The effect of hands-on activities on children’s knowledge and disgust for animals

Research has shown that hands-on activities in biology/science education tend to improve children’s attitudes towards science. These hands-on activities can influence children’s interest in various ways, perhaps because they invoke varying emotions. We used a sample of 10–12-year-old children (n = 142) to examine the effect of hands-on activities with living snails on children’s achievements and disgust sensitivity. Children with living snails received significantly higher knowledge scores about snails measured with both a knowledge test and with analyses of drawings as compared with control children who received a traditional lecture without living snails. Disgust sensitivity was significantly lower in the experimental group and children who scored higher on the disgust scale received a lower knowledge test score. It would seem that the emotion of disgust negatively correlates with achievement.     

Attitudes toward Animals among German Children and Adolescents

ABSTRACT

This is the first study about attitudes toward animals among German children and adolescents. A sample of 543 pupils (261 boys, 282 girls) aged 11 to 17 (mean age = 13.37 ± 2.01 years) completed a questionnaire based on different established scales, for example, the Animal Attitude Scale (AAS) and the Intermediate Attitude Scale (IAS). Several aspects of attitudes toward animals and various dimensions of human–animal relationships were measured, including gender, age, grade, pet ownership, animal-related activities, meat consumption, and fear of and disgust toward animals. Gender and age were important factors in determining attitudes toward animals: pro-animal attitudes decreased with age and girls showed more positive attitudes compared with boys. Pet ownership and animal-related activities were associated with more positive attitudes toward animals, whilst meat consumption was related to lower pro-animal attitudes. There were no correlations between fear and general attitudes toward animals. The correlations between disgust and attitudes toward animals were weak. We found significant correlations among the different scales and subscales in animal attitudes.     

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.     

Poisons,toxungens, and venoms: redefining and classifying toxic biological secretions and the organisms that employ them

Despite extensive study of poisonous and venomous organisms and the toxins they produce, a review of the literature reveals inconsistency and ambiguity in the definitions of ‘poison’ and ‘venom’. These two terms are frequently conflated with one another, and with the more general term, ‘toxin.’ We therefore clarify distinctions among three major classes of toxins (biological, environmental, and anthropogenic or man‐made), evaluate prior definitions of venom which differentiate it from poison, and propose more rigorous definitions for poison and venom based on differences in mechanism of delivery. We also introduce a new term, ‘toxungen’, thereby partitioning toxic biological secretions into three categories: poisons lacking a delivery mechanism, i.e. ingested, inhaled, or absorbed across the body surface; toxungens delivered to the body surface without an accompanying wound; and venoms, delivered to internal tissues via creation of a wound. We further propose a system to classify toxic organisms with respect to delivery mechanism (absent versus present), source (autogenous versus heterogenous), and storage of toxins (aglandular versus glandular). As examples, a frog that acquires toxins from its diet, stores the secretion within cutaneous glands, and transfers the secretion upon contact or ingestion would be heteroglandular–poisonous; an ant that produces its own toxins, stores the secretion in a gland, and sprays it for defence would be autoglandular–toxungenous; and an anemone that produces its own toxins within specialized cells that deliver the secretion via a penetrating wound would be autoaglandular–venomous. Adoption of our scheme should benefit our understanding of both proximate and ultimate causes in the evolution of these toxins.     

Biology-specific vocabulary: students’ understanding and lecturers’ expectations of student understanding

Abstract

The current A-level biology curriculum includes a broad coverage of all the biosciences which demands knowledge of a wide range of biological vocabulary. Students (n = 184) from two UK universities were presented with a list of vocabulary, associated with a ‘Revise Biology’ text which highlighted key terms that students should know. Lecturers (n = 26) were asked which of these terms they expected students to know, or be aware of. Findings revealed that students’ claimed knowledge of vocabulary exceeded lecturer expectations. In addition, there were a number of terms which students did not understand and lecturers did not expect them to know, which could be removed from A-level biology courses. This is discussed in relation to whether A-level curricula need to be so content heavy and whether lecturers would benefit from knowing more about their students’ knowledge of discipline-specific terms.     

Forty years after reintroduction in a suboptimal landscape: public attitudes towards European bison

By means of 845 questionnaires returned in 2009–2010, public attitudes towards the European bison were assessed in Central Lithuania. Free-ranging European bison have existed in this area for 40 years, inhabiting a suboptimal habitat characterized by intensive agriculture and fragmented forests. Despite 85.0 % of respondents reporting positive attitudes towards bison presence, 47.4 % of respondents considered the animals acceptable only if they were not closer than 10 km from their residence. Over 60 % of respondents suggested increasing the numbers of bison in the country, and 51 % suggested letting them live freely in the wild. The most negative attitude towards an increase in numbers was shown by women, respondents with lower knowledge of the species and inhabitants of biggest settlements. Public awareness relating to the European bison is lacking, as nearly 50 % of persons residing near areas inhabited by bison did not know about their presence. We conclude that, despite the high valuation placed upon the bison by the public and the ability of the bison to survive in open agrolandscapes with fragmented forests, negative public opinion may be a factor limiting the social carrying capacity for the species. Lithuanian human dimensions of this species should be taken into account when introducing the European bison elsewhere in Western Europe.     

Attitude of zoo visitors to the idea of feeding live prey to zoo animals

Two hundred UK zoo visitors were asked about their attitudes regarding the feeding of live prey to zoo animals. All visitors agreed with live insects being fed to lizards, providing it was done off-exhibit, and only 4% objected if done on-exhibit. Seventy-two percent of visitors agreed with live fish being fed to penguins on-exhibit and 84.5% agreed to feeding live fish off-exhibit. However, only 32% agreed to a live rabbit being fed to a cheetah on exhibit, whereas 62.5% agreed to this if done off-exhibit. In general we found female interviewees more likely to object to the feeding of live vertebrate prey. Comments volunteered by interviewees suggested that they agreed with feeding live vertebrate prey because ‘it is natural’. If they objected, it was because ‘it would upset them or their children’. Zoo Biol 16:343–347, 1997. © 1997 Wiley-Liss, Inc.     

Challenges in understanding meiosis: fostering metaconceptual awareness among university biology students

ABSTRACT

In this study, firstly, university biology students’ conceptual understanding and potential misconceptions concerning meiosis were studied. Secondly, an easily applicable drawing task was used to foster students’ metaconceptual awareness which would help them to reach conceptual change. A quasi-experimental design with a non-equivalent control group was conducted. The students (N = 82) were divided into experimental and control groups. The control groups attended traditional teaching, i.e. lectures with practicals, whilst the experimental groups had an additional activating task before practicals. In the activating task, the students drew the selected phases of meiosis and marked given concepts of meiosis in the drawing. The drawings were scored and the solutions were discussed in detail with the students. After the activating task, the traditional practicals were held for both groups. After a week, both experimental and control groups were given the same task. The results show that students in the experimental group understood meiosis significantly better than the control group, who had more misconceptions after the instruction compared to the experimental group. Thus, fostering students’ metaconceptual awareness is crucial and relatively easy to apply, also in higher education.     

Inheritance of reproductive phenology traits and related QTL identification in apricot

Reproductive phenological traits of great agronomical interest in apricot species, including flowering date, ripening date and fruit development period, were studied during 3 years in two F₁ progenies derived from the crosses ‘Bergeron’ × ‘Currot’ (B × C) and ‘Goldrich’ × ‘Currot’ (G × C). Results showed great variability and segregation in each population, confirming the polygenic nature and quantitative inheritance of all the studied traits. Genetic linkage maps were constructed combining SSR and SNP markers, using 87 markers in the ‘B × C’ population and 89 markers in ‘G × C’. The genetic linkage maps in both progenies show the eight linkage groups (LGs) of apricot, covering a distance of 394.9 cM in ‘Bergeron’ and of 414.3 cM in ‘Currot’. The ‘Goldrich’ and ‘Currot’ maps were of 353.5 and 422.3 cM, respectively. The average distance obtained between markers was thus 7.59 cM in ‘Bergeron’ and 7.53 cM in ‘Currot’, whereas the ‘Goldrich’ and ‘Currot’ averages were 5.6 and 7.5 cM, respectively. According to the polygenic nature of the studied phenology traits, QTLs linked to flowering date, ripening date and the fruit development period were identified during the 3 years of the study in all LGs except for LG 8. Among the QTLs identified, major QTLs for flowering and ripening date and the fruit development period were identified in LG 4, especially important in the ‘G × C’ population.     

Declining snake population—why and how: a case study in the Mangrove Swamps of Sundarban, India

Species diversity of reptiles is much higher in Sundarban than in other mangrove ecosystems in India. Presently snakes are declining in Sundarban due to habitat loss caused by tremendous population pressure. Besides, irresponsible killing to avoid snakebite both from poisonous and nonpoisonous varieties is another reason for the gradual declining snake population. According to an intensive household survey in 35 villages in Sundarban, about 22 species (five poisonous and 17 non-poisonous) of snakes have been identified and there appears to have been a general decline in densities. On the contrary, a large number of people are bitten and die from snakebite every year with 0.57 and 0.34 vulnerability and mortality rate per 10,000 people, respectively. The two most commonly observed poisonous species are the common krait, Bungarus caeruleus (51 %) and common cobra, Naja naja (40 %), and that of non-poisonous varieties are the Ptyas mucosus (41 %), Typhlina bramina (34 %), Xenochrophis piscator (12 %), and Amphiesma stolata (10 %). Apart from killing of snakes out of fear; habitat loss, unscientific handling of snakes by snake catchers and charmers, and netting by fisherman contributes to snake mortality to a large extent; 72 % killed snakes are of poisonous varieties, 60 % of which are B. caeruleus, the most venomous snake in Sundarban. This paper is an attempt to highlight some of the important conservation efforts like the introduction of snake firms, alternative employment channels for the snake charmers and catchers, and mass awareness campaign through panchayet (village level governing body) and local NGOs.     

Changes in phase-angle under light–dark cycles influenced by nonphotic stimulation

ABSTRACT

Most work looking at nonphotic effects on circadian rhythms is conducted when animals are held under freerunning conditions, usually constant darkness. However, for nonphotic effects to be functionally significant, they should be demonstrable under conditions in which most animals live, i.e., a 24-hr light–dark cycle (LD). Syrian hamsters held in LD 6:18 were administered nonphotic stimulation in the form of a 3-hr confinement to a novel wheel starting about 6 hr before the start of their normal nightly activity bout. This resulted in a 2.5-hr advance of their activity rhythm on the next day that gradually receded to about 1.5 hr over the next 10 days. When hamsters held in LD 6:18 were given five novel wheel confinements over 13 days their nightly activity onset advanced 3 hr and remained at that phase for at least 2 weeks. Home cage wheel deprivation experiments indicated that high levels of home cage activity are necessary to maintain the advanced phase. These results show that nonphotic stimulation can have large, long-lasting effects on daily rhythms in LD and suggest a possible mechanism whereby nocturnal rodents might achieve phase flexibility in response to seasonal changes.     

The gamification of elementary school biology: a case study on increasing understanding of plants

ABSTRACT

This study presents a new technique, the “Which plant am I?” game, which helps to increase pupils’ plant knowledge, while motivate them to become familiar with more plants. On the other hand pupils’ plant knowledge was tested in Serbia.

The “Which Plant Am I?“ game was tested with two groups of pupils (in average 11 years old). Pupils in the experimental group took part in outdoor classes and played the ”Which plant am I?” game. Pupils of the control group observed plants only in the classroom. This technique can deliver significant improvement in pupils’ knowledge about plants and motivate them through an active and playful learning process. This technique can be one possible solution of plant blindness.     

Piglet growth before and after weaning in relation to a qualitative estimate of solid (creep) feed intake during lactation: A pilot study*

Abstract

The experimental objectives were to verify whether a qualitative measure of creep feed consumption using a dye was related to performance, and associate this with teat order. Indigo carmine (5 g/kg) was added to a starter diet between days 12 and 31 (weaning) of lactation. On days 19, 23, 27 and 31, faeces from each piglet were assessed for colouration. Each piglet was categorized as a ‘good’, ‘moderate’ or ‘small/non’ eater of feed. There were no differences in pre-weaning growth rate between categories. Piglets classed as ‘good’ or ‘moderate’ eaters in lactation grew fastest (p = 0.009) in the first three days after weaning, but between days 4 and 7, the highest growth rate occurred in ‘moderate’ eaters. ‘Small/non' eaters grew slower (p < 0.01) between weaning and 28 days after weaning. Piglets drinking milk from anterior teats were heavier at weaning (p < 0.001) and for the first 14 days after weaning (p = 0.104) compared to piglets sucking posterior teats. Data from this study demonstrated that creep feed intake of piglets could qualitatively be assessed using indigo carmine, and that this categorization was related to performance in the immediate post-weaning period.     

Animal Welfare Knowledge,Attitudes, and Practices of Stockpersons in Kenya

The stockpersons handling the transportation of animals between farms and slaughterhouses are rarely assessed for their animal welfare knowledge, attitudes, and practices (KAP). Thus, this investigation presents a unique opportunity to study these interactions. Herein, a cross-sectional survey was carried out among 266 stockpersons in 10 Kenyan livestock markets to determine their animal welfare KAP. The survey questionnaire was based on Kenya’s Regulations for Animal Transport (Act No: CAP. 360-L.N. 119/1984). Mean percentage scores for knowledge, attitudes, and practices were 78.0 ± 14.1, 75.6 ± 16.0, and 64.5 ± 17.6, respectively. From the responses to statements related to animal husbandry, practices of the housing of unfamiliar groups of animals, cooperation with other stakeholders, and stress caused to animals during handling, it was found that stockpersons’ animal welfare KAP was inadequate. Women aged > 50 years or having more than 10 years of experience had significantly higher levels of animal welfare KAP (p < 0.05). In conclusion, although Kenyan stockpersons may score adequately on the parameters of animal welfare knowledge and attitudes, their followed practices are poor, which may possibly be influenced by gender, age, or level of experience.     

The association between sleep chronotype and obesity among black and white participants of the Bogalusa Heart Study

ABSTRACT

Research indicates that sleep duration and quality are inter-related factors that contribute to obesity, but few studies have focused on sleep chronotype, representing an individual’s circadian proclivity, nor assessed these factors in racially diverse middle-aged samples. We examined the associations between chronotype and obesity among black and white men and women participating in the Bogalusa Heart Study (BHS).

Body mass index (BMI) and sleep data were available for 1,197 middle-aged men and women (mean age 48.2 ± 5.3 years) who participated in the BHS 2013–2016. Based on the reduced Morningness-Eveningness Questionnaire’s cutoff values for chronotypes, we combined ‘definitely morning’ and ‘moderately morning’ types into ‘morning’ type, ‘definitely evening’ and ‘moderately evening’ types into ‘evening’ type and kept those who were “neither” type in a separate group. We used ‘morning’ type as the referent group. Obesity was defined as a BMI ≥ 30. Multivariable logistic regression models were used to examine associations adjusting for sex, age, education, smoking, alcohol use and drug use, depression, shift work, physical activity and sleep duration.

Evening chronotype, reported by 11.1% of participants, was associated with obesity after multi-variable adjustment, including shift work, physical activity and sleep duration (OR 1.67, 95% CI: 1.08–2.56). However, once stratified by race (black/white), this association was found only among white participants (OR = 1.91, 95% CI = 1.12–3.25) after full adjustment.

In our biracial, community-based population, evening chronotype was independently associated with obesity, specifically among white participants. Further research is needed to identify behavioral, endocrine, nutritional and genetic pathways which underlie these associations.     

Children’s knowledge and contact with native fauna: a comparative study between Portugal and Spain

ABSTRACT

The present study compared Portuguese and Spanish children in the 6^th year of primary school in terms of their knowledge and live experience of animals from the Iberian Peninsula (IP) and the African savannah. A questionnaire was administered to 420 children from state schools, 215 from Portugal and 205 from Spain. The questionnaire included photos of eleven mammals from each region. The pupils had to identify them, to say if they had observed them live and where, and if they are native in the IP. The results showed a greater knowledge of both groups of the savannah species, also the ones most had seen live. However, the Spanish children had a better performance in the identification of the native mammals and which animals are native on IP, probably because these children are from a less urban zone, with more direct contact with some of the species presented. The school does not seem to play, in either group, an important role in the learning about native species. Boys from both countries performed better than girls on the issues under study. A high percentage of children from both countries think that several of the savannah species occur wild on the IP.     

Non-invasive methods of separating hedgehog (Erinaceus europaeus) age classes and an investigation into the age structure of road kill

The separation of animals into age classes is often fraught with difficulties, but is essential for the interpretation of survival rates and population structure. This study investigated both live hedgehogs and road kill in order to develop techniques that could be utilised to separate age classes in the field. Body measurements were taken from 24 live hedgehogs caught at a site in County Cork, Ireland over a three year period. Additionally, carcasses from around Ireland were collected and measured. There was a significant correlation between the weight and hind foot length of both live and dead hedgehogs. The weight of individuals was also significantly correlated with the body length and jaw length of hedgehogs. In all of these correlations, the sample clustered clearly into two groups with ‘juveniles’ meeting all of the following criteria: a hind foot length of <3.6 cm, a body length of <?16 cm and a jaw length of below 4.5 cm. It is suggested that these parameters, combined with the presence of growing spines, could provide a way of separating age classes in the field. This would be of particular benefit to short term studies, allowing the population structure to be accurately assessed and the reproductive success and sustainability of a population to be investigated. Road kill were also aged using the dentary bone in order to investigate the age profiles of hedgehogs killed on the road. Amongst those killed, 54 % of hedgehogs were 1-year-old or less. The majority of hedgehogs (87 %) were between 0–3-years-old, the oldest females were nine (n?=?2), and the oldest males were eight years old (n?=?2), respectively. Road kill hedgehogs had an average longevity of 1.94 years, and the mean age of females was higher (2.10 years) than males (1.87 years).     

Medical professionalism videos on YouTube: Content exploration and appraisal of user engagement

BackgroundSocial media has become the fastest growing platform for sharing and retrieving information and knowledge, and YouTube is one of the most popular and growing sources of health and educational information video-sharing website. But, videos on this open platform are not peer-assessed, therefore, the accessible data should be adequately assessed. Till date, no exploration and analysis for assessing the credibility and usefulness of Medical professionalism videos available on YouTube are conducted.ObjectiveTo analyze the video sources, contents and quality of YouTube videos about the topic of medical professionalism.MethodsA systematic search was accomplished on YouTube videos during the period between March 1, 2020 and March 27, 2020. The phrases as significant words used throughout YouTube web search were ‘Professionalism in Medical Education’, Professionalism in medicine’, ‘Professionalism of medical students’, ‘Professionalism in healthcare’. ‘Teaching professionalism’, ‘Attributes of professionalism’. The basic information collected for each video included author’s/publisher’s name, total number of watchers, likes, dislikes and positive and undesirable remarks. The videos were categorized into educationally useful and useless established on the content, correctness of the knowledge and the advices. Different variables were measured and correlated for the data analysis.YouTube website was searched the using keywords ‘Professionalism in Medical Education’, Professionalism in medicine’, ‘Professionalism of medical students’, ‘Professionalism in healthcare’. ‘Teaching professionalism’, and ‘Attributes of professionalism’.ResultsAfter 2 rounds of screening by the subject experts and critical analysis of all the 137 YouTube videos, only 41 (29.92%) were identified as pertinent to the subject matter, i.e., educational type. After on expert viewing these 41 videos established upon our pre-set inclusion/exclusion criteria, only 17 (41.46%) videos were found to be academically valuable in nature.ConclusionMedical professionalism multimedia videos uploaded by the healthcare specialists or organizations on YouTube provided reliable information for medical students, healthcare workers and other professional. We conclude that YouTube is a leading and free online source of videos meant for students or other healthcare workers yet the viewers need to be aware of the source prior to using it for training learning.     

Morphology and discrimination features of pollen from Italian olive cultivars (Olea europaea L.)

Pollen morphology of 14 cultivars of Olea europaea subsp. europaea var. europaea was analysed in order to discriminate main pollen types. The cultivars were selected from the most spread and early flowering crops grown in Italy. Morphometric parameters were observed on acetolysed pollen by means of light microscopy and scanning electron microscopy. Polar axis (P), equatorial diameter (E), P/E ratio, maximum distance between colpi in mesocolpium, distance between the apices of two colpi, exine thickness, maximum length of lumina in mesocolpium and in apocolpium, and exine reticulum thickness in mesocolpium have been measured. According to P and E, the 14 olive cultivars of this study can be divided into the three groups of small (P: 21.75 µm, E: 22.55 µm; ‘Manna’ and ‘Tonda di Cagliari’), large (P: 25.1 µm, E: 26.1 µm; ‘Pescarese’ and ‘Rotondella di Sanza’) and medium size (P: 23.49 µm, E: 24.54 µm, ‘Carolea’, ‘Grossa di Cassano’, ‘Giarraffa’, ‘Nocellara messinese’, ‘Nocellara del Belice’, ‘Santagatese’, ‘Intosso’, ‘Maiatica di Ferrandina’, ‘Nostrale di Fiano Romano’, ‘Santa Caterina’). Maximum length of lumina and exine thickness are useful parameters for further distinction of olive pollen groups, since these parameters are able to provide a specific pollen profile for each cultivar.     

“Sharks in Your Hands”—A Case Study on Effects of Teaching Strategies to Change Knowledge and Attitudes Towards Sharks

This study was designed to exemplify how hands-on based teaching strategies enhanced students’ knowledge and positive attitudes towards sharks. Hands-on activities for sharks’ biological and morphological features were carried out. Eleven elementary school students from a remote area in Taiwan were recruited and assigned to the hands-on condition. They were encouraged to draw pictures of sharks before and after the instruction as the main data for pre- and post-test comparison. Two years later, the retention test and attitude inventory towards sharks were implemented. The results revealed that large effect size emerged for both the post-test and retention test. In regards to attitude inventory, students involved in hands-on activities also significantly outperformed the baseline group. Many of them have taken notice of television programs and books about sharks or marine ecology since the hands-on activities, indicating the instruction had a beneficial impact on their extracurricular lives. Empirical findings of this study suggest hands-on instruction is a powerful strategy for learning, both for immediate and prolonged effects on improving students’ knowledge and attitudes toward sharks.