Mechanisms of same/different concept learning in primates and avians

Mechanisms of same/different concept learning by rhesus monkeys, capuchin monkeys, and pigeons were studied in terms of how these species learned the task (e.g., item-specific learning versus relational learning) and how rapidly they learned the abstract concept, as the training set size was doubled. They had similar displays, training stimuli, test stimuli, and contingencies. The monkey species learned the abstract concept at similar rates and more rapidly than pigeons, thus showing a quantitative difference across species. All species eventually showed full concept learning (novel-stimulus transfer equivalent to baseline: 128-item set size for monkeys; 256-item set for pigeons), thus showing a qualitative similarity across species. Issues of stimulus regularity/symmetry, generalization from item pairs, and familiarity processing were not considered to be major factors in the final performances, converging on the conclusion that these species were increasingly controlled by the sample-test relationship (i.e., relational processing) leading to full abstract-concept learning.     

A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course

Over the last 35 years our understanding of bile salts, bilirubin metabolism, and hepatobiliary transport has progressively increased. From 1965 to the end of 2002, 3,610 articles and review papers have been published on hepatobiliary and enterocyte transport of bile salts. However, there is a lack of information in the content of current textbooks about hepatobiliary physiology, bile salt transporters, bile formation, mechanisms underlying cholestasis, and drug-induced liver injury. The use of an integrated multimedia program on the liver covering these gaps in textbooks may be useful to student learning. This study aims to 1) assess student views on a multimedia CD-ROM ("The Liver") integrating basic and clinical sciences related to the liver, bile salts, and bilirubin metabolism, 2) assess the usefulness of problem-based learning (PBL) cases included in the multimedia CD-ROM, and 3) assess student learning before and after use of the multimedia CD-ROM. A total of 106 first-year medical students (27 with and 79 without a prior university degree) at the University of Melbourne participated in this study. Students were tested on the liver, bile salts, and bilirubin metabolism before and after using the multimedia CD-ROM. After completing the multimedia CD-ROM, each student filled out a 5-point Likert scale questionnaire evaluating the features of the program and its usefulness to their learning. Results show that the aims of the package were clear to participants, the contents were logically organized and clear, the key concepts were easy to identify, the contents were pitched to an appropriate level, and the package was interactive and encouraged participants to reflect on their learning. Students also agreed that the assessment tools used in the program and the feedback provided were meaningful and helpful to their learning. No differences were found when responses were compared on the basis of academic background, gender, citizenship, or first language of participants. Students agreed that the PBL cases in the CD-ROM kept them engaged, were useful to their learning, and matched with the overall philosophy of the program. Compared with graduate-entry students (those with a prior university degree), school leavers (those with no prior university degree) showed a more positive attitude toward the PBL cases included in the multimedia CD-ROM and agreed that cases kept them engaged (P = 0.033). Students who completed the test after using the multimedia CD-ROM scored higher compared with those who completed the test before using the multimedia CD-ROM (P < 0.001). In conclusion, using bile salts, bilirubin metabolism, and their hepatobiliary transport as an example, the incorporation of a multimedia CD-ROM into the first-year medical course has the potential to improve student understanding of the main concepts in a variety of body systems.     

Introduced Drosophila subobscura populations perform better than native populations during an oviposition choice task due to increased fecundity but similar learning ability

The success of invasive species is tightly linked to their fitness in a putatively novel environment. While quantitative components of fitness have been studied extensively in the context of invasive species, fewer studies have looked at qualitative components of fitness, such as behavioral plasticity, and their interaction with quantitative components, despite intuitive benefits over the course of an invasion. In particular, learning is a form of behavioral plasticity that makes it possible to finely tune behavior according to environmental conditions. Learning can be crucial for survival and reproduction of introduced organisms in novel areas, for example, for detecting new predators, or finding mates or oviposition sites. Here we explored how oviposition performance evolved in relation to both fecundity and learning during an invasion, using native and introduced Drosophila subobscura populations performing an ecologically relevant task. Our results indicated that, under comparable conditions, invasive populations performed better during our oviposition task than did native populations. This was because invasive populations had higher fecundity, together with similar cognitive performance when compared to native populations, and that there was no interaction between learning and fecundity. Unexpectedly, our study did not reveal an allocation trade‐off (i.e., a negative relationship) between learning and fecundity. On the contrary, the pattern we observed was more consistent with an acquisition trade‐off, meaning that fecundity could be limited by availability of resources, unlike cognitive ability. This pattern might be the consequence of escaping natural enemies and/or competitors during the introduction. The apparent lack of evolution of learning may indicate that the introduced population did not face novel cognitive challenges in the new environment (i.e., cognitive “pre‐adaptation”). Alternatively, the evolution of learning may have been transient and therefore not detected.     

Pedagogical effectiveness of innovative teaching methods initiated at the Department of Physiology, Government Medical College, Chandigarh

Modern teaching trends in medical education exhibit a paradigm shift from the conventional classroom teaching methods adopted in the past to nonconventional teaching aids so as to encourage interactive forms of learning in medical students through active participation and integrative reasoning where the relationship of the teacher and the taught has undergone tremendous transformation. Some of the nonconventional teaching methods adopted at our department are learning through active participation by the students through computer-assisted learning (CD-ROMs), Web-based learning (undergraduate projects), virtual laboratories, seminars, audiovisual aids (video-based demonstrations), and "physioquiz."     

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.     

Doing Philosophy Effectively: Student Learning in Classroom Teaching

An important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (i.e., the great philosophers) by doing philosophy. We examined doing philosophy and focused specifically on the relationship between student learning activities and teacher behavior; in doing so, a qualitative cross-case analysis of eight philosophy lessons was performed. The effectiveness of doing philosophy was operationalized into five learning activities comprising rationalizing, analyzing, testing, producing criticism, and reflecting, and scored by means of qualitative graphical time registration. Using CA we find a quantitative one-dimensional scale for the lessons that contrasts lessons that are more and less effective in terms of learning and teaching. A relationship was found between teaching by teachers and doing philosophy by students. In particular we found students to produce a higher level of doing philosophy with teachers who chose to organize a philosophical discussion with shared guidance by the teacher together with the students.     

Using computer-based tutorials to encourage reflection

There is some evidence to suggest that undergraduate biology students need to be given more opportunities for reflection in their education. Some argue that computer-based learning packages may be able to offer such opportunities. This paper presents four different approaches to defining what reflection is and how it can be promoted. These approaches are then used to discuss and review the different ways in which computer-based tutorials can be used to promote lateral thinking. An example of a web-based biology tutorial called ‘How Now Mad Cow’ is described and preliminary evaluation results are presented, in order to illustrate how students may be encouraged to reflect and what factors may influence that. Finally, the role of the tutor in enspiring students to reflect while using computer-based tutorials is discussed. This distinguishes between the role of the tutor in designing a computer-based tutorial, and the role of the tutor in determining and facilitating how a student uses a tutorial once it has been designed.     

Traditional versus computer-based dissections inenhancing learning in a tertiary setting: a student perspective

This paper describes a study investigating both the use and usefulness of laboratory dissections and computer-based dissections, in a tertiary, first-year human biology course. In addition student attitudes to dissection were investigated. Data were collected from enrolled students using quantitative and qualitative survey instruments. Students were questioned about their usage and perceptions of the usefulness of there sources provided, and their attitudes towards the use of dissections for learning in human biology.

The real dissection was used as a learning resource by 80% of the student cohort while only 15% used the computer-based dissection material. In addition 5% of students reported that they did not use either the realdissection material or the computer-based dissection. Of those students who did use the computer-based dissection, two thirds of them found it useful for learning both structure and function of body systems. Of those students who used the real dissection, 72% found it useful for learning structure but only 62% found that it helped in learning function. Of the entire cohort surveyed, 90% agreed that biology students should dissect ananimal to help learn about anatomy. These outcomes reinforce the need to offer a variety of learning experiences that target different styles of learning.     

Effects of qualitative and quantitative food restriction treatments on feeding motivational state and general activity level of growing broiler breeders

Growing broiler breeder chickens are fed restricted rations to limit body weight at sexual maturity. This experiment tested a proposal (Brouns, F., Edwards, S.A., English, P.R., 1994. Effect of dietary fibre and feeding system on activity and oral behaviour of group housed gilts. Appl. Anim. Behav. Sci. 39, 215-223.) that feeding motivation is reduced by using qualitative rather than quantitative food restriction, and it examined relationships among suppression of growth rate, feeding motivational state and general activity level. From 2 to 15 weeks of age, female broiler breeders were reared in six groups of 20, each with a different feeding treatment. The six treatments were: high and low levels of diet dilution (600-700 g/kg and 300-350 g/kg oat feed, ad libitum), appetite suppression (50-60 g/kg and 25-30 g/kg calcium propionate, ad libitum) and quantitative restriction (recommended daily ration and twice that amount). Birds were conditioned to an operant (PR1 schedule) feeding procedure with their respective treatment diets from 3 to 7 weeks, and this was used to measure feeding motivation in 12-min tests at three times of day (1000, 1300 and 1600 h) at 8, 10, 12 and 14 weeks. Proportions of time spent sitting were measured as an index of general inactivity in systematic observations at 9, 11, 13 and 15 weeks. Although the diet dilution and appetite suppression (qualitative) treatments did not limit growth rates as intended, they and the quantitative treatments produced a range of mean body weights to compare with feeding motivation whenever birds were tested. With body weight as a covariate, there were significant effects on numbers of operant responses in 12 min (the measure of feeding motivation) of weight, age, time of day and treatmentxtime interaction, but not treatment. Feeding motivation was positively correlated with suppression of growth rate, regardless of how that suppression was achieved. However, the experimental procedure required all test birds to be without food from 0900 or 0915 h, and motivation was lowest in the earliest (1000 h) test with qualitative but not quantitative treatments. Hence, there was some evidence that feeding motivation may be partially suppressed with qualitative food restriction; distinction can be made between short-term and longer-term feeding motivation. General activity level (inversely reflected by time spent sitting) was closely correlated positively with both suppression of growth rate and feeding motivation. As a fundamental relationship between feeding motivation and reduction of growth rate was not altered by using qualitative rather than quantitative food restriction, these results support an earlier conclusion (Savory, C.J., Hocking, P.M., Mann, J.S., Maxwell, M.H., 1996. Is broiler breeder welfare improved by using qualitative rather than quantitative food restriction to limit growth rate? Anim. Welfare 5, 105-127.) that broiler breeder welfare is not improved with qualitative restriction methods.     

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.     

Evaluating the robustness of three ring-width measurement methods for growth release reconstruction

Growth release analysis on tree rings can be used to validate forest disturbances from the known past or reconstruct those beyond the time line or resolution of documentary evidence. Differences in ring-width measurements may result in incorrect disturbance reconstruction. Yet, little is known about how growth release detection is influenced by the ring-width measurement method. Methodological comparisons mostly do not take into account the ultimate objective of the measurements nor their practicalities, such as time consumption or sample preparation. We assessed differences in ring-width measurements between three methods (Lintab, measuRing, and DHXCT), in a ring-porous (Quercus robur) and diffuse-porous (Fagus sylvatica) species, and evaluated whether detection of growth releases was consistent among methods We also comprehensively compared the methods, including quantitative and qualitative criteria. Growth releases were consistent among methods despite small, but significant differences in ring-width values. The apparent robustness of the methods suggests that they may be substitutable in future growth release studies, although the highlighted drawbacks and necessary improvements may advocate combined approaches. Furthermore, we propose an evaluation framework for quantitative and qualitative methodological decision-making and advocate the need for similar methodological comparisons within other fields of dendrochronology.     

Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum

Melaka Manipal Medical College (Manipal Campus; Manipal, Karnataka, India) conducts the Bachelor of Medicine and Bachelor of Surgery program, for which the admission intakes are during the months of March and September. The present study was undertaken to study the differences in learning approaches to physiology of undergraduate medical students in a partially problem-based learning (PBL)- and non-PBL-oriented curriculum. PBL was introduced as a curricular reform for the September 2006 batch of students (partially PBL group), whereas it was not incorporated for the March 2006 batch of students (non-PBL group). Learning approaches to physiology of both groups of students were compared using the short inventory of approaches to learning. Mean scores for deep and strategic approaches were found to be significantly higher for the partially PBL group compared with the non-PBL group. The results of the present study support the earlier observation that PBL promotes a deep approach to learning.     

Can a tablet device alter undergraduate science students' study behavior and use of technology?

This article reports findings from a study investigating undergraduate biological sciences students' use of technology and computer devices for learning and the effect of providing students with a tablet device. A controlled study was conducted to collect quantitative and qualitative data on the impact of a tablet device on students' use of devices and technology for learning. Overall, we found that students made extensive use of the tablet device for learning, using it in preference to laptop computers to retrieve information, record lectures, and access learning resources. In line with other studies, we found that undergraduate students only use familiar Web 2.0 technologies and that the tablet device did not alter this behavior for the majority of tools. We conclude that undergraduate science students can make extensive use of a tablet device to enhance their learning opportunities without institutions changing their teaching methods or computer systems, but that institutional intervention may be needed to drive changes in student behavior toward the use of novel Web 2.0 technologies.     

Learning genetics through an authentic research simulation in bioinformatics

Following the rationale that learning is an active process of knowledge construction as well as enculturation into a community of experts, we developed a novel web-based learning environment in bioinformatics for high-school biology majors in Israel. The learning environment enables the learners to actively participate in a guided inquiry process by solving a problem in the context of authentic research in genetics. Through the learning environment, the learners are exposed to a genetics problem which was developed on the basis of research in which a mutated gene, which causes deafness, was identified. They follow, step by step, the way scientists try to solve it, using the current geneticists' toolbox. The environment uses an adapted version of the BLAST program (a bioinformatics tool which enables to find similarities between sequences), which was modified in a way that enables the teachers and students to use it easily. Using quantitative and qualitative research approaches, we were able to show that learning through the bioinformatics environment promotes construction of new knowledge structures and influences students' acquisition of a deeper and multidimensional understanding of the genetics domain. In addition, learning through the bioinformatics environment influences students' comprehension of the practices and scientific ways of thinking.     

Quantitative assessment of interproximal wear facet outlines for the association of isolated molars

The determination of the minimum number of individuals can be very challenging, especially in an assemblage of fragmentary bones and isolated teeth. Similarities in tooth morphology, degree of wear, and interproximal wear facets (IPWF) are generally used to associate isolated teeth qualitatively. However, no quantitative method has yet been established for an objective identification and matching of isolated tooth crowns. In this study, we analyze the IPWF morphology of adjacent mandibular molars (17 M(1)/M(2) pairs), applying both qualitative and quantitative methods to test a reproducible approach for crown association. The surfaces of distal (for M(1)) and mesial (for M(2)) IPWF were surface-scanned and digitally selected. Three-dimensional (3D) and two-dimensional (2D) outlines of IPWF were analyzed using elliptic Fourier analysis (EFA) and geometric morphometrics methods (GMM). Additionally, teeth were qualitatively associated by visual evaluation of the IPWF outline and by physical matching. Unsatisfactory results with less than 50% of tooth pairs correctly associated were obtained by using both methods, shape analysis (digital approach) and the visual evaluation (qualitative assessment) of the IPWF outline. The physical matching of the crowns showed highly variable accuracy ranging between 53% and 77%. The quantitative form-space analysis of 2D IPWF outlines provided the best results (82% of correctly associated teeth), but no statistically significant differences were recorded when compared with the manual matching. Since three tooth pairs out of 17 could not be quantitatively associated, we suggest that the quantitative analysis of IPWF should be used only in addition with other approaches.     

Evaluation of two simplified Life Cycle assessment methods

Goal, Scope and Background  Two methods of simplified LCA were evaluated and compared to the results of a quantitative LCA. These are the Environmentally responsible product assessment matrix developed by Graedel and Allenby and the MECO-method developed in Denmark. Methods  We used these in a case study and compared the results with the results from a quantitative LCA. The evaluation also included other criteria, such as the field of application and the level of arbitrariness. Results and Discussion  The MECO-method has some positive qualities compared to the Environmentally responsible product assessment matrix. Examples of this are that it generates information complementary to the quantitative LCA and provides the possibility to consider quantitative information when such is available. Some of the drawbacks with the Environmentally responsible product assessment matrix are that it does not include the whole lifecycle and that it allows some arbitrariness. Conclusions  Our study shows that a simplified and semi-quantitative LCA (such as the MECO-method) can provide information that is complementary to a quantitative LCA. In this case the method generates more information on toxic substances and other impacts, than the quantitative LCA. We suggest that a simplified LCA can be used both as a pre-study to a quantitative LCA and as a parallel assessment, which is used together with the quantitative LCA in the interpretation. Recommendations and Outlook  A general problem with qualitative analyses is how to compare different aspects. Life cycle assessments are comparative. The lack of a quantitative dimension hinders the comparison and can thereby hinder the usefulness of the qualitative method. There are different approaches suggested to semiquantify simplified methods in order to make quantitative comparisons possible. We think that the use of fabricated scoring systems should be avoided. If quantitative information is needed, one should consider performing a simplified quantitative LCA instead.     

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.     

Utilization of the quantitative component of positive and negative results of short-term tests

In this paper we discuss the possibility of utilizing not only the qualitative component of the information obtained from long-term and short-term tests (as is customary), but also the quantitative component of the results. We suggest that there is probably a precise mathematical relationship between the qualitative and quantitative approaches. We show that utilizing the quantitative approach, it is possible to give confidence limits to a given prediction, a possibility potentially very useful for risk evaluation. We show that starting from a reasonable working hypothesis, it is possible to include even negative data in a unified quantitative approach. Incorporating the quantitative component of the information could offer appreciable gains in predictivity, especially when utilizing batteries of tests.