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.     

Tree thinking cannot taken for granted: challenges for teaching phylogenetics

Tree thinking is an integral part of modern evolutionary biology, and a necessary precondition for phylogenetics and comparative analyses. Tree thinking has during the 20th century largely replaced group thinking, developmental thinking and anthropocentricism in biology. Unfortunately, however, this does not imply that tree thinking can be taken for granted. The findings reported here indicate that tree thinking is very much an acquired ability which needs extensive training. I tested a sample of undergraduate and graduate students of biology by means of questionnaires. Not a single student was able to correctly interpret a simple tree drawing. Several other findings demonstrate that tree thinking is virtually absent in students unless they are explicitly taught how to read evolutionary trees. Possible causes and implications of this mental bias are discussed. It seems that biological textbooks can be an important source of confusion for students. While group and developmental thinking have disappeared from most textual representations of evolution, they have survived in the evolutionary tree drawings of many textbooks. It is quite common for students to encounter anthropocentric trees and even trees containing stem groups and paraphyla. While these biases originate from the unconscious philosophical assumptions made by authors, the findings suggest that presenting unbiased evolutionary trees in biological publications is not merely a philosophical virtue but has also clear practical implications.

Teaching biology students to think divergently

A group of first-year biology students (N = 16) at a tertiary institution was instructed in techniques designed to increase their divergent thinking skills and thus their ability to generate ideas about issues in biology. A comparison was made between the performance of this group and a control group (N = 15) who had not received any training. The experimental group obtained significantly higher scores than the controls on post-test measures of divergent thinking for both general and biological topics. These differences in the biology measures were maintained in a delayed post-test. Results were interpreted as supporting the need for, and effectiveness of, simple techniques designed to improve thinking skills, specifically in biology.     

Assessing students' difficulties in causal reasoning in biology—a diagnostic instrument

Deficiencies in rational thinking skills are the source of many difficulties in science education. Characterization of these deficiencies is a first step in finding a possible remedy. The present paper describes an instrument for diagnosing students' difficulties in causal reasoning while studying biology. The results provide evidence that, while studying various biological topics, students have difficulties in understanding logical relationships. Similar results were obtained from logically equivalent items in four different biological contexts. The two main difficulties found are (a) inability to organize events according to their correct temporal sequence and (b) inability to identify an event which had been caused by another (given) event. Possible implications for biology education are discussed.     

The Hydra Model System

The freshwater Hydra polyp emerged as a model system in 1741 when Abraham Trembley not only discovered its amazing regenerative potential, but also demonstrated that experimental manipulations pave the way to research in biology. Since then, Hydra flourished as a potent and fruitful model system to help answer questions linked to cell and developmental biology, as such as the setting up of an organizer to regenerate a complex missing structure, the establishment and maintainance of polarity in a multicellular organism, the development of mathematical models to explain the robust developmental rules observed in this animal, the maintainance of stemness and multipotency in a highly dynamic environment, the plasticity of differentiated cells, to name but a few. However the Hydra model system is not restricted to cell and developmental biology; during the past 270 years it has also been heavily used to investigate the relationships between Hydra and its environment, opening new horizons concerning neurophysiology, innate immunity, ecosystems, ecotoxicology, symbiosis...     

Teaching Bioinformatics in Concert

Can biology students without programming skills solve problems that require computational solutions? They can if they learn to cooperate effectively with computer science students. The goal of the in-concert teaching approach is to introduce biology students to computational thinking by engaging them in collaborative projects structured around the software development process. Our approach emphasizes development of interdisciplinary communication and collaboration skills for both life science and computer science students.     

The Hydra model - a model for what?

The introductory personal remarks refer to my motivations for choosing research projects, and for moving from physics to molecular biology and then to development, with Hydra as a model system. Historically, Trembley's discovery of Hydra regeneration in 1744 was the beginning of developmental biology as we understand it, with passionate debates about preformation versus de novo generation, mechanisms versus organisms. In fact, seemingly conflicting bottom-up and top-down concepts are both required in combination to understand development. In modern terms, this means analysing the molecules involved, as well as searching for physical principles underlying development within systems of molecules, cells and tissues. During the last decade, molecular biology has provided surprising and impressive evidence that the same types of molecules and molecular systems are involved in pattern formation in a wide range of organisms, including coelenterates like Hydra, and thus appear to have been "invented" early in evolution. Likewise, the features of certain systems, especially those of developmental regulation, are found in many different organisms. This includes the generation of spatial structures by the interplay of self-enhancing activation and "lateral" inhibitory effects of wider range, which is a main topic of my essay. Hydra regeneration is a particularly clear model for the formation of defined patterns within initially near-uniform tissues. In conclusion, this essay emphasizes the analysis of development in terms of physical laws, including the application of mathematics, and insists that Hydra was, and will continue to be, a rewarding model for understanding general features of embryogenesis and regeneration.     

The essence of student visual-spatial literacy and higher order thinking skills in undergraduate biology

Science, engineering and mathematics-related disciplines have relied heavily on a researcher's ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual-spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual-spatial thinking and the development of visual-spatial literacy, considers the application of the visual-spatial thinking to biology education, and proposes how modern technology can help to promote visual-spatial literacy and higher order thinking among undergraduate students of biology.     

启发式思考题对医学本科分子生物学实验教学的促进作用

目的:通过自行设计的启发式思考题,让问题式学习伴随医学生分子生物学实验教学全程,利用实验课的教学互动环节发挥学生学习的主观能动性。方法:借鉴启发式教学经验和问题式教学方法,在实验的平时考核中增加了启发式思考题,针对教学内容设置拓展性问题,以开卷回答的方式引导学生通过自学寻找操作实践及其理论基础中潜在的知识内涵和科学规律。结果:思考题的引入在强化学生自主学习,锻炼思考和解决问题能力的同时也显示出了良好的区分度。思考题成绩以及以此为基础的平时成绩与实验理论考核成绩之间显示出了显著的相关性。结论:贯穿于实验课教学活动中的启发式思考题在拓展思维、提升学生自主学习能力的同时促进了实验课的教学效果。     

Cell biology in model systems as the key to understanding corals

Corals provide the foundation of important tropical reef ecosystems but are in global decline for multiple reasons, including climate change. Coral health depends on a fragile partnership with intracellular dinoflagellate symbionts. We argue here that progress in understanding coral biology requires intensive study of the cellular processes underlying this symbiosis. Such study will inform us on how the coral symbiosis will be affected by climate change, mechanisms driving coral bleaching and disease, and the coevolution of this symbiosis in the context of other host-microbe interactions. Drawing lessons from the broader history of molecular and cell biology and the study of other host-microbe interactions, we argue that a model-systems approach is essential for making effective progress in understanding coral cell biology.     

Molecular cloning and cellular distribution of two 14-3-3 isoforms from Hydra: 14-3-3 proteins respond to starvation and bind to phosphorylated targets

In the simple metazoan Hydra a clear link between food supply and cell survival has been established. Whilst in plants 14-3-3 proteins are found to be involved in signalling cascades that regulate metabolism, in animals they have been shown to participate in cell survival pathways. In order to explore the possibility that 14-3-3 proteins in Hydra could be involved in regulating metabolism under different conditions of food supply, we have cloned two isoforms of 14-3-3 proteins. We show here that 14-3-3 proteins bind to phosphorylated targets in Hydra and form homo- and heterodimers in vitro. 14-3-3 proteins are localised in the cytoplasm of all cells and also in the nuclei of some epithelial cells. This nuclear localisation becomes more prominent during starvation. Moreover, 14-3-3 protein is present in large amounts in food granules and from this we conclude that it performs functions which are associated with metabolism and food storage in Hydra.     

The essence of student visual–spatial literacy and higher order thinking skills in undergraduate biology

Science, engineering and mathematics-related disciplines have relied heavily on a researcher’s ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual–spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual–spatial thinking and the development of visual–spatial literacy, considers the application of the visual–spatial thinking to biology education, and proposes how modern technology can help to promote visual–spatial literacy and higher order thinking among undergraduate students of biology.     

Ten simple rules for designing and running a computing minor for bio/chem students

Science students increasingly need programming and data science skills to be competitive in the modern workforce. However, at our university (San Francisco State University), until recently, almost no biology, biochemistry, and chemistry students (from here bio/chem students) completed a minor in computer science. To change this, a new minor in computing applications, which is informally known as the Promoting Inclusivity in Computing (PINC) minor, was established in 2016. Here, we present the lessons we learned from our experience in a set of 10 rules. The first 3 rules focus on setting up the program so that it interests students in biology, chemistry, and biochemistry. Rules 4 through 8 focus on how the classes of the program are taught to make them interesting for our students and to provide the students with the support they need. The last 2 rules are about what happens “behind the scenes” of running a program with many people from several departments involved.     

The Hydra genome: insights, puzzles and opportunities for developmental biologists

The sequencing of a Hydra genome marked the beginning of a new era in the use of Hydra as a developmental model. Analysis of the genome sequence has led to a number of interesting findings, has required revisiting of previous work, and most importantly presents new opportunities for understanding the developmental biology of Hydra. This review will de-scribe the history of the Hydra genome project, a selection of results from it that are relevant to developmental biologists, and some future research opportunities provided by Hydra genomics.     

University Evolution Education: The Effect of Evolution Instruction on Biology Majors�� Content Knowledge, Attitude Toward Evolution, and Theistic Position

Issues regarding understanding of evolution and resistance to evolution education in the United States are of key importance to biology educators at all levels. While research has measured student views toward evolution at single points in time, few studies have been published investigating whether views of college seniors are any different than first-year students in the same degree program. Additionally, students choosing to major in biological sciences have largely been overlooked, as if their acceptance of evolution is assumed. This study investigated the understanding of evolution and attitude toward evolution held by students majoring in biological science during their first and fourth years in a public research university. Participants included students in a first-year introductory biology course intended for biological science majors and graduating seniors earning degrees in either biology or genetics. The portion of the survey reported here consisted of quantitative measures of students’ understanding of core concepts of evolution and their attitude toward evolution. The results indicate that students’ understanding of particular evolutionary concepts is significantly higher among seniors, but their attitude toward evolution is only slightly improved compared to their first-year student peers. When comparing first-year students and seniors, students’ theistic position was not significantly different.     

Fostering systems thinking in student teachers of biology and geography – an intervention study

ABSTRACT

Developing students’ systems thinking is an often-posed demand in education for sustainable development (ESD) and science literacy. Several studies have shown that systems thinking can be fostered in students of different education levels. Therefore, science teachers who are required to teach ESD-relevant topics should be proficient in systems thinking and be able to transfer that knowledge effectively to their students. The research project SysThema (Systems Thinking in Ecological and Multidimensional Areas) investigated the effect of three courses designed to foster systems thinking in student teachers of biology and geography. Courses varied in their proportions of technical fundamentals of system science and didactical content for teaching systems thinking. To conceptualise systems thinking, a heuristic structural competence model for systems thinking was developed. This model served as the basis for a test in evaluating the courses in a quasi-experimental intervention study that employed a pre-, post- and follow-up test control group design. After the completion of the courses, a high effect of fostering systems thinking was found in all treatment groups compared to the control group.     

A genomic view of 500 million years of cnidarian evolution

Cnidarians (corals, anemones, jellyfish and hydras) are a diverse group of animals of interest to evolutionary biologists, ecologists and developmental biologists. With the publication of the genome sequences of Hydra and Nematostella, whose last common ancestor was the stem cnidarian, researchers are beginning to see the genomic underpinnings of cnidarian biology. Cnidarians are known for the remarkable plasticity of their morphology and life cycles. This plasticity is reflected in the Hydra and Nematostella genomes, which differ to an exceptional degree in size, base composition, transposable element content and gene conservation. It is now known what cnidarian genomes, given 500 million years, are capable of; as we discuss here, the next challenge is to understand how this genomic history has led to the striking diversity seen in this group.     

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.     

Teaching cell biology in the large-enrollment classroom: methods to promote analytical thinking and assessment of their effectiveness

A large-enrollment, undergraduate cellular biology lecture course is described whose primary goal is to help students acquire skill in the interpretation of experimental data. The premise is that this kind of analytical reasoning is not intuitive for most people and, in the absence of hands-on laboratory experience, will not readily develop unless instructional methods and examinations specifically designed to foster it are employed. Promoting scientific thinking forces changes in the roles of both teacher and student. We describe didactic strategies that include directed practice of data analysis in a workshop format, active learning through verbal and written communication, visualization of abstractions diagrammatically, and the use of ancillary small-group mentoring sessions with faculty. The implications for a teacher in reducing the breadth and depth of coverage, becoming coach instead of lecturer, and helping students to diagnose cognitive weaknesses are discussed. In order to determine the efficacy of these strategies, we have carefully monitored student performance and have demonstrated a large gain in a pre- and posttest comparison of scores on identical problems, improved test scores on several successive midterm examinations when the statistical analysis accounts for the relative difficulty of the problems, and higher scores in comparison to students in a control course whose objective was information transfer, not acquisition of reasoning skills. A novel analytical index (student mobility profile) is described that demonstrates that this improvement was not random, but a systematic outcome of the teaching/learning strategies employed. An assessment of attitudes showed that, in spite of finding it difficult, students endorse this approach to learning, but also favor curricular changes that would introduce an analytical emphasis earlier in their training.     

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.