Using a course-long theme for inquiry-based laboratories in a comparative physiology course

I developed an inquiry-based laboratory model that uses a central theme throughout the semester to develop in undergraduate biology majors the skills required for conducting science while introducing them to modern and classical physiological techniques. The physiology laboratory uses a goal-oriented approach, with students working cooperatively in small groups to answer basic biological questions. The student teams work to develop skills associated with experimental design, data analysis, written and oral communication, science literacy, and critical thinking. The laboratory curriculum is a research-based model that offers the advantage of students asking open-ended questions by use of a variety of techniques. For the students and instructor alike, this presents an exciting and challenging approach for learning physiology and basic biological principles. Another advantage of this laboratory model is that it is flexible and adaptable; the central theme can be any that the instructor chooses, and the goals and techniques developed are based on student and instructor needs and interests. Students who have completed this model at Loyola College in Maryland have become equipped with the skills essential for any area of the biological sciences and, most importantly, showed elevated excitement and commitment to learning.     

Genome science: a video tour of the Washington University Genome Sequencing Center for high school and undergraduate students

Sequencing of the human genome has ushered in a new era of biology. The technologies developed to facilitate the sequencing of the human genome are now being applied to the sequencing of other genomes. In 2004, a partnership was formed between Washington University School of Medicine Genome Sequencing Center's Outreach Program and Washington University Department of Biology Science Outreach to create a video tour depicting the processes involved in large-scale sequencing. "Sequencing a Genome: Inside the Washington University Genome Sequencing Center" is a tour of the laboratory that follows the steps in the sequencing pipeline, interspersed with animated explanations of the scientific procedures used at the facility. Accompanying interviews with the staff illustrate different entry levels for a career in genome science. This video project serves as an example of how research and academic institutions can provide teachers and students with access and exposure to innovative technologies at the forefront of biomedical research. Initial feedback on the video from undergraduate students, high school teachers, and high school students provides suggestions for use of this video in a classroom setting to supplement present curricula.     

Celebrate Darwin Day, An Event for Education and Outreach in Evolutionary Biology

Darwin Day is an international celebration of Charles Darwin’s birthday, February 12, and is used as an occasion for education and outreach in evolutionary biology. I describe the history and structure of Darwin Day at the University of Tennessee, one of the oldest Darwin Day organizations in the world. I detail past events including speakers, themes, and advertising ideas that have worked for us and suggestions for getting a Darwin Day started. I encourage interested groups especially those at schools, museums, libraries, nature centers, and other institutions to adapt ideas from our organization to fit their own circumstances and to start planning their own Darwin Days for the celebration of Darwin’s 200th birthday in 2009.     

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.     

Bioturbation: a fresh look at Darwin's last idea

Bioturbation refers to the biological reworking of soils and sediments, and its importance for soil processes and geomorphology was first realised by Charles Darwin, who devoted his last scientific book to the subject. Here, we review some new insights into the evolutionary and ecological role of bioturbation that would have probably amazed Darwin. In modern ecological theory, bioturbation is now recognised as an archetypal example of 'ecosystem engineering', modifying geochemical gradients, redistributing food resources, viruses, bacteria, resting stages and eggs. From an evolutionary perspective, recent investigations provide evidence that bioturbation had a key role in the evolution of metazoan life at the end of the Precambrian Era.     

Darwin Day in deep time: promoting evolutionary science through paleontology

Charles Darwin’s birthday, February 12th, is an international celebration coined Darwin Day. During the week of his birthday, universities, museums, and science-oriented organizations worldwide host events that celebrate Darwin’s scientific achievements in evolutionary biology. The University of Tennessee, Knoxville (UT) has one of the longest running celebrations in the nation, with 2016 marking the 19th year. For 2016, the theme for our weeklong series of events was paleontology, chosen to celebrate new research in the field and to highlight the specific misconceptions of evolution within the context of geologic time. We provide insight into the workings of one of our largest and most successful Darwin Day celebration to date, so that other institutions might also be able to host their own rewarding Darwin Day events in the future.     

Design and implementation of a genomics field trip program aimed at secondary school students

With the rapid pace of advancements in biological research brought about by the application of computer science and information technology, we believe the time is right for introducing genomics and bioinformatics tools and concepts to secondary school students. Our approach has been to offer a full-day field trip in our research facility where secondary school students carry out experiments at the laboratory bench and on a laptop computer. This experience offers benefits for students, teachers, and field trip instructors. In delivering a wide variety of science outreach and education programs, we have learned that a number of factors contribute to designing a successful experience for secondary school students. First, it is important to engage students with authentic and fun activities that are linked to real-world applications and/or research questions. Second, connecting with a local high school teacher to pilot programs and linking to curricula taught in secondary schools will enrich the field trip experience. Whether or not programs are linked directly to local teachers, it is important to be flexible and build in mechanisms for collecting feedback in field trip programs. Finally, graduate students can be very powerful mentors for students and should be encouraged to share their enthusiasm for science and to talk about career paths. Our experiences suggest a real need for effective science outreach programs at the secondary school level and that genomics and bioinformatics are ideal areas to explore.     

Tailoring science outreach through E-matching using a community-based participatory approach

In an effort to increase science exposure for pre-college (K-12) students and as part of the science education reform agenda, many biomedical research institutions have established university-community partnerships. Typically, these science outreach programs consist of pre-structured, generic exposure for students, with little community engagement. However, the use of a medium that is accessible to both teachers and scientists, electronic web-based matchmaking (E-matching) provides an opportunity for tailored outreach utilizing a community-based participatory approach (CBPA), which involves all stakeholders in the planning and implementation of the science outreach based on the interests of teachers/students and scientists. E-matching is a timely and urgent endeavor that provides a rapid connection for science engagement between teachers/students and experts in an effort to fill the science outreach gap. National Lab Network (formerly National Lab Day), an ongoing initiative to increase science equity and literacy, provides a model for engaging the public in science via an E-matching and hands-on learning approach. We argue that science outreach should be a dynamic endeavor that changes according to the needs of a target school. We will describe a case study of a tailored science outreach activity in which a public school that serves mostly under-represented minority students from disadvantaged backgrounds were E-matched with a university, and subsequently became equal partners in the development of the science outreach plan. In addition, we will show how global science outreach endeavors may utilize a CBPA, like E-matching, to support a pipeline to science among under-represented minority students and students from disadvantaged backgrounds. By merging the CBPA concept with a practical case example, we hope to inform science outreach practices via the lens of a tailored E-matching approach.     

How to work with children and animals: A guide for school‐based citizen science in wildlife research

Engaging school students in wildlife research through citizen science projects can be a win–win for scientists and educators. Not only does it provide a way for scientists to gather new data, but it can also contribute to science education and help younger generations become more environmentally aware. However, wildlife research can be challenging in the best of circumstances, and there are few guidelines available to help scientists create successful citizen science projects for school students. This paper explores the opportunities and challenges faced when developing school‐based citizen science projects in wildlife research by synthesising two sources of information. First, we conducted a small, school‐based citizen science project that investigated the effects of supplementary feeding on urban birds as a case study. Second, we reviewed the literature to develop a database of school‐based citizen science projects that address questions in wildlife ecology and conservation. Based on these activities, we present five lessons for scientists considering a school‐based citizen science project. Overall, we found that school‐based citizen science projects must be carefully designed to ensure reliable data are collected, students remain engaged, and the project is achievable under the logistical constraints presented by conducting wildlife research in a school environment. Ultimately, we conclude that school‐based citizen science projects can be a powerful way of collecting wildlife data while also contributing to the education and development of environmentally aware students.     

Cancer cell biology: a student-centered instructional module exploring the use of multimedia to enrich interactive,constructivist learning of science

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, problem-based module, focuses on how mutations in protooncogenes and tumor suppressor genes can lead to uncontrolled cell proliferation by engaging students as research scientists/physicians with the task of diagnosing the molecular basis of tumor growth for a group of patients. The process of constructing the module, which was guided by scientist and student feedback/responses, is described. The completed module and insights gained from its development are presented as a potential "multimedia pedagogy" for the development of other multimedia science learning environments.     

Außerschulische Lernorte im Berufsfeldpraktikum

Teaching practice placements with Out-of-School Places of Learning In North Rhine-Westphalia, Germany, teaching practice placements are an obligatory part of university teacher training. One placement, the Placement for Out-of-school Places of Learning, provides valuable insight into affine fields of work outside the school environment as well as the studentś opportunity to clarify whether teaching is their appropriate and correct choice of profession. For this purpose, the Educational Department of the Faculty of Biology of the University of Duisburg-Essen cooperates with selected Out-of-School Places of Learning like museums, zoo schools or biological science centers that offer educational programs and take account of a mutual concept with five moduls of education. This mutual collaboration supports the work of the Out-of-School Places of Learning. Furthermore, it enables the students to gain new insights and experiences which may be valuable to their future teaching. Beforehand, the university prepares students for the modules of this concept. In the practical part the students apply this theoretical knowledge, gather their own experience und reflect it with a portfolio mutually agreed on by both partners. First evaluations of our concept demonstrate high beneficial effects for all involved participants.     

Investigating high school students' conceptualizations of the biological basis of learning

Students go to school to learn. How much, however, do students understand about the biological basis of this everyday process? Blackwell et al. (1) demonstrated a correlation between education about learning and academic achievement. Yet there are few studies investigating high school students' conceptions of learning. In this mixed-methods research study, written assessments were administered to 339 high school students in an urban school district after they completed their required biology education, and videotaped interviews were conducted with 15 students. The results indicated that the majority of students know little about the biological basis of learning, even with prompting, and they recall having learned little about it in school. Students appear to believe that people control their own ability to learn, and some have developed personal hypotheses to describe the learning process. On written assessments, 75% of participants demonstrated a nonbiological framework for learning, and, during interviews, 67% of participants revealed misconceptions about the biological basis of learning. Sample quotes of these interviews are included in this report, and the implications of these findings are discussed.     

A creative collaboration between the science of ecosystem restoration and art for sustainable stormwater management on an urban college campus

This article presents an interdisciplinary, on‐campus, student project, titled “The Rain Project” that I designed as an urban ecosystem restoration model as well as a collaborative pedagogical approach between ecological science and art at George Mason University (GMU), Virginia, U.S.A. A group of students from several disciplines (e.g. environmental science, art, civil engineering, biology, communication, and film/media) participated in designing and constructing a floating wetland for a campus stormwater pond as part of sustainable stormwater management. The Rain Project has numerous implications for college education, scholarship, and service while presenting a novel way of building a sense of community among undergraduate students for ecological awareness and literacy. The work of Jackie Brookner, a renowned eco‐artist who worked extensively on stormwater, and its relevance to the project is discussed. I strongly suggest the need for linking art and the science of ecosystem restoration to best obtain improvements in much‐needed communication for the success of community participatory restoration projects. I also believe that this kind of interdisciplinary, campus project can facilitate the changes we need to train higher education students to be able to both think differently and communicate effectively. The Rain Project introduced students to new learning strategies that connected “systems thinking” with art, ecological science, and restoration practices.     

Science Classroom Inquiry (SCI) Simulations: A Novel Method to Scaffold Science Learning

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom. The SCI simulations allow students to engage with a science problem in a meaningful, inquiry-based manner. Three discrete SCI simulations were created as website applications for use with middle school and high school students. For each simulation, students were tasked with solving a scientific problem through investigation and hypothesis testing. After completion of the simulation, 67% of students reported a change in how they perceived authentic science practices, specifically related to the complex and dynamic nature of scientific research and how scientists approach problems. Moreover, 80% of the students who did not report a change in how they viewed the practice of science indicated that the simulation confirmed or strengthened their prior understanding. Additionally, we found a statistically significant positive correlation between students’ self-reported changes in understanding of authentic science practices and the degree to which each simulation benefitted learning. Since SCI simulations were effective in promoting both student learning and student understanding of authentic science practices with both middle and high school students, we propose that SCI simulations are a valuable and versatile technology that can be used to educate and inspire a wide range of science students on the real-world complexities inherent in scientific study.     

大学与国家公园的合作伙伴关系：课堂、户外实验室与世界之窗

2016年美国国家公园系统庆祝其成立100周年。在过去的100年间,作为国家公园的合作伙伴,美国的大学一直致力于为国家公园提供科学、教育和培训方面的支持。在中小学阶段,国家公园就成为学生们的学习场所。大学生在读期间会以实习生和季节工的身份参加国家公园的实践。研究生在完成论文和论文项目时为国家公园提供必要的研究,而所有参与者也就成了传递国家公园价值的更好的老师。这种支持有助于实现公园保护目标、解决公园面临的问题。同时,为在校学生和毕业后的学生提供了丰富学习经验的平台。为此还成立了专门的行政机构,以促进学校与公园的沟通、签订合约、建立合作伙伴。美国的大学与国家公园共同创造了一种有利于学术研究和管理实践的强有力合作伙伴关系,为世界以及中国国家公园体制的建设树立了很好的榜样。     

Towards a postmodern synthesis of evolutionary biology

In 2009, we are celebrating the 200th anniversary of Charles Darwin and the 150th jubilee of his masterpiece, the Origin of Species. Darwin constructed the first coherent and compelling narrative of biological evolution and thus founded evolutionary biology—and modern biology in general, remembering the famous dictum of Dobzhansky. It is, however, counter-productive, and ultimately, a disservice to Darwin’s legacy, to define modern evolutionary biology as neo-Darwinism. The current picture of evolution, informed by results of comparative genomics and systems biology, is by far more complex than that presented in the Origin of Species, so that Darwinian principles, including natural selection, are incorporated into the evolving new synthesis as important but certainly not all-embracing tenets. This expansion of evolutionary biology does not denigrate Darwin in the least but rather emphasizes the fertility of his ideas.     

Natural products in modern life science

With a realistic threat against biodiversity in rain forests and in the sea, a sustainable use of natural products is becoming more and more important. Basic research directed against different organisms in Nature could reveal unexpected insights into fundamental biological mechanisms but also new pharmaceutical or biotechnological possibilities of more immediate use. Many different strategies have been used prospecting the biodiversity of Earth in the search for novel structure–activity relationships, which has resulted in important discoveries in drug development. However, we believe that the development of multidisciplinary incentives will be necessary for a future successful exploration of Nature. With this aim, one way would be a modernization and renewal of a venerable proven interdisciplinary science, Pharmacognosy, which represents an integrated way of studying biological systems. This has been demonstrated based on an explanatory model where the different parts of the model are explained by our ongoing research. Anti-inflammatory natural products have been discovered based on ethnopharmacological observations, marine sponges in cold water have resulted in substances with ecological impact, combinatory strategy of ecology and chemistry has revealed new insights into the biodiversity of fungi, in depth studies of cyclic peptides (cyclotides) has created new possibilities for engineering of bioactive peptides, development of new strategies using phylogeny and chemography has resulted in new possibilities for navigating chemical and biological space, and using bioinformatic tools for understanding of lateral gene transfer could provide potential drug targets. A multidisciplinary subject like Pharmacognosy, one of several scientific disciplines bridging biology and chemistry with medicine, has a strategic position for studies of complex scientific questions based on observations in Nature. Furthermore, natural product research based on intriguing scientific questions in Nature can be of value to increase the attraction for young students in modern life science.     

The historical development of vaccine technology: exploring the relationship between science and technology

This paper examines the feasibility of using historical case studies to contextualise the learning of the nature of science and technology in a biology lesson. Through exploring the historical development of vaccine technology, students were expected to understand the complexity of the relationships between technology and science beyond the simplistic portrayal of technology as ‘applied science’. Instructional scaffolding in the form of Socratic Dialogue and self-reflection was used to engage students in thinking about the difference in the nature of science and technology and their mutual interactions. This was followed by students’ reflections on the insights they have gained from the lesson as a means to evaluate and reconstruct their own understanding if necessary. The educational implications of the findings are discussed to explore how technology could be further integrated into the school science curriculum to enhance scientific and technological literacy.     

Examining Microscopic Organisms under Augmented Reality Microscope: A 5E Learning Model Lesson

As a fundamental strategy for all science curriculum, inquiry is of prime importance. In order to facilitate inquiry during science education in middle school, 5E learning model was applied in this study. Following 5E learning model during a lesson, students can engage in a topic after being served to mitigate cognitive disequilibrium or familiar with daily-life examples such as yoghurt fermentation, oven spring, etc. explore the topic making an observation or testing hypothesis, explain and relate their experiences scientifically, extend or elaborate their knowledge and then being evaluated. This study introduces a sample 5E learning model for middle school students at the ages of 10–12 in science laboratory with an augmented reality microscope MicrosAR to examine microscopic organisms based on inquiry-based learning.