Swinging into art with pendulum paintings

Children are captivated with how things work and they like to build things and in many ways, engineering comes naturally for them. Progress does not come from technology alone but from the melding of technology and creative thinking through art and design. There has been a push for STEAM-based curricula to be included in science classrooms and the Next Generation Science Standards (NGSS) provides the framework for integrating engineering design into the structure of science education. The push for the STEAM platform is derived from the lack of creativity and innovation in recent college graduates in the United States. This STEAM-based unit meshes engineering design, representing and interpreting data, visual arts, and motion/stability. As students investigated and analyzed pendulum motion, they also created unique pendulum paintings. Throughout this unit our students applied their content knowledge across several disciplines and in turn allowed them to gain a better understanding and retention of these concepts. Through creating their own pendulum paintings, the students learned about pendulums and how they work, designed and constructed their own pendulums, and applied prior knowledge of forces and motion in a controlled experiment.     

A Parental-Involvement Homework Activity

This activity is the result of a school-university collaboration among four educators (two intermediate classroom teachers, a vice-principal/teacher, and a university-based teacher educator/researcher) who worked together to improve the quality of learning in the classroom. The educators combined their teaching expertise to plan and co-teach an integrated science and music unit in a grade 4 and a grade 4/5 class. In this six-part unit students rotate through sound exploratory centers and conduct investigations to learn how different factors such as the size, material, and contents of containers affect the behavior of sound. Students also design and make their own instruments.     

Museum behind the scenes–an inquiry-based learning unit with biological collections in the classroom

The aim of this study was to design and evaluate an inquiry- and activity-based learning unit for the classroom that uses biological collections to teach key evolutionary concepts and to support the understanding and appreciation of the work of a museum. The unit consisted of three parts that focused on the most important tasks of museums: collecting and conserving, researching and exhibiting. The students created their own collection, performed research surrounding it and then designed an exhibition. Seventy-six secondary sixth- and seventh-grade students participated in the testing of the prototype unit. For evaluation, we carried out a pre-/post-test design using a questionnaire that assessed content knowledge and learning enjoyment. The mean knowledge score of the post-test indicated significant learning gains compared to the pre-test results. The test on learning enjoyment showed best mean values for actions that included the collection, compared to results of the theoretical parts of the unit. This approach demonstrates that the learning unit offers the opportunity to experience the tasks of a museum at first hand and to acquire knowledge about evolutionary science and evolutionary principles.     

The Quadrat System for Junior High Students

The chief purpose of this activity is to strengthen students' understanding of concepts of floatation such as surface area and pressure (weight per unit area) via snowshoes. Students brainstorm, make predictions, perform calculations, and practice communication skills through interviewing elders and experts. This activity lets students see the marvelous relationship between the structural features of animals and their environment. They also get a better understanding of how humans have become better adapted to their environment by copying animals like the snowshoe hare. Students build their own snowshoes, and teachers have the opportunity to introduce American-Indian culture or integrate other social studies themes.     

Show Me Your Menu

This activity discusses a two-day unit on ecology implemented during the summer of 2004 using the project-based science instructional (PBSI) approach. Through collaborative fieldwork, group discussions, presentations, and reflections, students planned, implemented, and reported their own scientific investigations on the environmental health of their local park in the borough of Queens, New York City. Students' questions included a wide range of topics that dealt with plants, animals, soil and water, and the interactions and relationships between these variables. Findings from students' reports and presentations indicated that the pH of the soil and pond water system at the park, as well as the characteristics of terrestrial and aquatic organisms, differ by location. In addition, results of the unit of instruction demonstrated that it is possible to teach students science content and process in a reasonably short period using the PBSI approach.     

Students' studying and approaches to learning in introductory biology

This exploratory study was conducted in an introductory biology course to determine 1) how students used the large lecture environment to create their own learning tasks during studying and 2) whether meaningful learning resulted from the students' efforts. Academic task research from the K-12 education literature and student approaches to learning research from the postsecondary education literature provided the theoretical framework for the mixed methods study. The subject topic was cell division. Findings showed that students 1) valued lectures to develop what they believed to be their own understanding of the topic; 2) deliberately created and engaged in learning tasks for themselves only in preparation for the unit exam; 3) used course resources, cognitive operations, and study strategies that were compatible with surface and strategic, rather than deep, approaches to learning; 4) successfully demonstrated competence in answering familiar test questions aligned with their surface and strategic approaches to studying and learning; and 5) demonstrated limited meaningful understanding of the significance of cell division processes. Implications for introductory biology education are discussed.     

An Inquiry Safari: What Can We Learn From Skulls?

In this article, we describe an 8- to 10-day inquiry safari designed for middle/high school students to investigate hominid evolution using replica skulls of extant and extinct vertebrates. Students begin the unit using their own skulls and proceed to use the replica skulls of extant vertebrates to construct an understanding of how skulls can be used to interpret and infer diets, dentition, dental formulae, bipedal or quadrupedal locomotion, and the social structure of animals. They are then able to use this knowledge to construct similar inferences for extinct fossil hominids. Using radiometric dating data, the students develop possible phylogenetic pathways for hominid evolution. The lessons promote the use of inquiry skills including journaling, observing, drawing, puzzle-making, using taxonomic keys, and investigating into deep geological time.     

Stomata: Versatile Sensory Devices but Difficult Experimental Subjects

This study examined what worldviews are present among Dutch students and teachers and how the students cope with scientific knowledge acquired in the biology classroom. Furthermore, we investigated what learning and teaching strategies teachers adopt when they teach about evolution and worldviews. For this survey, 10 schools for higher general secondary education or pre-university level were selected. The data showed that most teachers did not have an articulated learning and teaching strategy. Controversial topics and discussions with students about their own worldviews were ignored in the classroom. Furthermore, the data revealed that students and teachers have a large variety of different worldviews. Some students acknowledged having difficulties coping with the knowledge gained from the classroom, because it contradicted their own worldviews. These results support our hypothesis that there is need for an explicit learning and teaching strategy that supports both teachers and students to teach and learn about evolution in multiple contexts.     

创新性综合实验在食品科学专业人才培养中应用

以培养学生综合素质为指导思想,针对传统实验教学中的不足,在食品微生物实验中建立新的实验教学体系,验证性实验改为连续综合性实验,逐步引入创新设计性实验。微生物学实验改革使学生的综合能力得到了良好的训练,同时提供了实践的平台,学生可以将自己的创意通过创新性综合实验付诸实施,培养了创新意识和综合实验能力,收到良好的教学效果。     

News Notes

The best place for students to begin to understand complex environmental relationships is in their own back yards. Doing investigations of ants allows students to establish a baseline survey of ant fauna, test the importance of ants in nutrient cycling and soil structure maintenance, and increase their understanding of the environment and their impact on it. The three inquiry-based activities in this article will guide your students to a deeper understanding of ants, ant behaviors and habitats, and the relationship of ants to the study of the environment.     

Electricity and the Heart

The best place for students to begin to understand complex environmental relationships is in their own back yards. Doing investigations of ants allows students to establish a baseline survey of ant fauna, test the importance of ants in nutrient cycling and soil structure maintenance, and increase their understanding of the environment and their impact on it. The three inquiry-based activities in this article will guide your students to a deeper understanding of ants, ant behaviors and habitats, and the relationship of ants to the study of the environment.     

Multiweek cell culture project for use in upper-level biology laboratories

This article describes a laboratory protocol for a multiweek project piloted in a new upper-level biology laboratory (BIO 426) using cell culture techniques. Human embryonic kidney-293 cells were used, and several culture media and supplements were identified for students to design their own experiments. Treatments included amino acids, EGF, caffeine, epinephrine, heavy metals, and FBS. Students researched primary literature to determine their experimental variables, made their own solutions, and treated their cells over a period of 2 wk. Before this, a sterile technique laboratory was developed to teach students how to work with the cells and minimize contamination. Students designed their experiments, mixed their solutions, seeded their cells, and treated them with their control and experimental media. Students had the choice of manipulating a number of variables, including incubation times, exposure to treatment media, and temperature. At the end of the experiment, students observed the effects of their treatment, harvested and dyed their cells, counted relative cell numbers in control and treatment flasks, and determined the ratio of living to dead cells using a hemocytometer. At the conclusion of the experiment, students presented their findings in a poster presentation. This laboratory can be expanded or adapted to include additional cell lines and treatments. The ability to design and implement their own experiments has been shown to increase student engagement in the biology-related laboratory activities as well as develop the critical thinking skills needed for independent research.     

Nature Trails as a Teaching Aid

An introductory course in microbiology for college students is described. It consists of a series of questions related to the Clothier Report on the bacterial contamination of glucose drip bottles: the students discuss and carry out their own experiments. More time than usual is spent discussing the results, constructing tables and analysing the written record of the experiments. Student and staff response to this course is noted.     

Self‐guided field trips take invertebrate zoology students away from their screens and into the environment for hands‐on learning

There is a great importance for undergraduate biology students to study organisms in their natural context. Safety concerns surrounding the global COVID‐19 pandemic prevented Marine Invertebrate Zoology students at the University of Tampa from participating in traditional faculty‐led field trips during the Fall of 2020. Instead, students were assigned to conduct a diversity‐focused field trip on their own and report their findings. Here we describe considerations and methods for creating a safe and valuable self‐guided field trip assignment for upper‐level invertebrate zoology students. These methods are adaptable for a variety of different habitat types and can be conducted with little to no special equipment or training. Students were successful in completing this assignment and found it highly enriching.     

An In Vivo Study of Self-Regulated Study Sequencing in Introductory Psychology Courses

Study sequence can have a profound influence on learning. In this study we investigated how students decide to sequence their study in a naturalistic context and whether their choices result in improved learning. In the study reported here, 2061 undergraduate students enrolled in an Introductory Psychology course completed an online homework tutorial on measures of central tendency, a topic relevant to an exam that counted towards their grades. One group of students was enabled to choose their own study sequence during the tutorial (Self-Regulated group), while the other group of students studied the same materials in sequences chosen by other students (Yoked group). Students who chose their sequence of study showed a clear tendency to block their study by concept, and this tendency was positively associated with subsequent exam performance. In the Yoked group, study sequence had no effect on exam performance. These results suggest that despite findings that blocked study is maladaptive when assigned by an experimenter, it may actually be adaptive when chosen by the learner in a naturalistic context.     

Rainsticks: Integrating Culture,Folklore, and the Physics of Sound

The purpose of this activity is for students to build a rainstick out of materials in their own environment and imitate the sound of rain while investigating the physical principles of sound. Students will be able to relate the sound produced by an instrument to the type and quantity of materials used in its construction.     

Incorporating Argumentation through Forensic Science

This article outlines how to incorporate argumentation into a forensic science unit using a mock trial. Practical details of the mock trial include: (1) a method of scaffolding students’ development of their argument for the trial, (2) a clearly outlined set of expectations for students during the planning and implementation of the mock trial, and (3) an example of how to use questioning to guide students through the planning of the mock trial. While a general forensic science unit is provided in the article, a teacher can use the details of the mock trial with any forensic science unit for either middle school or secondary science students.     

Patient load and medical staffing in adult dialysis units in the United Kingdom.

A survey of medical staffing in 50 adult dialysis units in the United Kingdom in 1986 showed a wide range of patient to staff ratios or staffing score ratios. The total patient load (patients receiving haemodialysis in hospital and at home and those receiving continuous ambulatory peritoneal dialysis) varied from 12 to 270 per unit. Patients receiving acute haemodialysis or who had received a transplant were not included. The unit staffing score, on a weighted scale based on experience, varied from 6.0 to 40.5. Previous surveys have all been regionally or nationally based so criteria for assessing the adequacy of staffing in single units do not exist. This survey attempts to provide a guideline by describing the range of medical staffing compared with patient load in single dialysis units. No unit considered itself to be overstaffed, and several considered themselves to be greatly understaffed. Individual dialysis units should plead their own case in the light of their own circumstances and up to date information provided in nationwide staffing surveys such as this one.     

Enhancing theoretical understanding of a practical biology course using active and self-directed learning strategies

Laboratories are recognised as central in science education, allowing students to consolidate knowledge and master practical skills, however, their effectiveness has been questioned. Whilst laboratory practicals are useful for students’ learning of basic procedures, they have been shown to be less effective for developing conceptual understanding of the subject. Interactive lectures and bespoke digital resources were utilised in order to enhance theoretical understanding of laboratory practical molecular sessions, thus enabling students to take responsibility for and direct their own learning, encouraging inquiry-based learning. Providing easy to access additional learning resources offered students an opportunity to better prepare themselves for the laboratory, and consolidate their knowledge through subsequent review and self-testing in their own time. Grades before and after implementation of these active learning strategies were analysed to look at the impact on student learning and this study demonstrates that integrating these into a challenging practical biology course improved grades significantly with a concomitant increase in the number of ‘A’ grades attained. Feedback to evaluate use and perceptions of both interactive lectures and digital resources were also analysed. It has been shown here that these activities enhanced student experience and understanding of the course.