Student-centered introductory biology course: evidence for deep learning

Our interpretative study that was carried out in a science and engineering oriented university examined the ways students in an introductory biology course perceived their learning in the course that was substantially changed to allow student-centered learning. The instructional change was framed by the view of learning as a sociocultural activity as well as a cognitive process that can take place face-to-face or through online interaction. Most of the lectures were substituted with individual learning and project-based, small-group learning that lasted one month. Data were collected through interviews with students and instructors, and through observations. In the paper, we show evidence for deep learning that was associated by the students and the instructors with short-term, meaningful activities in a setting that included collaborative peer learning; and replacing most lectures by small group learning that ended in a mini-conference. Deep learning was evidenced by the ways students reflected on how they organised and applied knowledge using deep learning strategies.     

Study of physiological responses to acute carbon monoxide exposure with a human patient simulator

Human patient simulators are widely used to train health professionals and students in a clinical setting, but they also can be used to enhance physiology education in a laboratory setting. Our course incorporates the human patient simulator for experiential learning in which undergraduate university juniors and seniors are instructed to design, conduct, and present (orally and in written form) their project testing physiological adaptation to an extreme environment. This article is a student report on the physiological response to acute carbon monoxide exposure in a simulated healthy adult male and a coal miner and represents how 1) human patient simulators can be used in a nonclinical way for experiential hypothesis testing; 2) students can transition from traditional textbook learning to practical application of their knowledge; and 3) student-initiated group investigation drives critical thought. While the course instructors remain available for consultation throughout the project, the relatively unstructured framework of the assignment drives the students to create an experiment independently, troubleshoot problems, and interpret the results. The only stipulation of the project is that the students must generate an experiment that is physiologically realistic and that requires them to search out and incorporate appropriate data from primary scientific literature. In this context, the human patient simulator is a viable educational tool for teaching integrative physiology in a laboratory environment by bridging textual information with experiential investigation.     

Grass Gazers: Using citizen science as a tool to facilitate practical and online science learning for secondary school students during the COVID‐19 lockdown

The coronavirus disease of 2019 (COVID‐19) pandemic has impacted educational systems worldwide during 2020, including primary and secondary schooling. To enable students of a local secondary school in Brisbane, Queensland, to continue with their practical agricultural science learning and facilitate online learning, a “Grass Gazers” citizen science scoping project was designed and rapidly implemented as a collaboration between the school and a multidisciplinary university research group focused on pollen allergy. Here, we reflect on the process of developing and implementing this project from the perspective of the school and the university. A learning package including modules on pollen identification, tracking grass species, measuring field greenness, using a citizen science data entry platform, forensic palynology, as well as video guides, risk assessment and feedback forms were generated. Junior agriculture science students participated in the learning via online lessons and independent data collection in their own local neighborhood and/or school grounds situated within urban environments. The university research group and school coordinator, operating in their own distributed work environments, had to develop, source, adopt, and/or adapt material rapidly to meet the unique requirements of the project. The experience allowed two‐way knowledge exchange between the secondary and tertiary education sectors. Participating students were introduced to real‐world research and were able to engage in outdoor learning during a time when online, indoor, desk‐based learning dominated their studies. The unique context of restrictions imposed by the social isolation policies, as well as government Public Health and Department of Education directives, allowed the team to respond by adapting teaching and research activity to develop and trial learning modules and citizen science tools. The project provided a focus to motivate and connect teachers, academic staff, and school students during a difficult circumstance. Extension of this citizen project for the purposes of research and secondary school learning has the potential to offer ongoing benefits for grassland ecology data acquisition and student exposure to real‐world science.     

Childrens' Understanding of the Classification of Living Organisms

This study investigated the effectiveness of three different instructional materials for learning how to identify fish at the species level in a blended classroom and out-of-classroom scenario. A sample of 195 first-year students of biology or geoecology at the University of Tuebingen participated in a course on identification of European freshwater fish species at a public aquarium. Prior to studying the species in the aquarium's fish tanks, students prepared themselves in a classroom nearby with one of three different learning materials: (1) preserved specimens and paper-based dichotomous identification keys; (2) digital videos; or (3) digital videos with preserved specimens and paper-based dichotomous identification keys. Students' acquisition of knowledge and their motivation were measured twice, once after preparing in the classroom and once after visiting the aquarium. Results showed that students who had prepared themselves with digital videos identified significantly more species correctly but were less motivated than those students who had learnt only with preserved specimens and dichotomous identification keys. When both instructional methods were combined students performed well in the post-tests and were motivated to learn, suggesting that the combination of both instructional approaches encourages motivation without any outcome losses.     

Self-expression assignment as a teaching approach to enhance the interest of Kuwaiti women in biological sciences

Stimulating the interest of students in biological sciences necessitates the use of new teaching methods and motivating approaches. The idea of the self-expression assignment (SEA) has evolved from the prevalent environment at the College for Women of Kuwait University (Safat, State of Kuwait), a newly established college where the number of students is low and where students have varied backgrounds and interests and are being instructed biological sciences in English for the first time. This SEA requires each student to choose a topic among a long list of topics and interact with it in any way to produce a finished product without the interference of the course instructor. Students are told that the SEA will be graded based on their commitment, creative thinking, innovation in developing the idea, and finishing up of the chosen assignment. The SEA has been implemented in three introductory courses, namely, Biology, Introduction to Human Nutrition and Food Science, and The Human Body. Many interesting projects resulted from the SEA, and, based on an administered survey, students assessed this assignment very favorably. Students expressed their pleasure of experiencing freedom in choosing their own topics, interacting with such topics, learning more about them, and finishing up their projects. Students appreciated this type of exposure to biological sciences and expressed that such an experience enhanced their interest in such sciences.     

Evolution: Improving the Understanding of Undergraduate Biology Students with an Active Pedagogical Approach

Students in a large introductory biology course at Flinders University, South Australia, were quizzed on misconceptions relating to evolution and their acceptance of evolutionary theory before and after completing the course. By providing students with a course featuring a multifaceted approach to learning about evolution, students improved their understanding and decreased their overall misconceptions. A variety of instructional methods and assessment tools were utilized in the course, and it employed an active and historically rich pedagogical approach. Although student learning and understanding of evolutionary theory improved throughout the course, it did not alter the beliefs of students who commented both before and after the course that religious theories provided adequate explanation for the diversity of life. Interestingly, students who maintained this belief scored more poorly on the final examination than students who considered evolution as the best explanation for the diversity of life.     

A case for project based learning to enact semantic waves: towards cumulative knowledge building

ABSTRACT

First-year undergraduate curricula and their delivery should assist students in the transition from previous learning experiences to learning in higher education. However, the so-called articulation gap or discontinuity between secondary and higher education has been identified as a key structural curriculum problem for first-year success in South Africa and abroad. Valuable insights into this problem came from a recent study that drew on Legitimation Code Theory (LCT). Findings revealed an unexpectedly wide gap between the high school and the university biology curricula. The high school biology curriculum displays minimal movement between context-dependent, simpler meaning and relatively decontextualized, condensed meaning common in first-year biology. LCT Semantics was also found to be a valuable tool for restructuring curricula and pedagogy to intentionally enact semantic movement and thereby a more gradual transition for students from high school to university. This paper reports on an integrative first-year biology project aimed intentionally at taking students’ concept knowledge through a wide contextual range, and repeatedly between less and more complex meaning. I reflect on how the project design steers students towards creating semantic movement during their presentations, thereby contributing to cumulative knowledge building and a more gradual transition towards first-year epistemological access.     

Enhancing theoretical understanding of a practical biology course using active and self-directed learning strategies

Laboratories are recognised as central in science education, allowing students to consolidate knowledge and master practical skills, however, their effectiveness has been questioned. Whilst laboratory practicals are useful for students’ learning of basic procedures, they have been shown to be less effective for developing conceptual understanding of the subject. Interactive lectures and bespoke digital resources were utilised in order to enhance theoretical understanding of laboratory practical molecular sessions, thus enabling students to take responsibility for and direct their own learning, encouraging inquiry-based learning. Providing easy to access additional learning resources offered students an opportunity to better prepare themselves for the laboratory, and consolidate their knowledge through subsequent review and self-testing in their own time. Grades before and after implementation of these active learning strategies were analysed to look at the impact on student learning and this study demonstrates that integrating these into a challenging practical biology course improved grades significantly with a concomitant increase in the number of ‘A’ grades attained. Feedback to evaluate use and perceptions of both interactive lectures and digital resources were also analysed. It has been shown here that these activities enhanced student experience and understanding of the course.     

An innovative biology course for first-year university students in Australia

The course ‘Biology of Mankind’ was introduced into the University of New South Wales for first-year students from any faculty wishing to take biology. All students, regardless of their previous background in biology or their reasons for taking the course, followed the same syllabus. Biological principles were taught in the context of the evolution of man in relation to his environment; the importance of scientific methods for the study of these interactions was emphasized. At the beginning of their university studies students were introduced to the relevance of biology for an understanding of many related disciplines. The course represented an educational innovation in both content and teaching methods. It sought to develop some independence in student learning as preparation for subsequent years. The development of the course and its evaluation over a three-year period are reviewed.     

Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy

Graduate students and postdoctoral fellows currently encounter requests for a statement of teaching philosophy in at least half of academic job announcements in the United States. A systematic process for the development of a teaching statement is required that integrates multiple sources of support, informs writers of the document's purpose and audience, helps writers produce thoughtful statements, and encourages meaningful reflection on teaching and learning. This article for faculty mentors and instructional consultants synthesizes practices for mentoring graduate students, postdoctoral fellows, and junior faculty members as they prepare statements of teaching philosophy. We review background information on purposes and audiences, provide writing resources, and synthesize empirical research on the use of teaching statements in academic job searches. In addition, we integrate these resources into mentoring processes that have helped graduate students in a Health Sciences Pedagogy course to collaboratively and critically examine and write about their teaching. This summary is intended for faculty mentors and instructional consultants who want to refine current resources or establish new mentoring programs. This guide also may be useful to graduate students, postdoctoral fellows, and junior faculty members, especially those who lack mentoring or who seek additional resources, as they consider the many facets of effective teaching.     

“小组学习”模式在基础医学课程中的实践应用：以医学免疫学为例

将"小组学习"模式应用于基础医学课程"医学免疫学"的教学,在理论课堂采用案例导学、问题导学、角色转换导学和专题讨论导学,实践教学过程针对课堂实验、实验选修课和大学生创新创业项目进行层次化导学。综合运用思维导图、问卷星、成长袋等多元化教学方法和手段,编写思政案例库进行专业课课程思政,结合小组过程性考核进行多元化考核评价。该模式通过培养学生自主学习能力、小组合作能力、实践能力、创新能力和人文素质,为培养高素质、高能力的应用型医学人才奠定基础。该教学模式得到了绝大多数学生的认同,可为基础医学及其他相关课程的开展及高校人才培养提供思路和参考。     

Development of a genetics education workshop curriculum for Native American college and university students.

The long-term goal of Genetic Education for Native Americans (GENA), a project funded by the National Human Genome Research Institute (NHGRI), is to provide a balance of scientific and cultural information about genetics and genetic research to Native Americans and thereby to improve informed decision making. The project provides culturally sensitive education about genetic research to Native American medical students and college and university students. Curriculum development included focus groups, extensive review of available curricula, and collection of information about career opportunities in genetics. Special attention was focused on genetic research to identify key concepts, instructional methods, and issues that are potentially troublesome or sensitive for Native Americans. Content on genetic research and careers in genetics was adapted from a wide variety of sources for use in the curriculum. The resulting GENA curriculum is based on 24 objectives arranged into modules customized for selected science-related conference participants. The curriculum was pretested with Native American students, medical and general university, health care professionals, and basic scientists. Implementation of the curriculum is ongoing. This article describes the development and pretesting of the genetics curriculum for the project with the expectation that the curriculum will be useful for genetics educators working in diverse settings.     

Prevalence of blood circulation misconceptions among prospective elementary teachers

Research shows that misconceptions about human blood circulation and gas exchange persist across grade levels. The purpose of this study was twofold: 1) to investigate the prevalence and persistence of blood circulation misconceptions among prospective elementary teachers and 2) to evaluate the effectiveness of learning activities for discovering what students know and can explain about blood circulation and lung function. The context was an undergraduate introduction to biology course taught by two professors across three semesters at a state university. Independent reviewers identified five categories of erroneous ideas about blood circulation. Many categories still presented problems to students at the end of the course: 70% of prospective elementary teachers did not understand the dual blood circulation pathway, 33% were confused about blood vessels, 55% had wrong ideas about gas exchange, 19% had trouble with gas transport and utilization, and 20% did not understand lung function. Results show that an interview about a drawing as a final exam was significantly better at revealing different errors and a higher frequency of erroneous ideas compared with an essay exam. There is an urgent need for instructional tools to help undergraduate students realize the discrepancies between their own ideas about blood circulation and those of the scientific community.     

Biology student teachers’ dialogic talk in inquiry-based instruction

ABSTRACT

Inquiry-based learning has generally accepted by scholars as a most effective teaching approach in biology education. The talk during inquiry-based teaching needs to be practiced. There is less evidence how student teachers talk with students during their inquiry-based biology instruction. This knowledge is needed in supporting student teachers to develop their teachership in biology education. In this qualitative case study, the dialogic talk of biology student teachers (N = 6) was studied in the context of inquiry-based lessons in lower secondary school. The student teachers’ lessons were video and audio recorded and the data was analyzed using content analysis. The student teachers used dialogic talk in their inquiry-based instruction only occasionally, mainly in the examination and the conclusion stages. During the introduction stage, dialogic talk was less used and it was mainly explaining and instructing the content. In the examination stage, student teachers also guided students and stated facts. During the conclusion stage, student teachers mainly explained and also evaluated students’ statements. The lesson’s topics and methods used in inquiry-based learning may enable the dialogic talk of student teacher to some extent. However, teacher education should focus more on scaffolding student teachers’ talk with their students in all kinds of inquiry approaches.     

The sensory modality used for learning affects grades

Second-year undergraduated students from 2008, 2009, and 2010 cohorts were asked to respond a questionnaire to determine their learning style preferences, the VARK questionnaire (where V is visual, A is aural, R is reading-writing, and K is kinesthetic), which was translated into Spanish by the author. The translated questionnaire was tested for wording comprehension before its application in the actual study. Using the results of the VARK questionnaire, students were classified as unimodal or multimodal and according to the first preferred sensory modality used for learning as V, A, R, or K learners. Multiple-choice questions (MCQs) and problems that required simple arithmetic calculations (arithmetic-type questions) were applied to the students. The relation between the main sensory modality used for learning and the grades obtained in each question type was analyzed both in unimodal and multimodal students. It was found that R unimodal students performed significantly better in arithmetic questions than A and K unimodal students (P < 0.001 by a Bonferroni multiple-comparison test after ANOVA). R unimodal students also performed better than R multimodal students in arithmetic questions (P = 0.02 by a Mann-Whitney U-test). However, no differences were observed after MCQs in either unimodal or multimodal students with different first sensory modalities used for learning. When MCQ scores between unimodal and multimodal students were compared, no differences were detected. It was concluded that the sensory learning style used for learning affects student outcome when students receive arithmetic questions but not when MCQs are applied.     

Metacognitive inquiry activities for instructing the central dogma concept: ‘button code’ and ‘beaded bracelet making’

ABSTRACT

The central dogma of biology is difficult to learn because its microscopic processes cannot be visualized. This study aimed to devise two inquiry activities: ‘Button Code’ and ‘Beaded Bracelet Making,’ involving the concepts of DNA replication and protein synthesis based on the Metacognitive Learning Cycle (MLC) for students, and to explore the effectiveness of concept learning of the central dogma, how students’ metacognition may be expressed, and students’ perceptions of their inquiry performance. We developed a ‘Concept journal’ including metacognitive scaffolds, and employed the ‘Central Dogma Achievement Test’ as a tool for the above purpose. A total of 18 junior high school students participated in this inquiry course instructed by two of the authors. The results showed that students’ achievement performance was significantly improved on the whole, the students’ metacognition was expressed during the process of inquiry with scaffolding, and most students gave positive responses about their learning performance. According to the results, this inquiry course could develop students’ comprehension of the central dogma concept, and give students opportunities to practice metacognition that might lead to effective learning in inquiry activities. The implications and expandability of this course are discussed.     

Measuring the Quality of University Lectures: Development and Validation of the Instructional Skills Questionnaire (ISQ)

In higher education, student ratings are often used to evaluate and improve the quality of courses and professors’ instructional skills. Unfortunately, student-rating questionnaires rarely generate specific feedback for professors to improve their instructional skills. The impact of student ratings on professors’ instructional skills has proven to be low. This study concerns the psychometric properties of the Instructional Skills Questionnaire (ISQ), a new theory-based student-rating-of-teaching questionnaire with specific questions concerning lecturing skills. The ISQ is administered after a single lecture. This way, it serves as a formative feedback instrument for university professors during courses to assist them to improve and (re-) evaluate their skills if necessary. The ISQ contains seven dimensions of professors’ instructional skills and three student (self perceived) learning outcomes. In this study, Dutch students in 75 courses rated three 90-minute lectures (T1, T2 and T3) of their respective professors using the ISQ. In total, 14,298 ISQ-forms were used to rate 225 lectures. The teacher level reliabilities of the seven dimensions were found to be good at each measurement occasion. In addition, confirmatory multilevel factor analysis confirmed a seven dimensional factor structure at the teacher level at each measurement occasion. Furthermore, specific teacher level factors significantly predicted students’ (self-assessed) learning outcomes. These results partly supported the proposed theoretical framework on the relationship between the ISQ teaching dimensions and the student learning process, and provided evidence for the construct validity of the instrument. In sum, the ISQ is found to be a reliable and valid instrument, which can be used by professors and faculty development centers to assess and improve university teaching.     

Paint and Paper Creations

This article investigates generalist kindergarten teachers’ academic music training based on data collected from students undertaking an undergraduate degree in preschool (kindergarten) education (students aged 4–6 years) in Greece. The study was carried out through a questionnaire survey that addressed students’ aspirations when entering the university and the real learning outcomes by the end of their studies. This article seeks to find relationships between students’ academic experiences and their level of confidence and enthusiasm to teach music in kindergarten. The findings suggest that higher education provides students with most of the learning outcomes that they anticipate. However, students lack adequate practical experiences in terms of observing lessons in real educational settings, which can significantly affect their confidence levels. Finally, the author explores some implications for higher education policy and teaching practice.