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.     

Fostering critical thinking, reasoning, and argumentation skills through bioethics education

Developing a position on a socio-scientific issue and defending it using a well-reasoned justification involves complex cognitive skills that are challenging to both teach and assess. Our work centers on instructional strategies for fostering critical thinking skills in high school students using bioethical case studies, decision-making frameworks, and structured analysis tools to scaffold student argumentation. In this study, we examined the effects of our teacher professional development and curricular materials on the ability of high school students to analyze a bioethical case study and develop a strong position. We focused on student ability to identify an ethical question, consider stakeholders and their values, incorporate relevant scientific facts and content, address ethical principles, and consider the strengths and weaknesses of alternate solutions. 431 students and 12 teachers participated in a research study using teacher cohorts for comparison purposes. The first cohort received professional development and used the curriculum with their students; the second did not receive professional development until after their participation in the study and did not use the curriculum. In order to assess the acquisition of higher-order justification skills, students were asked to analyze a case study and develop a well-reasoned written position. We evaluated statements using a scoring rubric and found highly significant differences (p<0.001) between students exposed to the curriculum strategies and those who were not. Students also showed highly significant gains (p<0.001) in self-reported interest in science content, ability to analyze socio-scientific issues, awareness of ethical issues, ability to listen to and discuss viewpoints different from their own, and understanding of the relationship between science and society. Our results demonstrate that incorporating ethical dilemmas into the classroom is one strategy for increasing student motivation and engagement with science content, while promoting reasoning and justification skills that help prepare an informed citizenry.     

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.     

“微生物学”一流课程教学改革与实践

“微生物学”课程是酿酒工程、生物工程、生物技术等专业的必修课程,也是一门重要的专业核心课程。基于培养具有科学探究能力的创新型人才的教学目标,我们教学团队深入改革“微生物学”课程,建设一流本科课程。通过贯彻“以学生为中心”和“科研反哺教学”的教学理念,深入挖掘课程育人价值,开展课程思政建设工作,建设慕课(massive open online course, MOOC)平台“微生物学”课程线上教学全套资源,构建“夯实基础-解构问题分析训练-研讨课”的教学模式,改进学生学习模式,改革学习过程评价体系,以及指导学生参加科创竞赛等教学改革实践,全面提高学生的科学探究能力,为社会储备具有科学探究能力的创新型人才,为工科院校建设一流课程提供借鉴。     

Broadening the voice of science: Promoting scientific communication in the undergraduate classroom

Effective and accurate communication of scientific findings is essential. Unfortunately, scientists are not always well trained in how to best communicate their results with other scientists nor do all appreciate the importance of speaking with the public. Here, we provide an example of how the development of oral communication skills can be integrated with research experiences at the undergraduate level. We describe our experiences developing, running, and evaluating a course for undergraduates that complemented their existing undergraduate research experiences with instruction on the nature of science and intensive training on the development of science communication skills. Students delivered science talks, research monologues, and poster presentations about the ecological and evolutionary research in which they were involved. We evaluated the effectiveness of our approach using the CURE survey and a focus group. As expected, undergraduates reported strong benefits to communication skills and confidence. We provide guidance for college researchers, instructors, and administrators interested in motivating and equipping the next generation of scientists to be excellent science communicators.     

How to Win the Evolution War: Teach Macroevolution!

If the American public understood what is actually known about the major evolutionary transitions in the history of life and how we know about them, uncertainty about evolution would drop precipitously, creationist arguments would fall on deaf ears, and public education in biology would make much more sense than it now does. Macroevolution must take a much more prominent place in K-12 science teaching. To do so, a curriculum must be redeveloped at both K-12 and college levels, so that preparation in macroevolution is a required part of K-12 biology preparation.     

Acceptance of Evolution Increases with Student Academic Level: A Comparison Between a Secular and a Religious College

Acceptance of evolution among the general public, high schools, teachers, and scientists has been documented in the USA; little is known about college students’ views on evolution; this population is relevant since it transits from a high-school/parent-protective environment to an independent role in societal decisions. Here we compare perspectives about evolution, creationism, and intelligent design (ID) between a secular (S) and a religious (R) college in the Northeastern USA. Interinstitutional comparisons showed that 64% (mean S + R) biology majors vs. 42/62% (S/R) nonmajors supported the exclusive teaching of evolution in science classes; 24/29% (S/R) biology majors vs. 26/38% (S/R) nonmajors perceived ID as both alternative to evolution and/or scientific theory about the origin of life; 76% (mean S + R) biology majors and nonmajors accepted evolutionary explanations about the origin of life; 86% (mean S + R) biology majors vs. 79% (mean S + R) nonmajors preferred science courses where human evolution is discussed; 76% (mean S+R) biology majors vs. 79% (mean S + R) nonmajors welcomed questions about evolution in exams and/or thought that such questions should always be in exams; and 66% (mean S + R) biology majors vs. 46% (mean S + R) nonmajors admitted they accept evolution openly and/or privately. Intrainstitutional comparisons showed that overall acceptance of evolution among biologists (S or R) increased gradually from the freshman to the senior year, due to exposure to upper-division courses with evolutionary content. College curricular/pedagogical reform should fortify evolution literacy at all education levels, particularly among nonbiologists.     

Comparing Individual and Group-Negotiated Knowledge Structures in an Introductory Biology Course for Majors

One of the key agendas for the emerging field of disciplinary-based education research is the evaluation of the trajectory of disciplinary knowledge development from novice to expert. However, with the ongoing promotion of student-centered and collaborative undergraduate science classrooms, it is unknown how peer discourse during these exercises might influence (promote or hinder) student construction of expert knowledge. This study documented the knowledge structures of n = 13 undergraduate biology students in a first semester biology course for majors across four instructional units. Participants constructed both individual and group-negotiated concept maps and map complexity, propositional stream similarity, and propositional accuracy were used as measures of quality of knowledge structure. Results indicated that on individually-constructed maps, in general, students had moderate quality knowledge structures when compared to experts. Individual map complexity seemed to increase over time, but stream similarity and propositional accuracy were more dependent on content unit. Group-constructed maps were consistently more accurate than individually-constructed maps. Results are discussed in the context of the use of collaborative concept mapping as a means to develop disciplinary expertise in biology.     

Teaching cell biology to nonscience majors through forensics, or how to design a killer course

Nonscience majors often do not respond to traditional lecture-only biology courses. However, these students still need exposure to basic biological concepts. To accomplish this goal, forensic science was paired with compatible cell biology subjects. Several topics such as human development and molecular biology were found to fulfill this purpose. Another goal was to maximize the hands-on experience of the nonscience major students. This objective was fulfilled by specific activities such as fingerprinting and DNA typing. One particularly effective teaching tool was a mock murder mystery complete with a Grand Jury trial. Another objective was to improve students' attitudes toward science. This was successful in that students felt more confident in their own scientific abilities after taking the course. In pre/post tests, students answered four questions about their ability to conduct science. All four statements showed a positive shift after the course (p values ranging from.001 to.036, df = 23; n = 24). The emphasis on experiential pedagogy was also shown to increase critical thinking skills. In pre/post testing, students in this course significantly increased their performance on critical thinking assessment tests from 33.3% correct to 45.3% (p =.008, df = 4; n = 24).     

数学原理在遗传学教学中的应用与实践

遗传学在生命科学中具有举足轻重的作用,其建立、发展和完善与数学紧密相连。由于遗传学自身具有较强的理论性和实践性,其内容较为抽象,导致部分学生缺乏学习兴趣。采用"渗透式"教学的方法,把遗传学知识和数学思维有机结合,巧妙应用数学的方法和技巧,将部分遗传现象进行数学抽象和逻辑推理,提升学生对遗传学的认识和理解层次,进一步提高学生的学习和研究能力。     

细胞生物学教学改革初探

细胞生物学是生命科学专业的一门必修的专业基础课,占有非常重要的地位。鉴于我院细胞生物学课程课时安排少、实验少、与已修课程有重复内容、相关科学前沿知识不能及时更新、"填鸭式"教学模式和传统的以"讲"为主的教学方法等严重影响该课程教学质量的教学现状,提出了从课程结构体系、课程教学内容,教学方法及考核方式等方面的一系列改革探究,课程结构体系方面由专业任选课变更为专业基础课,适当增加了理论课时;从课程内容来看,取缔与已修课程的重复内容,适当补充最新科研动态、介绍相关的诺贝尔奖,积极鼓励学生参与教师的相关科研项目和申报大学生科研创新活动项目,培养学生的科研创新能力;从教学模式来看,教师要积极利用图文并茂的多媒体教学、适时放映学生喜欢看的相关电教视频、课堂上多以讨论和提问的方式教学;考核采用平时成绩加期末成绩的方式,不断提高教学效率和课堂管理水平,促进教学质量的提高。     

Reverend Paley's naturalist revival

This paper analyzes the remarkable popularity of William Paley's argument from design among contemporary naturalists in biology and the philosophy of science. In philosophy of science Elliott Sober has argued that creationism should be excluded from the schools not because it is not science but because it is 'less likely' than evolution according to fairly standard confirmation theory. Creationism is said to have been a plausible scientific option as presented by Paley but no longer to be acceptable according to the same standards that once approved it. In biology C. G. Williams and Richard Dawkins have seen in Paley a proto-adaptationist. This paper shows that the historical assumptions of Sober's arguments are wrong and that the philosophical arguments themselves take alternatives to science to be alternatives in science and conflate the null hypothesis, chance, with a competing explanatory hypothesis. It is also shown that the similarity of Paley's adaptationism to that of contemporary biology is not what it is made out to be.     

Undergraduate structural biology education: A shift from users to developers of computation and simulation tools

The use of theory and simulation in undergraduate education in biochemistry, molecular biology, and structural biology is now common, but the skills students need and the curriculum instructors have to train their students are evolving. The global pandemic and the immediate switch to remote instruction forced instructors to reconsider how they can use computation to teach concepts previously approached with other instructional methods. In this review, we survey some of the curricula, materials, and resources for instructors who want to include theory, simulation, and computation in the undergraduate curriculum. There has been a notable progression from teaching students to use discipline-specific computational tools to developing interactive computational tools that promote active learning to having students write code themselves, such that they view computation as another tool for solving problems. We are moving toward a future where computational skills, including programming, data analysis, visualization, and simulation, will no longer be considered an optional bonus for students but a required skill for the 21st century STEM (Science, Technology, Engineering, and Mathematics) workforce; therefore, all physical and life science students should learn to program in the undergraduate curriculum.     

《动物生物学》教学对生命科学发展和人才培养的作用

动物生物学是揭示动物生命活动规律的科学。作为生命科学专业本科学生最早接触到的主干课程之一,动物生物学的教学对于学生了解生物学的基本概念和基础知识、构建生命科学的知识体系和思维方式、培养和巩固专业兴趣十分重要。系统回顾和总结了动物生物学研究对生命学科发展的贡献,阐明了动物生物学教学对生命科学人才培养与学科建设的作用,引起广大的生物学教学工作者和管理者对动物生物学教学的重视,促进传统重要基础课程的建设与发展。     

A first attempt to bring computational biology into advanced high school biology classrooms

Computer science has become ubiquitous in many areas of biological research, yet most high school and even college students are unaware of this. As a result, many college biology majors graduate without adequate computational skills for contemporary fields of biology. The absence of a computational element in secondary school biology classrooms is of growing concern to the computational biology community and biology teachers who would like to acquaint their students with updated approaches in the discipline. We present a first attempt to correct this absence by introducing a computational biology element to teach genetic evolution into advanced biology classes in two local high schools. Our primary goal was to show students how computation is used in biology and why a basic understanding of computation is necessary for research in many fields of biology. This curriculum is intended to be taught by a computational biologist who has worked with a high school advanced biology teacher to adapt the unit for his/her classroom, but a motivated high school teacher comfortable with mathematics and computing may be able to teach this alone. In this paper, we present our curriculum, which takes into consideration the constraints of the required curriculum, and discuss our experiences teaching it. We describe the successes and challenges we encountered while bringing this unit to high school students, discuss how we addressed these challenges, and make suggestions for future versions of this curriculum.We believe that our curriculum can be a valuable seed for further development of computational activities aimed at high school biology students. Further, our experiences may be of value to others teaching computational biology at this level. Our curriculum can be obtained at http://ecsite.cs.colorado.edu/?page_id=149#biology or by contacting the authors.     

Students’ Mental Models of Evolutionary Causation: Natural Selection and Genetic Drift

In an effort to understand how to improve student learning about evolution, a focus of science education research has been to document and address students?? naive ideas. Less research has investigated how students reason about alternative scientific models that attempt to explain the same phenomenon (e.g., which causal model best accounts for evolutionary change?). Within evolutionary biology, research has yet to explore how non-adaptive factors are situated within students?? conceptual ecologies of evolutionary causation. Do students construct evolutionary explanations that include non-adaptive and adaptive factors? If so, how are non-adaptive factors structured within students?? evolutionary explanations? We used clinical interviews and two paper and pencil instruments (one open-response and one multiple-choice) to investigate the use of non-adaptive and adaptive factors in undergraduate students?? patterns of evolutionary reasoning. After instruction that included non-adaptive causal factors (e.g., genetic drift), we found them to be remarkably uncommon in students?? explanatory models of evolutionary change in both written assessments and clinical interviews. However, consistent with many evolutionary biologists?? explanations, when students used non-adaptive factors they were conceptualized as causal alternatives to selection. Interestingly, use of non-adaptive factors was not associated with greater understanding of natural selection in interviews or written assessments, or with fewer naive ideas of natural selection. Thus, reasoning using non-adaptive factors appears to be a distinct facet of evolutionary thinking. We propose a theoretical framework for an expert?Cnovice continuum of evolutionary reasoning that incorporates both adaptive and non-adaptive factors, and can be used to inform instructional efficacy in evolutionary biology.     

高师院校微生物实验教学改革的实践与思考

针对中学新课改下的微生物学实验教学体系对高师院校现行微生物实验教学进行了改革,提出以培养学生的动手能力为出发点,从实验内容改革,实验教学手段改革和实验教学人员等方面入手,尝试建立一套适合高师院校生物科学专业本科生的微生物实验课程的创新教学体系。     

An investigative laboratory course in human physiology using computer technology and collaborative writing

Active investigative student-directed experiences in laboratory science are being encouraged by national science organizations. A growing body of evidence from classroom assessment supports their effectiveness. This study describes four years of implementation and assessment of an investigative laboratory course in human physiology for 65 second-year students in sports medicine and biology at a small private comprehensive college. The course builds on skills and abilities first introduced in an introductory investigations course and introduces additional higher-level skills and more complex human experimental models. In four multiweek experimental modules, involving neuromuscular, reflex, and cardiovascular physiology, by use of computerized hardware/software with a variety of transducers, students carry out self-designed experiments with human subjects and perform data collection and analysis, collaborative writing, and peer editing. In assessments, including standard course evaluations and the Salgains Web-based evaluation, student responses to this approach are enthusiastic, and gains in their skills and abilities are evident in their comments and in improved performance.     

Introducing experimental design by evaluating efficacy of herbal remedies (Do herbal remedies really work?)

This paper is based upon experiments developed as part of a Directed Research course designed to provide undergraduate biology students experience in the principles and processes of the scientific method used in biological research. The project involved the evaluation of herbal remedies used in many parts of the world in the treatment of diseases producing diarrhea as a major symptom. Methods used for testing the efficacy of these remedies vary greatly, and this provides an opportunity for inquiry in the classroom. The nematode Caenorhabditis elegans is used as the test organism. Survival of this worm is easily determined by assessing motility using a dissection microscope. The influence of two solvents commonly used for testing these treatments, M9 salt solution and purified water, on survival of worms is examined. The results were important to a graduate project evaluating the influence of these solvents on bioassay sensitivity testing partially purified extracts of the West African plant, Anogeissus leiocarpus, used for treatment of diarrhea. Directed research projects allow undergraduate biology students to become engaged in science and develop a deeper understanding of science process skills. The experiments can be extended to examine other variables as directed research projects or modified to use as experimental case examples as part of a laboratory exercise.     

An online tutorial for helping nonscience majors read primary research literature in biology

Using primary literature is an effective tool for promoting active learning and critical thinking in science classes. However, it can be challenging to use primary literature in large classes and in classes for nonscience majors. We describe the development and implementation of an online tutorial for helping nonscience majors learn to read primary literature in biology. The tutorial includes content about the scientific process and the structure of scientific papers and provides opportunities for students to practice reading primary literature. We describe the use of the tutorial in Biology of Exercise, a course for nonscience majors. Students used the tutorial outside of class to learn the basic principles involved in reading scientific papers, enabling class sessions to focus on active-learning activities and substantive class discussions.