News and Comments

Concept mapping is an activity with numerous uses in the biology classroom. Its value in planning, teaching, revision, and assessment, and the attitudes of students and teachers towards its use, are discussed. Comments made are illustrated with excerpts from interviews with teachers and students who were involved in classroom concept mapping exercises. The use of expert maps for scoring is described, and some of the pitfalls are considered. Finally, the value of concept mapping as an aid to reflective practice is discussed.     

Science and the Concept of Evolution: From the Big Bang to the Origin and Evolution of Life

The common thread of evolution runs through all science disciplines, and the concept of evolution enables students to better understand the nature of the universe and our origins. “Science and the Concept of Evolution” is one of two interdisciplinary science Core courses taken by Dowling College undergraduates as part of their General Education requirements. The course examines basic principles and methods of science by following the concept of evolution from the big bang to the origin and evolution of life. Case studies of leading scientists illustrate how their ideas developed and contributed to the evolution of our understanding of the world. Evidences for physical, chemical, and biological evolution are explored, and students learn to view the evolution of matter and of ideas as a natural process of change over space and time.     

A ‘species identification’ approach to concept mapping in the classroom

ABSTRACT

The detailed analysis and scoring of concept maps may not be necessary in order for students to gain from their use in the classroom. A simplified recognition of different types (‘species’) of map may increase the likelihood of teachers employing maps in their classrooms so that more teachers and students might benefit from concept mapping on a regular basis. A greater familiarity and level of engagement with concept maps is likely to support an increase in the level of mapping expertise developed by both teachers and students, enabling maps to be used to support higher order thinking skills – as intended. The counter-intuitive conclusion to this prospect is that the adoption of a non-analytical consideration of maps may actually make them a more valuable classroom asset. However, this requires a greater level of expertise in the application of concept maps on the part of the teacher. A simplified typology of ‘map species’ is presented to support the development of this perspective.     

基于高性能服务器及网格技术的生物科研服务平台研究

为了解决生物科学方面的研究人员在使用生物研究软件工具中存在的“不知道、选不出、难学习和用不起”等问题,同时也为了能为生物类院校的师生提供教学辅助,利用网格技术在高性能服务器上,建立了一款服务于生物研究和教学的网上生物科研服务平台（Biological study service platform,BSP）。该平台包含“工具大全、工具论坛和web工作台”等三部分,拟分别从“找,学,用”三个方面彻底解决生物研究人员在使用生物研究软件工具中存在的问题,同时也为生物类的教师和学生提供了教与学平台。访问地址如下：http：//218．57．145．30：9999／biosp／。此外,该研究小组还将不断地更新和改进该平台,开发更多的自主应用软件,更好地服务生物科研工作。     

Quantitative concept mapping in pulmonary physiology: comparison of student and faculty knowledge structures

Quantitative concept mapping, in contrast with qualitative approaches, is rigorous scientifically and permits statistical analyses of data about concept learning. This study extends past quantitative research on the structure of student concept learning in pulmonary physiology. Pathfinder scaling is used to derive concept maps for medical and veterinary students and their physiology instructors at Northwestern University and the University of Wisconsin, respectively. The concept maps are evaluated for coherence (internal consistency), student-instructor similarity, and correlation of similarity with final examination scores. Results show that student and instructor concept maps are coherent and that student concept maps become increasingly similar to instructors' concept maps from pre- to postinstruction, but that student-instructor concept map similarity does not correlate with examination performance. Research outcomes are discussed concerning possible sources of variation in student and faculty knowledge structures.     

Use of concept mapping in an undergraduate introductory exercise physiology course

Physiology is often considered a challenging course for students. It is up to teachers to structure courses and create learning opportunities that will increase the chance of student success. In an undergraduate exercise physiology course, concept maps are assigned to help students actively process and organize information into manageable and meaningful chunks and to teach them to recognize the patterns and regularities of physiology. Students are first introduced to concept mapping with a commonly relatable nonphysiology concept and are then assigned a series of maps that become more and more complex. Students map the acute response to a drop in blood pressure, the causes of the acute increase in stroke volume during cardiorespiratory exercise, and the factors contributing to an increase in maximal O(2) consumption with cardiorespiratory endurance training. In the process, students draw the integrative nature of physiology, identify causal relationships, and learn about general models and core principles of physiology.     

Gregor Mendel's classic paper and the nature of science in genetics courses

The discoveries of Gregor Mendel, as described by Mendel in his 1866 paper Versuche uber Pflanzen-Hybriden (Experiments on plant hybrids), can be used in undergraduate genetics and biology courses to engage students about specific nature of science characteristics and their relationship to four of his major contributions to genetics. The use of primary source literature as an instructional tool to enhance genetics students' understanding of the nature of science helps students more clearly understand how scientists work and how the science of genetics has evolved as a discipline. We offer a historical background of how the nature of science developed as a concept and show how Mendel's investigations of heredity can enrich biology and genetics courses by exemplifying the nature of science.     

Student perceptions and use of an assessment rubric for a group concept map in physiology

We previously reported how the opinions of second-year dentistry students and faculty members can be used to construct an assessment rubric to grade group-based concept maps in physiology. This article describes the second phase of this study of the subsequent year's cohort. A case study approach was used to investigate how groups of students used the criteria to complete their complex concept maps. Students' opinions about the assessment task and newly constructed rubric were sampled. Opinions across groups were correlated to academic achievements in the course. Two groups of four students volunteered to be videorecorded during a 4-h workshop, during which they completed their maps. The mapping task was not generally favored by students. However, those students who did favor the task achieved higher academic grades. Most students favored the newly constructed assessment rubric, commenting that it was easy to understand, fair, and appropriate, but reported that extra guidance from tutors and other resources were required. Coded videorecordings of the two observation groups revealed complex interactions around the three criteria of content, logic and understanding, and presentation. Two broad patterns of working were identified. One group distributed their efforts more evenly across the criteria, whereas the other group completed their maps by addressing the criteria in stages. These findings clearly indicate the academic challenges and social complexity in how students work in groups to complete complex concept maps in physiology.     

Teaching calcium-induced calcium release in cardiomyocytes using a classic paper by Fabiato

This teaching paper utilizes the materials presented by Dr. Fabiato in his review article entitled "Calcium-induced release of calcium from the cardiac sarcoplasmic reticulum." In the review, supporting evidence of calcium-induced calcium release (CICR) is presented. Data concerning potential objections to the CICR theory are discussed as well. In closing, technical issues associated with the skinned cell model are mentioned. Based on this review article, teaching and learning points are put forth in this article to highlight two concepts: 1) the regulatory mechanisms of CICR in cardiomyocytes and 2) the recognition of contradicting hypotheses and limitations in experimental design. The first concept is certainly an important one for physiology students. The second concept is universally applicable to researchers in all fields of science. It is thus the aim of this article to cultivate a rewarding teaching and learning experience for both instructors and students.     

Methods for monitoring herbivory and growth of New Zealand mistletoes (Loranthaceae)

This study provides the first quantitative comparison of methods for monitoring herbivory and growth of New Zealand beech mistletoes (Alepis flavida, Peraxilla colensoi and Peraxilla tetrapetala). Four monitoring methods-leaf maps, volume estimates visual estimates of browse and foliage density, and rePeat fixed-point photographs-were used to assess the health of 60 permanently tagged mistletoe plants in four South Island beech forests between February 1997 and February 1998. Leaf maps provided the most detailed information but were extremely labour-intensive so could only be used to monitor a small number of plants. Photographs were much faster to use, and the results corresponded well to leaf map data, but A. flavida could not be photographed because it was frequently hidden by host foliage. Visual scoring methods and volume measurements did not correlate well with leaf maps, probably because leaf loss and growth were not obvious without images of plants from previous seasons. Thus, photographs can provide valuable reference points for future evaluation of plant condition. However, because photos require more time and money than visual scoring and can only be used on a subset of the population, their most practical use is as a supplement to visual scoring.     

Biological systems modeling and analysis: a biomolecular technique of the twenty-first century.

It is proposed that computational systems biology should be considered a biomolecular technique of the twenty-first century, because it complements experimental biology and bioinformatics in unique ways that will eventually lead to insights and a depth of understanding not achievable without systems approaches. This article begins with a summary of traditional and novel modeling techniques. In the second part, it proposes concept map modeling as a useful link between experimental biology and biological systems modeling and analysis. Concept map modeling requires the collaboration between biologist and modeler. The biologist designs a regulated connectivity diagram of processes comprising a biological system and also provides semi-quantitative information on stimuli and measured or expected responses of the system. The modeler converts this information through methods of forward and inverse modeling into a mathematical construct that can be used for simulations and to generate and test new hypotheses. The biologist and the modeler collaboratively interpret the results and devise improved concept maps. The third part of the article describes software, BST-Box, supporting the various modeling activities.     

Comparative Map and Trait Viewer (CMTV): an integrated bioinformatic tool to construct consensus maps and compare QTL and functional genomics data across genomes and experiments

In the past few decades, a wealth of genomic data has been produced in a wide variety of species using a diverse array of functional and molecular marker approaches. In order to unlock the full potential of the information contained in these independent experiments, researchers need efficient and intuitive means to identify common genomic regions and genes involved in the expression of target phenotypic traits across diverse conditions. To address this need, we have developed a Comparative Map and Trait Viewer (CMTV) tool that can be used to construct dynamic aggregations of a variety of types of genomic datasets. By algorithmically determining correspondences between sets of objects on multiple genomic maps, the CMTV can display syntenic regions across taxa, combine maps from separate experiments into a consensus map, or project data from different maps into a common coordinate framework using dynamic coordinate translations between source and target maps. We present a case study that illustrates the utility of the tool for managing large and varied datasets by integrating data collected by CIMMYT in maize drought tolerance research with data from public sources. This example will focus on one of the visualization features for Quantitative Trait Locus (QTL) data, using likelihood ratio (LR) files produced by generic QTL analysis software and displaying the data in a unique visual manner across different combinations of traits, environments and crosses. Once a genomic region of interest has been identified, the CMTV can search and display additional QTLs meeting a particular threshold for that region, or other functional data such as sets of differentially expressed genes located in the region; it thus provides an easily used means for organizing and manipulating data sets that have been dynamically integrated under the focus of the researchers specific hypothesis.     

Integrating an open-source course management system (Moodle) into the teaching of a first-year medical physiology course: a case study

Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum.     

STEAM教育理念下“线上+线下”混合教学模式初探：以微生物学实验为例

随着信息化手段的不断丰富,新型教育理念结合线上学习平台的新信息化教学模式成为高校课堂的改革新趋势。本次教学改革利用科学(Science)、技术(Technology)、工程(Engineering)、艺术(Art)和数学(Mathematics)多学科融合的超学科教育理念(简称STEAM教育)对教师教学过程进行了整体设计,同时借助“线上+线下”教学平台对学生学习过程进行了全面优化。将原本分散的验证型、操作型实验重新整合串联成以多角度“项目式”任务为主线、以Blackboard线上平台为辅线的自主研究型实验项目。新型教学模式以学生为主体,给学生提供更多自我展示和讨论互动的平台。从学生的课堂表现、知识测验、课后反馈、实验操作及实验报告4个方面对新型模式下的教学效果进行了分析和评价。结果表明,此模式不仅提高了学生在微生物学实验中的学习质量,增强了其学习主观能动性,而且有利于培养和提升学生的问题探究及实践创新能力。这一新型教学模式对其他生物学科实验课程的教学具有一定的借鉴意义。     

Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning

The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.     

Homology: Why We Know a Whale Is Not a Fish

Homology is a fundamental concept in comparative and evolutionary biology and yet often the focus of antievolution challenges. In describing structural similarity that is the result of common ancestry, hypotheses about homology require rigorous testing and form the basis for making predictions about anatomy and physiology as well as the fossil record. Communicating the basics of homology to students is essential for a high school biology curriculum.     

New automatic quantification method of immunofluorescence and histochemistry in whole histological sections

Immunofluorescent staining is a widespread tool in basic science to understand organ morphology and (patho-) physiology. The analysis of imaging data is often performed manually, limiting throughput and introducing human bias. Quantitative analysis is particularly challenging for organs with complex structure such as the kidney. In this study we present an approach for automatic quantification of fluorescent markers and histochemical stainings in whole organ sections using open source software. We validate our novel method in multiple typical challenges of basic kidney research and demonstrate its general relevance and applicability to other complex solid organs for a variety of different markers and stainings. Our newly developed software tool “AQUISTO”, applied as a standard in primary data analysis, facilitates efficient large scale evaluation of cellular populations in various types of histological samples. Thereby it contributes to the characterization and understanding of (patho-) physiological processes.     

A visual aid for teaching ventilation-perfusion relationships

To help students understand the concept of the ventilation-perfusion ratio (VA/Q) and the effects that VA/Q mismatching has on pulmonary gas exchange, a "sliding rectangles" visual aid was developed to teach VA/Q relationships. Adjacent rectangles representing "ventilation" and "perfusion" are slid past one another so that portions of the ventilation and perfusion rectangles are not touching, illustrating the concepts of dead-space ventilation (VD) and shunt flow (QS). The portion of the ventilation bar representing VD is further subdivided into anatomical and alveolar VD and used to show the effects of alveolar dead space on the PO2 (PAO2) and PCO2 of alveolar air (PACO2); movement away from the "ideal" point). Similarly, the portion of the perfusion bar representing QS is used to define anatomical and physiological shunts and the effect of shunts on the PO2 (PaO2) and PCO2 of arterial blood (PaCO2). The genesis of the PAO2-PaO2 (A-a) PO2 difference as well as the effects of VA/Q mismatching and diffusion abnormalities can all be discussed with this visual aid. This approach has greatly assisted some students in mastering this traditionally difficult area of respiratory physiology.     

Constructing a Cotton-Ball Catapult: An Interdisciplinary STS Learning Experience

The need for all students to develop a stronger ability to express their science knowledge in writing is important. In this article, the authors take you on a journey in an elementary school classroom with tools to help foster deeper learning and stronger writing skills in science content. With many students in high school required to pass end-of-semester science exams to receive a diploma, teaching writing at an early age across various content areas is an even more critical component of today’s curriculum. Presenting curriculum material through multiple means (Universal Design for Learning-Representation) allows students to gain information through a learning approach that best fits the students’ learning needs. The authors examine multiple means of representing science curriculum to engage students in creating detailed and comprehensive concept maps and to provide supportive scientific evidence in written explanations as they gain more content knowledge in science.     

Implementing team‐based learning in the life sciences: A case study in an online introductory level evolution and biodiversity course

Team‐Based Learning (TBL) is a pedagogical tool that has great potential to develop student engagement, accountability, and equity in the online classroom. TBL is rooted in evidence‐based educational theories and practices that underlie many active learning approaches such as self‐testing, team discussion, and application of knowledge. The use of these approaches is associated with better student performance, retention, and sense of belonging in the classroom, aspects that are often reported to be especially lacking in online courses. Here, we describe how we implemented TBL in a face‐to‐face and an online introductory level evolution and biodiversity course. We implemented TBL in the face‐to‐face course (~200 students) starting in 2018 and in the online course (~30 students) starting in the summer of 2019. We used several online applications to facilitate the transition to an online platform such as Simbio, Slack, VoiceThread, Articulate 360, and Teammates. Our experiences using TBL approaches in the online course have been rewarding, and students are engaged and accountable for their learning and performed well in the course. Our goal is to provide an example of how we designed a life science course using TBL approaches and transitioned the course to an online environment. With the current switch to remote instruction and online learning, we recommend the use of TBL as a course design approach that can improve the students’ online learning experience.