Information literacy in biology education: an example from an advanced cell biology course

Information literacy skills are critically important for the undergraduate biology student. The ability to find, understand, evaluate, and use information, whether from the scientific literature or from Web resources, is essential for a good understanding of a topic and for the conduct of research. A project in which students receive information literacy instruction and then proceed to select, update, and write about a current research topic in an upper-level cell biology course is described. Students research the chosen topic using paper and electronic resources, generate a list of relevant articles, prepare abstracts based on papers read, and, finally, prepare a "state-of-the-art" paper on the topic. This approach, which extends over most of one semester, has resulted in a number of well-researched and well-written papers that incorporate some of the latest research in cell biology. The steps in this project have also led to students who are prepared to address future projects on new and complex topics. The project is part of an undergraduate course in cell biology, but parts of the assignments can be modified to fit a variety of subject areas and levels.     

Preaching to the choir or composing new verses? Toward a writerly climate literacy in introductory undergraduate biology

Climate change is one of the most pressing issues facing society today, yet a wide range of misconceptions exist in society about whether or why climate change is happening, what its consequences are, and what can be done to address it. Large introductory biology courses present an opportunity to teach a large number of students—some of whom may never take another course focused on climate, ecology, or the environment—about climate change. However, content knowledge alone may not be enough to prepare students to transform their knowledge into action. To begin understanding how content knowledge interacts with student constructions of climate change solutions, we administered and quantitatively analyzed a survey that examined student views of climate change and how they shifted with instruction during an undergraduate introductory biology course at a large Midwestern university. Almost all participants entered the course agreeing that climate change is occurring, and their certainty about the science of climate change increased after instruction. After taking the course, more participants described climate change as having more immediate impacts, reporting that climate change is already harming people and that climate change will harm them personally. However, both at the beginning and end of the course, participants tended to think that humans would either be unable or unwilling to reduce climate change. They were also more worried about climate change at the end of the course than they were before. Increased concern might result from students becoming more certain of the science and severity of climate change, while remaining pessimistic that humans will effectively act on climate change. This pattern suggests instructors have opportunities to modify curricula in ways that leave students with a greater sense of empowerment and efficacy; we suggest questions that instructors can ask themselves in order to modify their courses with this goal in mind.     

Ninth Enzyme Mechanisms Conference

The ninth biennial conference on enzyme mechanisms, organized by E. H. Cordes (Chairman), S. J. Benkovic, J. W. Kozarich, J. R. Knowles, and D. Silverman, was held on January 3–5, 1985, at the Innisbrook Resort in Tarpon Springs, Florida. Three formal talks were given in each of six sessions on the general topics: 1, Peptide Chemistry; 2, Redox Chemistry; 3, Mechanisms; 4, Cofactors; 5, Complex Structures; and 6, Biosynthesis at the Enzyme Level. In addition, two poster sessions were held with a total of over 50 posters being presented. In the following, a brief synopsis of each of the major talks, as well as a few select references to recent work in the area of the talk, are given. Also, the titles and authors of the posters are listed along with a few references to material related to some of the posters. It is hoped that this brief summary of the meeting not only will indicate the types of studies currently of interest to mechanism oriented bioorganic chemists, but also will serve as a starting point for those who wish to delve more deeply into the topics that were discussed.     

Finding and promoting a local conservation consensus in a globally important tropical forest landscape

Can democratic processes favour conservation outcomes in the tropics? This study focuses on local viewpoints within a forested landscape of high conservation significance in East Kalimantan (Indonesian Borneo). Stakeholders received posters displaying results from a previous study; these posters emphasised local priorities and views regarding local biodiversity. We assess local attitudes to this information, and consider some implications. Knowledge of, and agreement with, poster content increased among villagers, townspeople and civil servants after they received posters. All respondents appreciated the posters and all supported some form of forest conservation. All respondents agreed that biodiversity conservation and local views are vital in land-use planning. All agreed that logging companies need to be better controlled, while 80% consider them a “major environmental threat”. These results bolster our belief that involving communities is not only an ethically defensible way to achieve conservation outcomes, but also a pragmatic opportunity to do so.     

Highlights from the 2010 BAS/BSCR spring meeting: New Frontiers in Cardiovascular Research

The British Atherosclerosis Society (BAS)/British Society for Cardiovascular Research (BSCR) spring meeting was held in Manchester, UK, on 7–8 June 2010. Experts in the field of systems biology, proteomics, metabolomics and miRNAs presented how these techniques can be used to discover ‘New Frontiers in Cardiovascular Research’. The conference was attended by over 150 participants, mainly from the UK. A total of 2 days of presentations and a poster session with 55 posters provided the possibility to discuss the latest research results and showed the opportunities that new techniques can offer in cardiovascular research.     

Highlights from the 2010 BAS/BSCR spring meeting: New Frontiers in Cardiovascular Research

The British Atherosclerosis Society (BAS)/British Society for Cardiovascular Research (BSCR) spring meeting was held in Manchester, UK, on 7-8 June 2010. Experts in the field of systems biology, proteomics, metabolomics and miRNAs presented how these techniques can be used to discover 'New Frontiers in Cardiovascular Research'. The conference was attended by over 150 participants, mainly from the UK. A total of 2 days of presentations and a poster session with 55 posters provided the possibility to discuss the latest research results and showed the opportunities that new techniques can offer in cardiovascular research.     

Little intervention,big results: intentional integration of information literacy into an introductory-level biology lab course

Abstract

Information literacy refers to a set of skills that allow its user to find appropriate resources and use them to develop, define and defend arguments. In many undergraduate programms, including biology and STEM related fields, students are expected to utilise these skills in writing lab reports, paper analyses, and in developing testable hypotheses. Here, we describe the development of a formalised information literacy module for an introductory biology laboratory course and a rubric to measure the effectiveness of this module, including suggestions for implementation. Our data show that while short-term gains were not made using previously published IL tests, application of a tailored rubric to writing assignments did show significant improvement in the students’ ability to find relevant sources, define the purpose of their work and explore that focus. The results of our evaluation demonstrate that even modest additions of formal instruction in information literacy to a course can significantly improve student gains in this area.     

Teaching Tree Thinking to College Students: It’s Not as Easy as You Think

The ability to understand and reason with tree-of-life diagrams (i.e., cladograms), referred to as tree thinking, is an essential skill for biology students. Yet, recent findings indicate that cladograms are cognitively opaque to many college students, leading them to misinterpret the information depicted. The current studies address the impact of prior biological background and instruction in phylogenetics on students?? competence at two foundational tree-thinking skills. In Study 1, college students with stronger (N?=?52) and weaker (N?=?60) backgrounds in biology were asked to (a) identify all the nested clades in two cladograms and (b) evaluate evolutionary relatedness among taxa positioned at different hierarchical levels (two questions) and included in a polytomy (two questions). Stronger-background students were more successful than weaker-background students. In Study 2, a subset of the stronger-background students (N?=?41) who were enrolled in an evolution class subsequently received two days of instruction on phylogenetics. As expected, these students?? tree-thinking skills generally improved with instruction. However, although these students did very well at marking the nested clades, fundamental misinterpretations of relative evolutionary relatedness remained. The latter was especially, although not exclusively, the case for taxa included in a polytomy. These results highlight the importance of teaching cladistics, as well as the need to tailor such instruction to the difficulties students have learning key macroevolutionary concepts.     

The medical student as behavioural psychotherapist.

A group of medical students were randomly selected from a larger group to carry out behaviour therapy under supervision. Ten patients with phobic disorders and two with obsessive-compulsive neurosis were treated, and the results, assessed by ratings of proved reliability, compared favourably with other studies in which psychiatrists or nurses acted as therapists. A questionnaire survey showed that students involved in therapy had a more favourable opinion about this kind of treatment than those receiving only theoretical instruction. The results suggested not only that medical students make good behavioural psychotherapists but also that the subject is a worthwhile training experience which warrants inclusion in the curriculum.     

Producing scientific posters,using online scientific resources,improves applied scientific skills in undergraduates

ABSTRACT

To succeed, undergraduate science students need to both acquire knowledge, and learn to apply it effectively. Here a novel 1^st year undergraduate module (incorporating blended learning, applied bioinformatic skills and scientific posters) is described and its effectiveness evaluated (quantitatively and qualitatively). The aims were to engage students and teach applied skills through a process-oriented guided-inquiry learning (POGIL) based project, utilising common online tools. Given a nucleotide entry and utilising the National Centre for Biotechnology Information (NCBI) platform students had to identify a specific human syndrome. Students then retrieved and summarised key scientific data, presenting it as a scientific poster. The module effectiveness was demonstrated by the students ability to acquire knowledge (content) and apply it (process), by finding and extracting data from online databases. Assessment included evaluation of the students ability to analyse, visualise and explain acquired data as a scientific poster. Module evaluation used qualitative students surveys and quantitative assessment (pre- and post- module, multiple-choice quiz, assessing content or process specific knowledge). The module led to a significant increase in students applied, process specific, knowledge and enhanced their learning experience. This module demonstrates a successful method for incorporating applied learning into an undergraduate module, developing multiple applied professional skills.     

Evaluation of the effectiveness of posters to provide information to patients about a DNA database and their opportunity to opt out

Objective Vanderbilt University Medical Center is implementing a DNA Databank to facilitate genomic research. This study describes the use of informational posters to communicate to patients about the Databank and their option to not participate. Methods Informational posters were displayed in two phlebotomy areas prior to the implementation of the DNA Databank project. Patients leaving the phlebotomy areas were interviewed by non-medical personnel about the posters and the Databank using a structured interview guide. Results Completed interviews with patients (n = 192) show that only 32% recalled seeing the posters (memory of the image only, or of the image and the content of the text). The majority of participants (93%) either recalled the poster or reported that they were comfortable with the DNA Databank concept after they had been read a brief statement about the program. A significant relationship (p = 0.001) appeared between respondents’ awareness of research practices concerning anonymous discarded tissues and their level of comfort with the DNA Databank. Conclusions Individuals who report feeling uncomfortable with the Databank are an important population to inform about the Databank and opting out. Since there were no statistically significant demographic differences between those who recalled the poster and those who did not, there is no way to prospectively identify which patients will not be reached by the posters or who may feel uncomfortable with the program. Additional mechanisms to promote widespread notification are needed.     

Biology student teachers’ dialogic talk in inquiry-based instruction

ABSTRACT

Inquiry-based learning has generally accepted by scholars as a most effective teaching approach in biology education. The talk during inquiry-based teaching needs to be practiced. There is less evidence how student teachers talk with students during their inquiry-based biology instruction. This knowledge is needed in supporting student teachers to develop their teachership in biology education. In this qualitative case study, the dialogic talk of biology student teachers (N = 6) was studied in the context of inquiry-based lessons in lower secondary school. The student teachers’ lessons were video and audio recorded and the data was analyzed using content analysis. The student teachers used dialogic talk in their inquiry-based instruction only occasionally, mainly in the examination and the conclusion stages. During the introduction stage, dialogic talk was less used and it was mainly explaining and instructing the content. In the examination stage, student teachers also guided students and stated facts. During the conclusion stage, student teachers mainly explained and also evaluated students’ statements. The lesson’s topics and methods used in inquiry-based learning may enable the dialogic talk of student teacher to some extent. However, teacher education should focus more on scaffolding student teachers’ talk with their students in all kinds of inquiry approaches.     

Biodegradation as a biotechnological model for the teaching of biochemistry

Review: Biodegradation as a biotechnological model for the teaching of biochemistry. A knowledge of waste treatment and the biodegradation processes involved is necessary for undergraduates in agriculture, chemistry, biology, food technology, etc. Courses in these subjects must make adequate provision for such instruction. In this article, we suggest a theoretical and practical study of composting, which stimulates the interest of the students in metabolic pathways involved in this, and other, biotechnological processes.     

Cultivating scientific literacy and a sense of place through course‐based urban ecology research

Undergraduate research experiences have been shown to increase engagement, improve learning outcomes, and enhance career development for students in ecology. However, these opportunities may not be accessible to all students, and incorporating inquiry‐based research directly into undergraduate curricula may help overcome barriers to participation and improve representation and inclusion in the discipline. The shift to online instruction during the COVID‐19 pandemic has imposed even greater challenges for providing students with authentic research experiences, but the pandemic may also provide a unique opportunity for creative projects conducted remotely. In this paper, I describe a course‐based undergraduate research experience (CURE) designed for an upper‐level ecology course at California State University, Dominguez Hills during remote learning. The primary focus of student‐led research activities was to explore the potential impacts of the depopulation of campus during the pandemic on urban coyotes (Canis latrans), for which there were increased sightings reported during this time. Students conducted two research studies, including an evaluation of urban wildlife activity, behavior, and diversity using camera traps installed throughout campus and analysis of coyote diet using data from scat dissections. Students used the data they generated and information from literature reviews, class discussions, and meetings with experts to develop a coyote monitoring and management plan for our campus and create posters to educate the public. Using the campus as a living laboratory, I aimed to engage students in meaningful research while cultivating a sense of place, despite being online. Students’ research outcomes and responses to pre‐ and post‐course surveys highlight the benefits of projects that are anchored in place‐based education and emphasize the importance of ecological research for solving real‐world problems. CUREs focused on local urban ecosystems may be a powerful way for instructors to activate ecological knowledge and capitalize on the cultural strengths of students at urban universities.     

Learning cell biology as a team: a project-based approach to upper-division cell biology

To help students develop successful strategies for learning how to learn and communicate complex information in cell biology, we developed a quarter-long cell biology class based on team projects. Each team researches a particular human disease and presents information about the cellular structure or process affected by the disease, the cellular and molecular biology of the disease, and recent research focused on understanding the cellular mechanisms of the disease process. To support effective teamwork and to help students develop collaboration skills useful for their future careers, we provide training in working in small groups. A final poster presentation, held in a public forum, summarizes what students have learned throughout the quarter. Although student satisfaction with the course is similar to that of standard lecture-based classes, a project-based class offers unique benefits to both the student and the instructor.     

Learning biology through research papers: a stimulus for question-asking by high-school students

Question-asking is a basic skill, required for the development of scientific thinking. However, the way in which science lessons are conducted does not usually stimulate question-asking by students. To make students more familiar with the scientific inquiry process, we developed a curriculum in developmental biology based on research papers suitable for high-school students. Since a scientific paper poses a research question, demonstrates the events that led to the answer, and poses new questions, we attempted to examine the effect of studying through research papers on students' ability to pose questions. Students were asked before, during, and after instruction what they found interesting to know about embryonic development. In addition, we monitored students' questions, which were asked orally during the lessons. Questions were scored according to three categories: properties, comparisons, and causal relationships. We found that before learning through research papers, students tend to ask only questions of the properties category. In contrast, students tend to pose questions that reveal a higher level of thinking and uniqueness during or following instruction with research papers. This change was not observed during or following instruction with a textbook. We suggest that learning through research papers may be one way to provide a stimulus for question-asking by high-school students and results in higher thinking levels and uniqueness.     

Effectiveness of Educational Poster on Knowledge of Emergency Management of Dental Trauma - Part 2: Cluster Randomised Controlled Trial for Secondary School Students

Objective

To investigate the effectiveness of educational poster on improving secondary school students'' knowledge of emergency management of dental trauma.

Methods

A cluster randomised controlled trial was conducted. 16 schools with total 671 secondary students who can read Chinese or English were randomised into intervention (poster, 8 schools, 364 students) and control groups (8 schools, 305 students) at the school level. Baseline knowledge of dental trauma was obtained by a questionnaire. Poster containing information of dental trauma management was displayed in a classroom for 2 weeks in each school in the intervention group whereas in the control group there was no display of such posters. Students of both groups completed the same questionnarie after 2 weeks.

Results

Two-week display of posters improved the knowledge score by 1.25 (p-value = 0.0407) on average.

Conclusion

Educational poster on dental trauma management significantly improved the level of knowledge of secondary school students in Hong Kong.

Trial Registration

HKClinicalTrial.com HKCTR-1343 ClinicalTrials.gov NCT01809457     

Prebiotic world, macroevolution, and Darwin’s theory: a new insight

Darwin’s main contribution to modern biology was to make clear that all history of life on earth is dominated by a simple principle, which is usually summarised as 'descent with modification'. However, interpretations about how this modification is produced have been controversial. In light of the data provided by recent studies on molecular biology, developmental biology, genomics, and other biological disciplines we discuss, in this paper, how Darwin's theory may apply to two main 'types' of evolution: that occurring in the prebiotic world and that regarding the acquisition of major key-innovations differentiating higher-taxa, which makes up part of the so-called macroevolution. We argue that these studies show that evolution is a fascinating, complex and multifaceted process, with different mechanisms drivin it on different occasions and in different places.