literature suggests that student engagement in such experiences not only increases their appreciation for and interest in scientific research but also enhances their ability to "think like a scientist." Despite these critical outcomes, few studies have objectively explored CURE versus non-CURE students' development of content knowledge, attitudes, and motivation in the discipline, particularly among nonvolunteer samples. To address these concerns, we adopted a mixed-methods approach to evaluate the aforementioned outcomes following implementation of a novel CURE in an introductory cell/molecular biology course. Results indicate that CURE participants exhibited more expert-like outcomes on these constructs relative to their non-CURE counterparts, including in those areas related to self-efficacy, self-determination, and problem-solving strategies. Furthermore, analysis of end-of-term survey data suggests that select features of the CURE, such as increased student autonomy and collaboration, mediate student learning and enjoyment. Collectively, this research provides novel insights into the benefits achieved as a result of CURE participation and can be used to guide future development and evaluation of authentic research opportunities. © 2016 J. T. Olimpo 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).

  16. An investigation of the relationships between junior high school students' (8th and 9th grades) background variables and structure of knowledge recall of biological content

    Science.gov (United States)

    Demetrius, Olive Joyce

    The purpose of this study was to examine the relationships between Junior High School students' (8th and 9th grades) background variables (e.g. cognitive factors, prior knowledge, preference for science versus non-science activities, formal and informal activities) and structure of information recall of biological content. In addition, this study will illustrate how flow maps, a graphic display, designed to represent the sequential flow and cross linkage of ideas in information recalled by the learner can be used as a tool for analyzing science learning data. The participants (46 junior high school students) were taught a lesson on the human digestive system during which they were shown a model of the human torso. Their pattern of information recall was determined by using an interview technique to elicit their understanding of the functional anatomy of the human digestive system. The taped responses were later transcribed for construction of the flow map. The interview was also used to assess knowledge recall of biological content. The flow map, science interest questionnaire and the cognitive operations (based on content analysis of student's narrative) were used to analyze data from each respondent. This is a case study using individual subjects and interview techniques. The findings of this study are: (1) Based on flow map data higher academic ability students have more networking of ideas than low ability students. (2) A large percentage of 9th grade low ability students intend to pursue science/applied science course work after leaving school but they lack well organized ways of representing science knowledge in memory. (3) Content analysis of the narratives shows that students with more complex ideational networks use higher order cognitive thought processes compared to those with less networking of ideas. If students are to make a successful transition from low academic performance to high academic performance it seems that more emphasis should be placed on

  17. How does a high school biology teacher interact with his 10th grade students?: Examining science talk in evolution and human genetics instruction from a sociolinguistics perspective

    Science.gov (United States)

    Avsar Erumit, Banu

    This qualitative study employed a case study design (Creswell, 2014) with a high school biology teacher to examine a) the types of discourse patterns that a high school teacher was using in evolution and human genetics units, b) the purposes and cognitive features of the teacher's questions, their impact on students' subsequent responses, and the types of teacher follow ups occurred in these two units, and c) the factors that I thought might be somehow influencing the teaching and learning of these two topics in this classroom. The findings showed that lecture and recitation were the two most frequently used discourse types in the two units. Guided discussion and guided small group work in which students' ideas and questions were more welcomed than in lecture and recitation, were used only in the evolution unit, which was also unit in which the teacher used hands-on activities. In the human genetics unit, he only used worksheet-based activities, which he called paper and pencil labs. Teacher questions were posed mainly to assess the correctness of students' factual knowledge, remind them of previously covered information, and check with students to clarify the meaning of their utterances or their progress on a task. The two primary types of cognitive processes associated with students' responses were recall information and evaluate teacher's questions, mostly with a short response. The most frequently heard voice in the classroom was teacher's. Whole class interactions did not feature equal participation as some much more engaged students dominated. The results of the teacher questionnaires. teacher interviews, teacher debriefings, and lesson observations showed that Evan had an informed understanding of NOS, a high level of acceptance of evolution, and adequate understanding of evolution. The factors that seemed to negatively influence his teaching and students' engagement in that classroom included but not limited to the teacher's lack of experience in teaching

  18. The Effects of Individual Versus Cooperative Testing in a Flipped Classroom on the Academic Achievement, Motivation Toward Science, and Study Time for 9th Grade Biology Students

    Science.gov (United States)

    McCall, Megan O'Neill

    This study examined the effects of cooperative testing versus traditional or individual testing and the impacts on academic achievement, motivation toward science, and study time for 9th grade biology students. Research questions centered on weekly quizzes given in a flipped classroom format for a period of 13 weeks. The study used a mixed methods research design, which combined quantitative and qualitative data collection techniques. The study examined 66 students enrolled in three sections of a 9 th grade biology course at a private K-12 school. Students were randomly assigned to groups of three or four students. Weekly quizzes on regularly assigned curriculum material were provided from the flipped classroom videos. Six quizzes were randomly selected for each class to be in the cooperative testing format and six quizzes were randomly selected to be given individually or traditional-style testing format. Week 7 was reserved for administration of the mid-study questionnaire and no quiz was administered. Quantitative data collected included student grades on the 12 weekly quizzes. Qualitative data were also collected from pre-study, mid-study, and post-study questionnaires as well as semi-structured individual interviews and one focus group. Cooperative testing groups scored higher on the quizzes than when students took quizzes as individuals for five of the nine quizzes analyzed. Students did not score significantly higher than the best scorer in groups taking quizzes individually. For one quiz, the best scorer did better than the cooperative groups. Overall, cooperatively tested groups in some cases scored higher than the average of groups taking the quizzes individually, but the impact was not consistent across all quiz weeks. Difficulty level of the material, contextual factors, and ceiling effects are among potential explanations of the inconsistent outcomes. Across the study, motivation toward science stayed the same or increased depending on the aspect of

  19. Where Did You Come From? Where Will You Go? Human Evolutionary Biology Education and American Students' Academic Interests and Achievements, Professional Goals, and Socioscientific Decision-making

    Science.gov (United States)

    Schrein, Caitlin M.

    In the United States, there is a national agenda to increase the number of qualified science, technology, engineering, and maths (STEM) professionals and a movement to promote science literacy among the general public. This project explores the association between formal human evolutionary biology education (HEB) and high school science class enrollment, academic achievement, interest in a STEM degree program, motivation to pursue a STEM career, and socioscientific decision-making for a sample of students enrolled full-time at Arizona State University. Given a lack of a priori knowledge of these relationships, the Grounded Theory Method was used and was the foundation for a mixed-methods analysis involving qualitative and quantitative data from one-on-one interviews, focus groups, questionnaires, and an online survey. Theory development and hypothesis generation were based on data from 44 students. The survey instrument, developed to test the hypotheses, was completed by 486 undergraduates, age 18--22, who graduated from U.S. public high schools. The results showed that higher exposure to HEB was correlated with greater high school science class enrollment, particularly for advanced biological science classes, and that, for some students, HEB exposure may have influenced their enrollment, because the students found the content interesting and relevant. The results also suggested that students with higher K--12 HEB exposure felt more prepared for undergraduate science coursework. There was a positive correlation between HEB exposure and interest in a STEM degree and an indirect relationship between higher HEB exposure and motivation to pursue a STEM career. Regarding a number of socioscientific issues, including but not limited to climate change, homosexuality, and stem cell research, students' behaviors and decision-making more closely reflected a scientific viewpoint---or less-closely aligned to a religion-based perspective---when students had greater HEB exposure

  20. Biological Clocks & Circadian Rhythms

    Science.gov (United States)

    Robertson, Laura; Jones, M. Gail

    2009-01-01

    The study of biological clocks and circadian rhythms is an excellent way to address the inquiry strand in the National Science Education Standards (NSES) (NRC 1996). Students can study these everyday phenomena by designing experiments, gathering and analyzing data, and generating new experiments. As students explore biological clocks and circadian…