The ability of A-level students to name plants

he ability of A level students to recognise and name common wild flowers was shown to be very poor. Traineeteachers performed little better and nearly a third of the practising A-level biology teachers tested were able toname only three or fewer wild flowers.

Although opportunities exist at primary level for children to learn about the environment, most enter sec-ondary school with a poor knowledge of the organisms around them, particularly plants. At secondary level thedecrease in the importance of whole organism biology in the curriculum, declining opportunities for fieldworkand the concentration of A-level fieldwork on techniques and course assessment allow little time for training inidentification skills. Many A-level students feel that being able to recognise and name organisms is not important. In teaching students to be responsible citizens and to care about their environment, a knowledge of atleast the common organisms around them is vital.Initiatives are needed to engage the interest of primaryschool children and to provide more opportunities for fieldwork at secondary level, including time to teach students to recognise organisms. Training for teachers would be valuable and the role of organisations outside formal education in educating the wider public is also recognised.     

How fieldwork-oriented biology teachers establish formal outdoor education practices

ABSTRACT

Fieldwork is an important part of biology as well as science and biology education. However, teachers perceive several reasons for the limited use of fieldwork in schools. Further, outdoor education is often organised as a single fieldtrip guided by outdoor educators, and little research has been done on fieldwork as a regular part of formal biology education. This case study explores three secondary-school biology teachers who untypically use outdoor education as a major part of their ecology courses for 8^th grade students (median age 14). Berger and Luckmann’s theory of the process of institutionalization as a theoretical background is used to interpret the pedagogical and organizational choices of the case study teachers. Analysis of the interviews of the selected three teachers revealed pedagogical and organizational means through which outdoor teaching is institutionalized into a regular activity in biology lessons. The teachers considered regularity, assessment practices and the school curriculum as major tools to legitimate outdoor learning as a formal schoolwork and foster successful learning. However, they also emphasised students’ freedom during outdoor activities. The findings are discussed in terms of how the teachers succeeded in combining the institutional order of formal schooling with students’ freedom in nature.     

Spinning a yarn about adaptations in different biomes: stories and science for preschool learners

Evolution and ecology are essential to an understanding of biology, but questions remain as to when and how young children can learn about these concepts. The concept of adaptation represents an opportunity for children to engage with these ideas, and this article presents several lessons used to teach adaptation to children aged three through six at a summer Science Technology Engineering Art and Mathematics camp. The lessons incorporate interactive yarn stories to illustrate particular adaptations in three biomes: desert, arctic tundra, and deciduous forest. The yarn stories also introduce environmental features and particular organisms that are used in subsequent investigations. Examples and assessment data from preschool children in this camp are used to illustrate young children’s emerging understandings of adaptation throughout these lessons.     

基于标本和分布信息评估中国虾脊兰属 植物的濒危状况

兰科植物是生物多样性保护的旗舰类群之一, 但如何客观准确地评估兰科植物的濒危状况, 一直是生物多样性保护中急需解决的问题。本文以中国虾脊兰属(Calanthe)植物为例, 探讨了基于馆藏标本和野外分布信息进行兰科植物红色名录濒危等级评估的利弊。我们的研究表明, 馆藏标本能够比较客观地反映物种地理分布信息和相应的野外居群状况, 但对于物种分布的历史变化和受威胁因素反映不足; 而野外工作对于物种的实际分布状况和受威胁因素等的反映比较客观, 但能发现的物种和居群数量有限, 部分极小种群物种在短时间野外工作中很难发现。我们的研究认为, 有2种虾脊兰属植物应被评估为野外灭绝(EW), 16种应被评估为极度濒危(CR)。可见, 中国虾脊兰属植物濒危的状况远比前人的评估结果要严重得多。     

Procedural understanding in biology: the ‘thinking behind the doing’

Several developments in science education aim to improve pupils' ability to ‘think scientifically’. This paper argues for the explicit teaching of the ideas that pupils need to ‘think about’ to do this; ideas related to the design of investigations and the collection, presentation, analysis, and evaluation of the resulting evidence — ideas which are important both for pupils who continue to study or work with biology and for all pupils to become biologically literate. This paper considers some of the concepts of evidence which are particularly important to biology, and discusses how and why the ideas could be taught.     

Fieldwork in UK secondary schools: influences and provision

The paper describes a national survey of biology teachers visiting Field Studies Council (FSC) centres in England and Wales. It provides data on levels of biology fieldwork at ages 11–16 (Years 7–11), and factors affecting A-level biology fieldwork provision at ages 16–19 (Years 12 and 13). The results are compared with similar data from geography teachers. Clear differences are demonstrated: in levels of ower-secondary provision; in teachers' perception of factors affecting fieldwork provision; and in the periodicity and timing of fieldwork. Recommendations are made towards improving the status and level of provision of A-level biology fieldwork.     

Teaching critical thinking in a developmental biology course at an American liberal arts college

We all expect our students to learn facts and concepts, but more importantly, we want them to learn how to evaluate new information from an educated and skeptical perspective; that is, we want them to become critical thinkers. For many of us who are scientists and teachers, critical thought is either intuitive or we learned it so long ago that it is not at all obvious how to pass on the skills to our students. Explicitly discussing the logic that underlies the experimental basis of developmental biology is an easy and very successful way to teach critical thinking skills. Here, I describe some simple changes to a lecture course that turn the practice of critical thinking into the centerpiece of the learning process. My starting point is the "Evidence and Antibodies" sidelight in Gilbert's Developmental Biology (2000), which I use as an introduction to the ideas of correlation, necessity and sufficiency, and to the kinds of experiments required to gather each type of evidence: observation ("show it"), loss of function ("block it") and gain of function ("move it"). Thereafter, every experiment can be understood quickly by the class and discussed intelligently with a common vocabulary. Both verbal and written reinforcement of these ideas dramatically improve the students' ability to evaluate new information. In particular, they are able to evaluate claims about cause and effect; they become experts at distinguishing between correlation and causation. Because the intellectual techniques are so powerful and the logic so satisfying, the students come to view the critical assessment of knowledge as a fun puzzle and the rigorous thinking behind formulating a question as an exciting challenge.     

Positional information in cells and organisms

The processes of pattern formation are usually considered to be quite different in unicellular and multicellular organisms. The only unifying ideas have been very general, such as those concerning regional differences and organization along a polar axis. Concepts like induction, fields and gradients have generally been applied only to the development of multicellular organisms. Here, Joseph Frankel suggests that pattern formation by multicellular organisms evolved in their progenitors in response to multiplication of cytoplasmic structural units rather than of nuclei. Ciliates provide a living example of complex patterning in a compound uninucleate organism.     

Sampling bias and the use of ecological niche modeling in conservation planning: a field evaluation in a biodiversity hotspot

Ecological niche modeling (ENM) has become an important tool in conservation biology. Despite its recent success, several basic issues related to algorithm performance are still being debated. We assess the ability of two of the most popular algorithms, GARP and Maxent, to predict distributions when sampling is geographically biased. We use an extensive data set collected in the Brazilian Cerrado, a biodiversity hotspot in South America. We found that both algorithms give richness predictions that are very similar to other traditionally used richness estimators. Also, both algorithms correctly predicted the presence of most species collected during fieldwork, and failed to predict species collected only in very few cases (usually species with very few known localities, i.e., <5). We also found that Maxent tends to be more sensitive to sampling bias than GARP. However, Maxent performs better when sampling is poor (e.g., low number of data points). Our results indicates that ENM, even when provided with limited and geographically biased localities, is a very useful technique to estimate richness and composition of unsampled areas. We conclude that data generated by ENM maximize the utility of existing biodiversity data, providing a very useful first evaluation. However, for reliable conservation decisions ENM data must be followed by well-designed field inventories, especially for the detection of restricted range, rare species.     

Dynamic modelling and analysis of biochemical networks: mechanism-based models and model-based experiments

Systems biology applies quantitative, mechanistic modelling to study genetic networks, signal transduction pathways and metabolic networks. Mathematical models of biochemical networks can look very different. An important reason is that the purpose and application of a model are essential for the selection of the best mathematical framework. Fundamental aspects of selecting an appropriate modelling framework and a strategy for model building are discussed. Concepts and methods from system and control theory provide a sound basis for the further development of improved and dedicated computational tools for systems biology. Identification of the network components and rate constants that are most critical to the output behaviour of the system is one of the major problems raised in systems biology. Current approaches and methods of parameter sensitivity analysis and parameter estimation are reviewed. It is shown how these methods can be applied in the design of model-based experiments which iteratively yield models that are decreasingly wrong and increasingly gain predictive power.     

Blood circulation laboratory investigations with video are less investigative than instructional blood circulation laboratories with live organisms

Live organisms versus digital video of the organisms were used to challenge students' naive ideas and misconceptions about blood, the heart, and circulatory patterns. Three faculty members taught 259 grade 10 biology students in a California high school with students from diverse ethnolinguistic groups who were divided into 5 classes using microscopes (128 students) and 5 classes using digital video (131 students) to compare blood transport among invertebrates, fish, and humans. The "What Is Happening in this Class?" (WIHIC) questionnaire was used for assessment of microscope and video groups to detect students' perception of their learning environment following these teaching interventions. The use of microscopes had a clear effect on the perception of the investigative aspects of the learning environment that was not detected with the video treatment. Findings suggest that video should not replace investigations with live organisms.     

Importance of S. M. Razumovskií's theories for the vegetation science

Publication of S.M. Razumovsky collection works (including some unknown articles) shows his theoretical legacy for current vegetation science. Concepts of S.M. Razumovsky are in the frame of organismic paradigm. He believed that plant communities and associations are natural and continuum concept is only the result of methodical mistakes. Monoclimax (in the meaning of F. Clements) was considered by Razumovsky as the fundamental low of vegetation. Now these statements are very doubtful, but some of his ideas (succession systems, cenophyllous and cenofobous species, the principle and experience of vegetation regionalisation on the base of floristic criteria) are very useful for current vegetation science.     

Ice shaping properties, similar to that of antifreeze proteins, of a zirconium acetate complex

The control of the growth morphologies of ice crystals is a critical issue in fields as diverse as biomineralization, medicine, biology, civil or food engineering. Such control can be achieved through the ice-shaping properties of specific compounds. The development of synthetic ice-shaping compounds is inspired by the natural occurrence of such properties exhibited by antifreeze proteins. We reveal how a particular zirconium acetate complex is exhibiting ice-shaping properties very similar to that of antifreeze proteins, albeit being a radically different compound. We use these properties as a bioinspired approach to template unique faceted pores in cellular materials. These results suggest that ice-structuring properties are not exclusive to long organic molecules and should broaden the field of investigations and applications of such substances.     

The evaluation of fieldwork: concept elucidation by transects

Problems associated with biology fieldwork and the teaching of ecology are outlined and it is suggested that a key to improvement in this area is the development of a more objective approach based on evaluation data indicating the effectiveness of fieldwork exercises. Lack of such data is considered to be contributing to educational inertia.

An evaluation of concept elucidation by transect exercises is reported. One concept considered important in relation to zonation is not significantly elucidated. This is considered as a limitation of the transect as an educational exercise and is taken to illustrate the potential importance of evaluation work.     

Biomarkers in molecular epidemiology studies for health risk prediction

The field of molecular epidemiology is very promising, as sophisticated techniques are being developed to address etiology, genetic susceptibility and mechanisms for induction of disease. The use of biomarkers plays a key role in these investigations because the information can be used to predict the development of disease and to implement disease prevention programs. However, as emphasized by Frederica P. Perera, the field is strewn with studies either that failed to use validated biomarkers or whose designs did not adequately consider the biology of the endpoints, and the availability of validated biomarkers of health risk is still limited. In this review, we have briefly described the usefulness of certain biomarkers for the documentation of exposure and early biological effects, with special concern for the prediction of cancer. An emphasis is placed on understanding the biological and health significance of biomarkers. By building reliable biomarker databases, a promising future is the integration of information from the genome programs to expand the scientific frontiers on etiology, health risk prediction and prevention of environmental disease.     

Aldehydes: occurrence, carcinogenic potential, mechanism of action and risk assessment

Aldehydes constitute a group of relatively reactive organic compounds. They occur as natural (flavoring) constituents in a wide variety of foods and food components, often in relatively small, but occasionally in very large concentrations, and are also widely used as food additives. Evidence of carcinogenic potential in experimental animals is convincing for formaldehyde and acetaldehyde, limited for crotonaldehyde, furfural and glycidaldehyde, doubtful for malondialdehyde, very weak for acrolein and absent for vanillin. Formaldehyde carcinogenesis is a high-dose phenomenon in which the cytotoxicity plays a crucial role. Cytotoxicity may also be of major importance in acetaldehyde carcinogenesis but further studies are needed to prove or disprove this assumption. For a large number of aldehydes (relevant) data on neither carcinogenicity nor genotoxicity are available. From epidemiological studies there is no convincing evidence of aldehyde exposure being related to cancer in humans. Overall assessment of the cancer risk of aldehydes in the diet leads to the conclusion that formaldehyde, acrolein, citral and vanillin are no dietary risk factors, and that the opposite may be true for acetaldehyde, crotonaldehyde and furfural. Malondialdehyde, glycidaldehyde, benzaldehyde, cinnamaldehyde and anisaldehyde cannot be evaluated on the basis of the available data. A series of aldehydes should be subjected to at least mutagenicity, cytogenicity and cytotoxicity tests. Priority setting for testing should be based on expected mechanism of action and degree of human exposure.     

Mode coupling in living systems: implications for biology and medicine

Complex systems, and in particular biological ones, are characterized by large numbers of oscillations of widely differing frequencies. Various prejudices tend to lead to the assumption that such oscillators should generically be very weakly interacting. This paper reviews the basic ideas of linearity and nonlinearity as seen by a physicist, but with a view to biological systems. In particular, it is argued that large couplings between different oscillators of disparate frequencies are common, being present even in rather simple systems which are well-known in physics, although this issue is often glossed over. This suggests new experiments and investigations, as well as new approaches to therapies and human-environment interactions which, without the concepts described here, may otherwise seem unlikely to be interesting. The style of the paper is conversational with a minimum of mathematics, and no attempt at a complete list of references.     

Evolution and development: Past, present, and future

The paper tries to set right certain ideas about the history of evolutionary developmental biology. The main point is, that we had to enface the dominance of a comparative approach towards evolutionary developmental biology before 1900, which even later on was effective in Russia, for example, till the 1930s. The problem of the experimentalist approach set against this tradition was and is that there is no concept of gestalt that may allow to integrate the former comparative views and the modern mechanistic interpretations. We argue, that it would be wrong just to describe the comparative tradition as being outdated, as it may allow to get the framework for a dynamical concept of Gestalt that may integrate the ideas of morphogenesis and pattern formation worked out in evo-devo recently.     

Interactive learning and action: realizing the promise of synthetic biology for global health

The emerging field of synthetic biology has the potential to improve global health. For example, synthetic biology could contribute to efforts at vaccine development in a context in which vaccines and immunization have been identified by the international community as being crucial to international development efforts and, in particular, the millennium development goals. However, past experience with innovations shows that realizing a technology’s potential can be difficult and complex. To achieve better societal embedding of synthetic biology and to make sure it reaches its potential, science and technology development should be made more inclusive and interactive. Responsible research and innovation is based on the premise that a broad range of stakeholders with different views, needs and ideas should have a voice in the technological development and deployment process. The interactive learning and action (ILA) approach has been developed as a methodology to bring societal stakeholders into a science and technology development process. This paper proposes an ILA in five phases for an international effort, with national case studies, to develop socially robust applications of synthetic biology for global health, based on the example of vaccine development. The design is based on results of a recently initiated ILA project on synthetic biology; results from other interactive initiatives described in the literature; and examples of possible applications of synthetic biology for global health that are currently being developed.