Using manipulatives to improve learning in the undergraduate neurophysiology curriculum

Educational research has demonstrated that the use of concrete objects or manipulatives in the classroom enhances problem-solving skills and conceptual learning. This project examines the use of manipulatives in a neurophysiology curriculum and assesses their effectiveness on student comprehension. Three activities, building an ion channel, building a nerve cell, and passive membrane properties, were developed using modeling clay and beads as manipulatives. Their effect on learning was assessed in a neurobiology class that had been divided into an experimental group that worked with manipulative-based activities and a control group that did not. After the experimental group had completed the manipulative activity, both groups were given a quiz. Students who had used manipulatives scored significantly better than those who had not. In a second study, students were given a quiz before and after completing a manipulative activity. Students who had used manipulatives showed the greatest grade improvement. These studies suggest that manipulative activities can be used to enhance learning in the neurophysiology curriculum.     

Using online lectures to make time for active learning

To make time in class for group activities devoted to critical thinking, we integrated a series of short online lectures into the homework assignments of a large, introductory biology course at a research university. The majority of students viewed the online lectures before coming to class and reported that the online lectures helped them to complete the in-class activity and did not increase the amount of time they devoted to the course. In addition, students who viewed the online lecture performed better on clicker questions designed to test lower-order cognitive skills. The in-class activities then gave the students practice analyzing the information in groups and provided the instructor with feedback about the students' understanding of the material. On the basis of the results of this study, we support creating hybrid course models that allow students to learn the fundamental information outside of class time, thereby creating time during the class period to be dedicated toward the conceptual understanding of the material.     

Using machine learning to improve ensemble docking for drug discovery

Ensemble docking has provided an inexpensive method to account for receptor flexibility in molecular docking for virtual screening. Unfortunately, as there is no rigorous theory to connect the docking scores from multiple structures to measured activity, researchers have not yet come up with effective ways to use these scores to classify compounds into actives and inactives. This shortcoming has led to the decrease, rather than an increase in the performance of classifying compounds when more structures are added to the ensemble. Previously, we suggested machine learning, implemented in the form of a naïve Bayesian model could alleviate this problem. However, the naïve Bayesian model assumed that the probabilities of observing the docking scores to different structures to be independent. This approximation might prevent it from achieving even higher performance. In the work presented in this paper, we have relaxed this approximation when using several other machine learning methods—k nearest neighbor, logistic regression, support vector machine, and random forest—to improve ensemble docking. We found significant improvement.     

Teaching and learning in the interactive classroom

The Claude Bernard Distinguished Lectureship of the Teaching of Physiology Section is presented annually at the Experimental Biology meeting. The lectureship is named for Prof. Claude Bernard, the experimental physiologist who is credited with introducing the concept of homeostasis. The 2006 Claude Bernard Distinguished Lecture was given by Dr. Dee U. Silverthorn from the University of Texas at Austin, TX.     

Student exam performance in flipped classroom sections is similar to that in active learning sections,and satisfaction with the flipped classroom hinges on attitudes toward learning from videos

ABSTRACT

The flipped classroom is a teaching innovation in which instructional content is delivered out of the classroom, often via videos, and the class period is used for application of the course material. While the popularity of the flipped classroom is growing exponentially, its benefits have not been extensively studied. In this study we compared three semesters of an undergraduate Genetics course that was non-flipped, but included a significant amount of active learning, to three semesters of a flipped course with the same content. Student exam performance was not statistically different between the active non-flipped and the flipped courses, suggesting that the benefits of the flipped environment may be similar to those achieved via active learning. We also examined student attitudes toward the flipped classroom, and found 56% of students were satisfied, 39% were dissatisfied, and 5% were neutral toward the flipped classroom. Our survey revealed that the clearest defining characteristic of dissatisfied students was not a dislike of classroom active learning activities. Rather, dissatisfied students disproportionately disliked, and had difficulty learning the course material, from videos.     

Systems genetic analysis of hippocampal neuroanatomy and spatial learning in mice

Variation in hippocampal neuroanatomy correlates well with spatial learning ability in mice. Here, we have studied both hippocampal neuroanatomy and behavior in 53 isogenic BXD recombinant strains derived from C57BL/6J and DBA/2J parents. A combination of experimental, neuroinformatic and systems genetics methods was used to test the genetic bases of variation and covariation among traits. Data were collected on seven hippocampal subregions in CA3 and CA4 after testing spatial memory in an eight‐arm radial maze task. Quantitative trait loci were identified for hippocampal structure, including the areas of the intra‐ and infrapyramidal mossy fibers (IIPMFs), stratum radiatum and stratum pyramidale, and for a spatial learning parameter, error rate. We identified multiple loci and gene variants linked to either structural differences or behavior. Gpc4 and Tenm2 are strong candidate genes that may modulate IIPMF areas. Analysis of gene expression networks and trait correlations highlight several processes influencing morphometrical variation and spatial learning.     

Using squat testing to predict training loads for the deadlift, lunge, step-up, and leg extension exercises

The purpose of this study was to determine whether there is a linear relationship between the squat and a variety of quadriceps resistance training exercises for the purpose of creating prediction equations for the determination of quadriceps exercise loads based on the squat load. Six-repetition maximums (RMs) of the squat, as well as four common resistance training exercises that activate the quadriceps including the deadlift, lunge, step-up, and leg extension, were determined for each subject. Subjects included 21 college students. Data were evaluated using linear regression analysis to predict quadriceps exercise loads from 6RM squat data and were cross-validated with the prediction of sum of squares statistic. Analysis of the data revealed that the squat is a significant predictor of loads for the dead lift (R2 = 0.81, standard error of the estimate [SEE] = 12.50 kg), lunge (R2 = 0.62, SEE = 12.57 kg), step-up (R2 = 0.71, SEE = 9.58 kg), and leg extension (R2=0.67, SEE = 10.26 kg) exercises. Based on the analysis of the data, the following 6RM prediction equations were devised for each exercise: (a) deadlift load = squat load (0.83) + 14.92 kg, (b) lunge load = squat load (0.52) + 14.82 kg, (c) step-up load = squat load (0.50) + 3.32 kg, and (d) leg extension load = squat load (0.48) + 9.58 kg. Results from testing core exercises such as the squat can provide useful data for the assignment of loads for other exercises.     

“活动导学、自主互助”教学模式在中学生物教学中的初探

推进课程改革的关键是实现课堂教学的高效,而高效课堂来自于课堂教学过程中师生双方主观能动性的充分发挥,通过教师课前设计学生学习活动方案(活动单),学生在课堂上开展"自主学习、活动探究"式学习,可以实现教师的主导性和突出学生的主体地位。通过实施"活动导学、自主互助"课堂教学模式,取得了一点认识,希望能为当前普通高中生物课堂教学改革提供一点借鉴。     

Using the two-hybrid screen in the classroom laboratory

The National Science Foundation and others have made compelling arguments that research be incorporated into the learning of undergraduates. In response to these arguments, a two-hybrid research project was incorporated into a molecular biology course that contained both a lecture section and a laboratory section. The course was designed around specific goals for educational outcomes, including introducing research to a wide range of students, teaching students experimental design and data analysis, and enhancing understanding of course material. Additional goals included teaching students to search genomic databases, to access scientific articles, and to write a paper in scientific format. Graded events tested these goals, and a student evaluation indicated student perception of the project. According to our analysis of the data, the yeast two-hybrid screen was a success: several novel clones were identified; students met expectations on graded lab reports, the poster session, and the final paper; and evaluations indicated that students had achieved the outlined goals. Students indicated on the evaluations that the research project increased their interest in research and greatly improved understanding of the course material. Finally, several students in the course intend to submit the findings of the research project to an undergraduate research journal.     

A method to reveal fine-grained and diverse conceptual progressions during learning*

Empirical data on learners’ conceptual progression is required to design curricula and guide students. In this paper, we present the Reference Map Change Coding (RMCC) method for revealing students’ progression at a fine-grained level. The method has been developed and tested through the analysis of successive versions of the productions of eight cohorts (N = 100 total) of high school biology students groups, involved in a year-long inquiry-based learning design. Concepts and causal links expressed in students’ gradually refined explanations of biological phenomena are charted onto reference model maps. Trends within variability in all cohorts are measured by a consolidated Prevalence Index (cPI) counting the occurrence of each item across all versions of the students’ explanations. Results of a case study presented reveal great variability in patchwork progressions. Learners’ diverse and often surprising conceptual paths challenge the view of learning as a linear process. For example, some items consistently appear later, thereby offering empirical evidence of slow spots that require attention. We discuss possible causes, educational implications, and show that our method offers crucial insight into the process of learning as it happens. We finally argue that RMCC also could become a follow-up tool for interested teachers.     

Designing potential HDAC3 inhibitors to improve memory and learning

The work presented here explores the structural and physicochemical features important for benzamide-based HDAC3 inhibitors to get an idea about the design aspect of potential inhibitors. A number of molecular modeling studies (3D-QSAR CoMFA and CoMSIA, Bayesian classification modeling) were performed on 113 diverse set of benzamide-based HDAC3 inhibitors. All these models developed are statistically reliable and correlate the SAR observations. Electron withdrawing substitution is favorable but the bulky hydrophobic group at the cap region reduces HDAC3 inhibition. Hydrophobicity and steric feature of the aryl linker function favor the activity. Aryl group substituted benzamide functionality is not favorable for HDAC3 inhibition. The amide function of the benzamide moiety is essential for Zn²⁺ chelation and the carboxylic acid function may serve as a hydrogen bond acceptor (HBA) feature. Moreover, electron withdrawing substituent at the benzamide moiety influences activity whereas steric and hydrophobic substituents reduce HDAC3 inhibition. Overall, this study may provide a valuable insight on the design of better active HDAC3 inhibitors in future.

Communicated by Ramaswamy H. Sarma     

Using a learning log to support students' learning in biology lessons

Providing copies of an instructor's lecture notes before lectures is enthusiastically approved of by university students in introductory biology classes. Surprisingly, students who use the notes tend to perform less well onexams than students who avoid using the notes. However, there is no evidence that using the notes is harmful to learning; rather, those students who choose not to use the notes enter the course with better preparation or knowledge than the class as a whole. Pre-circulated notes may improve the clarity of lectures and encourage advance preparation by students — a learning discipline possibly as valuable as organising and reviewing one's own notes.     

Induced pluripotent stem cells and senescence: learning the biology to improve the technology

The discovery that adult somatic cells can be reprogrammed into pluripotent cells by expressing a combination of factors associated with pluripotency holds immense promise for a wide range of biotechnological and therapeutic applications. However, some hurdles—such as improving the low reprogramming efficiencies and ensuring the pluripotent potential, genomic integrity and safety of the resulting cells—must be overcome before induced pluripotent stem cells (iPSCs) can be used for clinical purposes. Several groups have recently shown that key tumour suppressors—such as members of the p53 and p16^INK4a/retinoblastoma networks—control the efficiency of iPSC generation by activating cell‐intrinsic programmes such as senescence. Here, we discuss the implications of these discoveries for improving the safety and efficiency of iPSC generation, and for increasing our understanding of different aspects of basic biology—such as the control of pluripotency or the mechanisms involved in the generation of cancer stem cells.     

Utilizing Saccharomyces in the classroom: a versatile organism for teaching and learning

In the world of higher education, one of the struggles instructors face in the classroom is engaging students in the material. A second discussion in higher education pedagogy is how to weigh content versus activity in the science classroom. How should college teaching be set up when students now have every fact ever found at their fingertips on a device no larger than a half sandwich? What is the correct balance in the classroom between content/ knowledge and activity? As instructors grapple with these questions, a new type of learning experience called the Course Based Undergraduate Research Experience (CURE) has been developed, whereby students engage in an authentic research question in a classroom and laboratory setting. CUREs have been shown to be effective learning experiences for students but can be difficult to implement. Saccharomyces cerevisiae is a versatile and easy to use organism in the classroom that can be used for a wide variety of classroom activities. Described herein are a number of ways an instructor can use yeast in the classroom for authentic research experiences, especially focused towards a CURE.