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Walther RE, Hrabak M, Bernstein DA. How advancements in molecular biology impact education and training. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024:e0006124. [PMID: 38975770 DOI: 10.1128/jmbe.00061-24] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2024] [Accepted: 06/04/2024] [Indexed: 07/09/2024]
Abstract
Molecular biology, broadly defined as the investigation of complex biomolecules in the laboratory, is a rapidly advancing field and as such the technologies available to investigators are constantly evolving. This constant advancement has obvious advantages because it allows students and researchers to perform more complex experiments in shorter periods of time. One challenge with such a rapidly advancing field is that techniques that had been vital for students to learn how to perform are now not essential for a laboratory scientist. For example, while cloning a gene in the past could have led to a publication and form the bulk of a PhD thesis project, technology has now made this process only a step toward one of these larger goals and can, in many cases, be performed by a company or core facility. As teachers and mentors, it is imperative that we understand that the technologies we teach in the lab and classroom must also evolve to match these advancements. In this perspective, we discuss how the rapid advances in gene synthesis technologies are affecting curriculum and how our classrooms should evolve to ensure our lessons prepare students for the world in which they will do science.
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Shahoy S, Du M, Mostafa O, Parker A, Martirano D, Owens MT. Undergraduate-level biology students' application of central dogma to understand COVID mRNA vaccines. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2024; 25:e0016723. [PMID: 38661396 PMCID: PMC11044620 DOI: 10.1128/jmbe.00167-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Accepted: 01/29/2024] [Indexed: 04/26/2024]
Abstract
The coronavirus disease 2019 (COVID-19) pandemic has underscored the importance of mRNA vaccines. The mechanism for how such vaccines work is related to the core biology topic of the central dogma, which students often misunderstand despite its importance. Therefore, we wanted to know whether students can apply their biology knowledge of central dogma to the real-world issue of how mRNA COVID vaccines work. Accordingly, we asked college biology students of different expertise levels how the COVID vaccine worked. Later, we cued them by telling them the vaccine contains mRNA and asked them what the mRNA does. We used thematic analysis to find common ideas in their responses. In the uncued condition, fewer than half of the students used central dogma-related ideas to explain what was in the vaccine or how the vaccine worked. Inaccurate ideas were present among all groups of biology students, particularly entering biology majors and non-biology majors, including the idea that the COVID vaccines contain a weakened, dead, or variant form of the COVID virus. After students were cued, many more students in all expertise groups expressed central dogma-related themes, showing that students could apply the knowledge of central dogma if prompted. Advanced biology majors were much more likely to state that the vaccines code for a viral protein, indicating their advanced application of central dogma concepts. These results highlight inaccurate ideas common among students and show changes in the ability to apply knowledge with student expertise level, which could inform future interventions to support student learning about vaccines and central dogma.
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Affiliation(s)
- Saya Shahoy
- Department of Neurobiology, School of Biological Sciences, University of California San Diego, La Jolla, California, USA
| | - Michelle Du
- Department of Neurobiology, School of Biological Sciences, University of California San Diego, La Jolla, California, USA
| | - Ola Mostafa
- Department of Neurobiology, School of Biological Sciences, University of California San Diego, La Jolla, California, USA
| | - Aliyah Parker
- Department of Neurobiology, School of Biological Sciences, University of California San Diego, La Jolla, California, USA
| | - Dylan Martirano
- Department of Psychology, California State University Northridge, Northridge, California, USA
| | - Melinda T. Owens
- Department of Neurobiology, School of Biological Sciences, University of California San Diego, La Jolla, California, USA
- Program in Mathematics and Science Education, University of California San Diego, La Jolla, California, USA
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Sampath V. Use of a Role-Playing Activity To Increase Student Understanding of Bacterial Gene Regulation. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:00006-23. [PMID: 37089225 PMCID: PMC10117148 DOI: 10.1128/jmbe.00006-23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Accepted: 03/02/2023] [Indexed: 05/03/2023]
Abstract
Undergraduate students often struggle to understand the basics of bacterial gene regulation, a key concept in microbiology. They find it hard to visualize the architecture of a bacterial operon or how the gene, RNA, and protein components interact with each other to regulate the operon. To better visualize the molecular interactions, students engaged in a role-playing exercise on bacterial gene regulation in the classroom. Before beginning the activity, they received a shortened, traditional lecture on the architecture and function of the lac operon under "on" and "off" conditions. Students chose one or more placards detailing a molecular role (such as promoter, repressor, RNA polymerase, gene X, gene Y, etc.). Upon receiving instructor prompts, they assembled in linear order to mimic correct genomic locations of genes and regulatory elements on the operon. When given a prompt for "operon on" or "operon off" condition, students identified all the necessary components (roles) for that condition, assembled in the correct order, and then moved through the assembled operon to mimic what happens inside the cell under that condition. Students were tested before and after the activity using a set of eight multiple-choice questions. Students showed significant gains in their ability to answer these questions correctly immediately after the activity. More importantly, the improved understanding was also reflected in a high median score on summative assessments given a few weeks after the completion of the activity. This activity can also be readily adapted to online or a hybrid mode of teaching to benefit larger student populations.
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Affiliation(s)
- Vinaya Sampath
- Department of Diagnostic Health Professions, Long Island University-Post, Brookville, New York, USA
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Newman DL, Spector H, Neuenschwander A, Miller AJ, Trumpore L, Wright LK. Visual Literacy of Molecular Biology Revealed through a Card-Sorting Task. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2023; 24:00198-22. [PMID: 37089244 PMCID: PMC10117137 DOI: 10.1128/jmbe.00198-22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Accepted: 01/13/2023] [Indexed: 05/03/2023]
Abstract
Visual literacy, which is the ability to effectively identify, interpret, evaluate, use, and create images and visual media, is an important aspect of science literacy. As molecular processes are not directly observable, researchers and educators rely on visual representations (e.g., drawings) to communicate ideas in biology. How learners interpret and organize those numerous diagrams is related to their underlying knowledge about biology and their skills in visual literacy. Furthermore, it is not always obvious how and why learners interpret diagrams in the way they do (especially if their interpretations are unexpected), as it is not possible to "see" inside the minds of learners and directly observe the inner workings of their brains. Hence, tools that allow for the investigation of visual literacy are needed. Here, we present a novel card-sorting task based on visual literacy skills to investigate how learners interpret and think about DNA-based concepts. We quantified differences in performance between groups of varying expertise and in pre- and postcourse settings using percentages of expected card pairings and edit distance to a perfect sort. Overall, we found that biology experts organized the visual representations based on deep conceptual features, while biology learners (novices) more often organized based on surface features, such as color and style. We also found that students performed better on the task after a course in which molecular biology concepts were taught, suggesting the activity is a useful and valid tool for measuring knowledge. We have provided the cards to the community for use as a classroom activity, as an assessment instrument, and/or as a useful research tool to probe student ideas about molecular biology.
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Affiliation(s)
- Dina L. Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, New York, USA
| | - Hannah Spector
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, New York, USA
| | - Anna Neuenschwander
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, New York, USA
| | - Anna J. Miller
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, New York, USA
| | - Lauren Trumpore
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, New York, USA
| | - L. Kate Wright
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, New York, USA
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Bhatia KS, Stack A, Sensibaugh CA, Lemons PP. Putting the Pieces Together: Student Thinking about Transformations of Energy and Matter. CBE LIFE SCIENCES EDUCATION 2022; 21:ar60. [PMID: 36112625 PMCID: PMC9727611 DOI: 10.1187/cbe.20-11-0264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/18/2020] [Revised: 07/14/2022] [Accepted: 07/26/2022] [Indexed: 06/15/2023]
Abstract
Research on student thinking facilitates the design of instructional materials that build on student ideas. The pieces framework views student knowledge as consisting of independent pieces that students assemble in fluctuating ways based on the context at hand. This perspective affords important insights about the reasons students think the way they do. We used the pieces framework to investigate student thinking about the concept transformations of energy and matter with a specific focus on metabolism. We conducted think-aloud interviews with undergraduate introductory biology and biochemistry students as they solved a metabolism problem set. Through knowledge analysis, we identified two categories of knowledge elements cued during metabolism problem solving: 1) those about the visual representation of negative feedback inhibition; and 2) those pertaining to student focus on different metabolic compounds in a pathway. Through resource graph analysis, we found that participants tend to use knowledge elements independently and in a fluctuating way. Participants generally showed low representational competence. We recommend further research using the pieces perspective, including research on improving representational competence. We suggest that metabolism instructors teach metabolism as a concept, not a collection of example pathways, and explicitly instruct students about the meaning of visual representations associated with metabolism.
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Affiliation(s)
- Kush S. Bhatia
- Department of Biochemistry & Molecular Biology, University of Georgia, Athens, GA 30602
| | - Austin Stack
- Department of Biochemistry & Molecular Biology, University of Georgia, Athens, GA 30602
| | - Cheryl A. Sensibaugh
- Department of Biochemistry & Molecular Biology, University of Georgia, Athens, GA 30602
| | - Paula P. Lemons
- Department of Biochemistry & Molecular Biology, University of Georgia, Athens, GA 30602
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Thulluru A, Saad L, Nagah Abdou Y, Martin A, Kee HL. CRISPR in butterflies: An undergraduate lab experience to inactivate wing patterning genes during development. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2022; 50:605-619. [PMID: 36054482 DOI: 10.1002/bmb.21669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Revised: 06/13/2022] [Accepted: 08/05/2022] [Indexed: 06/15/2023]
Abstract
CRISPR is a technique increasingly used in the laboratory for both fundamental and applied research. We designed and implemented a lab experience for undergraduates to carry out CRISPR technology in the lab, and knockout the wing patterning genes optix and WntA in Vanessa cardui butterflies. Students obtained spectacular phenotypic mutants of butterfly wings color and patterns, awakening curiosity about how genomes encode morphology. In addition, students successfully used molecular techniques to genotype and screen wild-type caterpillar larvae and butterflies for CRISPR edits in genes. Student feedback suggests that they experienced a meaningful process of scientific inquiry by carrying out the whole CRISPR workflow process, from the design and delivery of CRISPR components through microinjection of butterfly eggs, the rearing of live animals through their complete life cycle, and molecular and phenotypic analyses of the resulting mutants. We discuss our experience using CRISP genome editing experiments in butterflies to expose students to hands-on research experiences probing gene-to-phenotype relationships in a charismatic and live organism.
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Affiliation(s)
- Aamani Thulluru
- Department of Biology, Stetson University, DeLand, Florida, USA
| | - Luisa Saad
- Department of Biology, Stetson University, DeLand, Florida, USA
| | | | - Arnaud Martin
- Department of Biological Sciences, The George Washington University, Washington, District of Columbia, USA
| | - Hooi Lynn Kee
- Department of Biology, Stetson University, DeLand, Florida, USA
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Wright LK, Wrightstone E, Trumpore L, Steele J, Abid DM, Newman DL. The DNA Landscape: Development and Application of a New Framework for Visual Communication about DNA. CBE LIFE SCIENCES EDUCATION 2022; 21:ar47. [PMID: 35816448 PMCID: PMC9582814 DOI: 10.1187/cbe.22-01-0007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Learning molecular biology involves using visual representations to communicate ideas about largely unobservable biological processes and molecules. Genes and gene expression cannot be directly visualized, but students are expected to learn and understand these and related concepts. Theoretically, textbook illustrations should help learners master such concepts, but how are genes and other DNA-linked concepts illustrated for learners? We examined all DNA-related images found in 12 undergraduate biology textbooks to better understand what biology students encounter when learning concepts related to DNA. Our analysis revealed a wide array of DNA images that were used to design a new visual framework, the DNA Landscape, which we applied to more than 2000 images from common introductory and advanced biology textbooks. All DNA illustrations could be placed on the landscape framework, but certain positions were more common than others. We mapped figures about "gene expression" and "meiosis" onto the landscape framework to explore how these challenging topics are illustrated for learners, aligning these outcomes with the research literature to showcase how the overuse of certain representations may hinder, instead of help, learning. The DNA Landscape is a tool to promote research on visual literacy and to guide new learning activities for molecular biology.
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Affiliation(s)
- L. Kate Wright
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Emalee Wrightstone
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Lauren Trumpore
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Julia Steele
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Deanna M. Abid
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Dina L. Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
- *Address correspondence to: Dina Newman ()
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Newman DL, Coakley A, Link A, Mills K, Wright LK. Punnett Squares or Protein Production? The Expert-Novice Divide for Conceptions of Genes and Gene Expression. CBE LIFE SCIENCES EDUCATION 2021; 20:ar53. [PMID: 34546102 PMCID: PMC8715778 DOI: 10.1187/cbe.21-01-0004] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Revised: 07/26/2021] [Accepted: 08/13/2021] [Indexed: 05/09/2023]
Abstract
Concepts of molecular biology and genetics are difficult for many biology undergraduate students to master yet are crucial for deep understanding of how life works. By asking students to draw their ideas, we attempted to uncover the mental models about genes and gene expression held by biology students (n = 23) and experts (n = 18) using semistructured interviews. A large divide was identified between novice and expert conceptions. While experts typically drew box-and-line representations and thought about genes as regions of DNA that were used to encode products, students typically drew whole chromosomes rather than focusing on gene structure and conflated gene expression with simple phenotypic outcomes. Experts universally described gene expression as a set of molecular processes involving transcription and translation, whereas students often associated gene expression with Punnett squares and phenotypic outcomes. Follow-up survey data containing a ranking question confirmed students' alignment of their mental models with the images uncovered during interviews (n = 156 undergraduate biology students) and indicated that Advanced students demonstrate a shift toward expert-like thinking. An analysis of 14 commonly used biology textbooks did not show any relationship between Punnett squares and discussions of gene expression, so it is doubtful students' ideas originate directly from textbook reading assignments. Our findings add to the literature about mechanistic reasoning abilities of learners and provide new insights into how biology students think about genes and gene expression.
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Affiliation(s)
- Dina L. Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Aeowynn Coakley
- Department of Biological Sciences, San José State University, San José, CA 95192
- Department of Curriculum and Instruction and Department of Chemistry, University of Arkansas, Fayetteville, AR 72701
| | - Aidan Link
- Department of Curriculum and Instruction and Department of Chemistry, University of Arkansas, Fayetteville, AR 72701
| | - Korinne Mills
- Department of Curriculum and Instruction and Department of Chemistry, University of Arkansas, Fayetteville, AR 72701
- School of Arts and Sciences, Florida Southern College, Lakeland, FL 33801
| | - L. Kate Wright
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
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Uhl JD, Sripathi KN, Saldanha JN, Moscarella RA, Merrill J, Urban‐Lurain M, Haudek KC. Introductory biology undergraduate students' mixed ideas about genetic information flow. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2021; 49:372-382. [PMID: 33326682 PMCID: PMC8246993 DOI: 10.1002/bmb.21483] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2020] [Accepted: 11/17/2020] [Indexed: 06/12/2023]
Abstract
The core concept of genetic information flow was identified in recent calls to improve undergraduate biology education. Previous work shows that students have difficulty differentiating between the three processes of the Central Dogma (CD; replication, transcription, and translation). We built upon this work by developing and applying an analytic coding rubric to 1050 student written responses to a three-question item about the CD. Each response was previously coded only for correctness using a holistic rubric. Our rubric captures subtleties of student conceptual understanding of each process that previous work has not yet captured at a large scale. Regardless of holistic correctness scores, student responses included five or six distinct ideas. By analyzing common co-occurring rubric categories in student responses, we found a common pair representing two normative ideas about the molecules produced by each CD process. By applying analytic coding to student responses preinstruction and postinstruction, we found student thinking about the processes involved was most prone to change. The combined strengths of analytic and holistic rubrics allow us to reveal mixed ideas about the CD processes and provide a detailed picture of which conceptual ideas students draw upon when explaining each CD process.
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Affiliation(s)
- Juli D. Uhl
- CREATE for STEM Institute, Michigan State UniversityEast LansingMichiganUSA
| | | | - Jenifer N. Saldanha
- CREATE for STEM Institute, Michigan State UniversityEast LansingMichiganUSA
- Lyman Briggs College, Michigan State UniversityEast LansingMichiganUSA
| | - Rosa A. Moscarella
- Biology DepartmentUniversity of Massachusetts AmherstAmherstMassachusettsUSA
| | - John Merrill
- Department of Microbiology and Molecular GeneticsMichigan State UniversityEast LansingMichiganUSA
| | - Mark Urban‐Lurain
- CREATE for STEM Institute, Michigan State UniversityEast LansingMichiganUSA
| | - Kevin C. Haudek
- CREATE for STEM Institute, Michigan State UniversityEast LansingMichiganUSA
- Department of Biochemistry and Molecular BiologyMichigan State UniversityEast LansingMichiganUSA
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Booth CS, Song C, Howell ME, Rasquinha A, Saska A, Helikar R, Sikich SM, Couch BA, van Dijk K, Roston RL, Helikar T. Teaching Metabolism in Upper-Division Undergraduate Biochemistry Courses using Online Computational Systems and Dynamical Models Improves Student Performance. CBE LIFE SCIENCES EDUCATION 2021; 20:ar13. [PMID: 33635127 PMCID: PMC8108505 DOI: 10.1187/cbe.20-05-0105] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Revised: 01/06/2021] [Accepted: 01/08/2021] [Indexed: 05/30/2023]
Abstract
Understanding metabolic function requires knowledge of the dynamics, interdependence, and regulation of metabolic networks. However, multiple professional societies have recognized that most undergraduate biochemistry students acquire only a surface-level understanding of metabolism. We hypothesized that guiding students through interactive computer simulations of metabolic systems would increase their ability to recognize how individual interactions between components affect the behavior of a system under different conditions. The computer simulations were designed with an interactive activity (i.e., module) that used the predict-observe-explain model of instruction to guide students through a process in which they iteratively predict outcomes, test their predictions, modify the interactions of the system, and then retest the outcomes. We found that biochemistry students using modules performed better on metabolism questions compared with students who did not use the modules. The average learning gain was 8% with modules and 0% without modules, a small to medium effect size. We also confirmed that the modules did not create or reinforce a gender bias. Our modules provide instructors with a dynamic, systems-driven approach to help students learn about metabolic regulation and equip students with important cognitive skills, such as interpreting and analyzing simulation results, and technical skills, such as building and simulating computer-based models.
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Affiliation(s)
- Christine S. Booth
- Department of Biochemistry, University of Nebraska, Lincoln, NE 68588-0664
| | - Changsoo Song
- Social and Behavioral Sciences Research Consortium (SBSRC): Methodology and Evaluation Research Core Facility, University of Nebraska, Lincoln, NE 68583-0866
| | - Michelle E. Howell
- Department of Biochemistry, University of Nebraska, Lincoln, NE 68588-0664
- LCC International University, Klaipėda 92307, Lithuania
- School of Biological Sciences, University of Nebraska, Lincoln, NE 68588-0118
| | - Achilles Rasquinha
- Department of Biochemistry, University of Nebraska, Lincoln, NE 68588-0664
| | - Aleš Saska
- Department of Biochemistry, University of Nebraska, Lincoln, NE 68588-0664
| | - Resa Helikar
- Department of Biochemistry, University of Nebraska, Lincoln, NE 68588-0664
| | | | - Brian A. Couch
- School of Biological Sciences, University of Nebraska, Lincoln, NE 68588-0118
| | - Karin van Dijk
- Department of Biochemistry, University of Nebraska, Lincoln, NE 68588-0664
| | - Rebecca L. Roston
- Department of Biochemistry, University of Nebraska, Lincoln, NE 68588-0664
| | - Tomáš Helikar
- Department of Biochemistry, University of Nebraska, Lincoln, NE 68588-0664
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Pieczynski JN, Kee HL. "Designer babies?!" A CRISPR-based learning module for undergraduates built around the CCR5 gene. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2021; 49:80-93. [PMID: 32777177 PMCID: PMC7891609 DOI: 10.1002/bmb.21395] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/13/2020] [Revised: 05/12/2020] [Accepted: 05/26/2020] [Indexed: 05/11/2023]
Abstract
CRISPR-cas technology is being incorporated into undergraduate biology curriculum through lab experiences to immerse students in modern technology that is rapidly changing the landscape of science, medicine and agriculture. We developed and implemented an educational module that introduces students to CRISPR-cas technology in a Genetic course and an Advanced Genetics course. Our primary teaching objective was to immerse students in the design, strategy, conceptual modeling, and application of CRISPR-cas technology using the current research claim of the modification of the CCR5 gene in twin girls. This also allowed us to engage students in an open conversation about the bioethical implications of heritable germline and non-heritable somatic genomic editing. We assessed student-learning outcomes and conclude that this learning module is an effective strategy for teaching undergraduates the fundamentals and application of CRISPR-cas gene editing technology and can be adapted to other genes and diseases that are currently being treated with CRISPR-cas technology.
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Affiliation(s)
- Jay N Pieczynski
- Department of Biology, Rollins College, Winter Park, Florida, USA
| | - Hooi Lynn Kee
- Department of Biology, Stetson University, DeLand, Florida, USA
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Pugh-Bernard A, Kenyon KL. Mini-review: CREATE-ive use of primary literature in the science classroom. Neurosci Lett 2020; 742:135532. [PMID: 33248160 DOI: 10.1016/j.neulet.2020.135532] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2020] [Revised: 11/02/2020] [Accepted: 11/17/2020] [Indexed: 11/16/2022]
Abstract
CREATE (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) is a pedagogical approach for teaching and learning science through the rigorous analysis of primary scientific literature. This mini-review focuses on the tools, assignments, and in-class activities by which this strategy immerses students in the process of science and further challenges students to embody the intellectual activities of actual scientists. We highlight the innovative ways in which CREATE pedagogy encourages students to think deeply about science. Applying this strategy has been shown to promote student gains in cognitive and affective behaviors while also fostering the development of science process skills. Herein we also provide a case study of CREATE implementation, which provides a detailed perspective on the realities of teaching with this strategy. Finally, we offer insights gained through the study of this pedagogy at different types of institutions, courses and student populations to demonstrate how CREATE can be broadly applied in STEM education.
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Affiliation(s)
- Aimee Pugh-Bernard
- Department of Immunology and Microbiology, University of Colorado Anschutz Medical Campus, Aurora, CO, USA
| | - Kristy L Kenyon
- Biology Department, Hobart and William Smith Colleges, Geneva, NY, USA.
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Tripepi M, Clear M, Bondi JL, Brunelli E, Berardi A. From Gene to Function: A Safe Laboratory Exercise Promoting the Learning of the Central Dogma of Biology for the Undergraduate Biology Curriculum. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2020; 21:jmbe-21-61. [PMID: 32913489 PMCID: PMC7452718 DOI: 10.1128/jmbe.v21i2.2131] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
The central dogma of biology, which explains how the information in genes flows into proteins, can be challenging to teach in the undergraduate classroom. To allow students to understand the correlation between genes and protein functions, we have developed a practical laboratory activity that complements classroom learning. By using PCR analysis targeting the flagellin gene flgA1, students will investigate the genotype of an unknown strain of Haloferax volcanii, a halophilic archaeon appropriate for activities with undergraduates as it is nonpathogenic, inexpensive, easy to grow using “grocery store ingredients,” and offers many genetic tools. This species swims by means of flagella, and its motility can be tested using modified agar plates. Motile colonies will form swimming halos; meanwhile motility mutants will show only a dot on the motility plate, at the point of inoculation. First students will extract DNA for PCR amplification. They will not be told whether the strain they are assigned is motile or not. They will learn how to design primers for the target gene and set up the PCR reaction. Subsequently they will set up a motility assay and control of the provided strain. In the next laboratory period, students perform gel electrophoresis on the products of their PCR reactions and analyze the results. They compare these to the results of the motility assay to confirm the motility of the strain. In summary, this inquiry-based lab is easy and safe to perform and allows students to follow the information flow from a gene to a protein product.
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Williams LC, Gregorio NE, So B, Kao WY, Kiste AL, Patel PA, Watts KR, Oza JP. The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education. Front Bioeng Biotechnol 2020; 8:941. [PMID: 32974303 PMCID: PMC7466673 DOI: 10.3389/fbioe.2020.00941] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2020] [Accepted: 07/21/2020] [Indexed: 01/06/2023] Open
Abstract
Teaching the processes of transcription and translation is challenging due to the intangibility of these concepts and a lack of instructional, laboratory-based, active learning modules. Harnessing the genetic code in vitro with cell-free protein synthesis (CFPS) provides an open platform that allows for the direct manipulation of reaction conditions and biological machinery to enable inquiry-based learning. Here, we report our efforts to transform the research-based CFPS biotechnology into a hands-on module called the “Genetic Code Kit” for implementation into teaching laboratories. The Genetic Code Kit includes all reagents necessary for CFPS, as well as a laboratory manual, student worksheet, and augmented reality activity. This module allows students to actively explore transcription and translation while gaining exposure to an emerging research technology. In our testing of this module, undergraduate students who used the Genetic Code Kit in a teaching laboratory showed significant score increases on transcription and translation questions in a post-lab questionnaire compared with students who did not participate in the activity. Students also demonstrated an increase in self-reported confidence in laboratory methods and comfort with CFPS, indicating that this module helps prepare students for careers in laboratory research. Importantly, the Genetic Code Kit can accommodate a variety of learning objectives beyond transcription and translation and enables hypothesis-driven science. This opens the possibility of developing Course-Based Undergraduate Research Experiences (CUREs) based on the Genetic Code Kit, as well as supporting next-generation science standards in 8–12th grade science courses.
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Affiliation(s)
- Layne C Williams
- Department of Chemistry & Biochemistry, California Polytechnic State University, San Luis Obispo, CA, United States.,Center for Applications in Biotechnology, California Polytechnic State University, San Luis Obispo, CA, United States
| | - Nicole E Gregorio
- Department of Chemistry & Biochemistry, California Polytechnic State University, San Luis Obispo, CA, United States.,Center for Applications in Biotechnology, California Polytechnic State University, San Luis Obispo, CA, United States
| | - Byungcheol So
- Department of Chemistry & Biochemistry, California Polytechnic State University, San Luis Obispo, CA, United States.,Center for Applications in Biotechnology, California Polytechnic State University, San Luis Obispo, CA, United States
| | - Wesley Y Kao
- Department of Chemistry & Biochemistry, California Polytechnic State University, San Luis Obispo, CA, United States.,Center for Applications in Biotechnology, California Polytechnic State University, San Luis Obispo, CA, United States
| | - Alan L Kiste
- Department of Chemistry & Biochemistry, California Polytechnic State University, San Luis Obispo, CA, United States
| | - Pratish A Patel
- Department of Finance, Orfalea College of Business, California Polytechnic State University, San Luis Obispo, CA, United States
| | - Katharine R Watts
- Department of Chemistry & Biochemistry, California Polytechnic State University, San Luis Obispo, CA, United States.,Center for Applications in Biotechnology, California Polytechnic State University, San Luis Obispo, CA, United States
| | - Javin P Oza
- Department of Chemistry & Biochemistry, California Polytechnic State University, San Luis Obispo, CA, United States.,Center for Applications in Biotechnology, California Polytechnic State University, San Luis Obispo, CA, United States
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15
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Sieke SA, McIntosh BB, Steele MM, Knight JK. Characterizing Students' Ideas about the Effects of a Mutation in a Noncoding Region of DNA. CBE LIFE SCIENCES EDUCATION 2019; 18:ar18. [PMID: 31074695 PMCID: PMC6755205 DOI: 10.1187/cbe.18-09-0173] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/06/2018] [Revised: 02/05/2019] [Accepted: 02/05/2019] [Indexed: 06/09/2023]
Abstract
Understanding student ideas in large-enrollment biology courses can be challenging, because easy-to-administer multiple-choice questions frequently do not fully capture the diversity of student ideas. As part of the Automated Analysis of Constructed Responses (AACR) project, we designed a question prompting students to describe the possible effects of a mutation in a noncoding region of DNA. We characterized answers from 1127 students enrolled in eight different large-enrollment introductory biology courses at three different institutions over five semesters and generated an analytic scoring system containing three categories of correct ideas and five categories of incorrect ideas. We iteratively developed a computer model for scoring student answers and tested the model before and after implementing an instructional activity designed to help a new set of students explore this concept. After completing a targeted activity and re-answering the question, students showed improvement from preassessment, with 64% of students in incorrect and 67% of students in partially incorrect (mixed) categories shifting to correct ideas only. This question, computer-scoring model, and instructional activity can now be reliably used by other instructors to better understand and characterize student ideas on the effects of mutations outside a gene-coding region.
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Affiliation(s)
- Scott A. Sieke
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado–Boulder, Boulder, CO 80309
| | - Betsy B. McIntosh
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado–Boulder, Boulder, CO 80309
| | - Matthew M. Steele
- CREATE for STEM Institute, Michigan State University, East Lansing, MI 48824
| | - Jennifer K. Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado–Boulder, Boulder, CO 80309
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16
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Pieczynski JN, Deets A, McDuffee A, Lynn Kee H. An undergraduate laboratory experience using CRISPR-cas9 technology to deactivate green fluorescent protein expression in Escherichia coli. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2019; 47:145-155. [PMID: 30664332 DOI: 10.1002/bmb.21206] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2018] [Revised: 12/03/2018] [Accepted: 12/21/2018] [Indexed: 06/09/2023]
Abstract
Undergraduates learn that gene editing in diverse organisms is now possible. How targeted manipulation of genes and genomes is utilized in basic science and biomedicine to address biological questions is challenging for undergraduates to conceptualize. Thus, we developed a lab experience that would allow students to be actively engaged in the full process of design, implementation of a gene editing strategy, and interpretation of results within an 8-week lab period of a Genetics course. The laboratory experience combines two transformative biotechnology tools; the utilization of green fluorescent protein (GFP) as a diagnostic marker of gene expression and the fundamentals and specificity of Clustered Regularly Interspaced Short Palindromic Repeats-cas9 (CRISPR-cas9) gene editing in bacterial cells. The students designed and constructed plasmids that express single guide RNA targeted to GFP, expressed the sgRNA and cas9 in bacteria cells, and successfully deactivated GFP gene expression in the bacterial cells with their designed CRISPR-cas9 tools. Student assessment revealed most students achieved student learning objectives. We conclude this lab experience is an effective and accessible method for engaging students in the scientific practices, knowledge and challenges revolving targeted CRISPR-cas9 gene manipulation. © 2019 International Union of Biochemistry and Molecular Biology, 47(2): 145-155, 2019.
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Affiliation(s)
| | - Amber Deets
- Department of Biology, Stetson University, DeLand, Florida
| | | | - H Lynn Kee
- Department of Biology, Stetson University, DeLand, Florida
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17
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Newman DL, Stefkovich M, Clasen C, Franzen MA, Wright LK. Physical models can provide superior learning opportunities beyond the benefits of active engagements. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2018; 46:435-444. [PMID: 30281894 PMCID: PMC6220871 DOI: 10.1002/bmb.21159] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2018] [Revised: 06/04/2018] [Accepted: 06/26/2018] [Indexed: 05/31/2023]
Abstract
The essence of molecular biology education lies in understanding of gene expression, with subtopics including the central dogma processes, such as transcription and translation. While these concepts are core to the discipline, they are also notoriously difficult for students to learn, probably because they cannot be directly observed. While nearly all active learning strategies have been shown to improve learning compared with passive lectures, little has been done to compare different types of active learning. We hypothesized that physical models of central dogma processes would be especially helpful for learning, because they provide a resource that students can see, touch, and manipulate while trying to build their knowledge. For students enrolled in an entirely active-learning-based Cell & Molecular Biology course, we examined whether model-based activities were more effective than non-model based activities. To test their understanding at the beginning and end of the semester, we employed the multiple-select Central Dogma Concept Inventory (CDCI). Each student acted as their own control, as all students engaged in all lessons yet some questions related to model-based activities and some related to clicker questions, group problem-solving, and other non-model-based activities. While all students demonstrated learning gains on both types of question, they showed much higher learning gains on model-based questions. Examining their selected answers in detail showed that while higher performing students were prompted to refine their already-good mental models to be even better, lower performing students were able to construct new knowledge that was much more consistent with an expert's understanding. © 2018 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology., 46(5):435-444, 2018.
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Affiliation(s)
- Dina L. Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of TechnologyRochesterNew York14623
| | - Megan Stefkovich
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of TechnologyRochesterNew York14623
- University of Wisconsin—MadisonMadisonWisconsin53706
| | - Catherine Clasen
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of TechnologyRochesterNew York14623
- Drake UniversityDes MoinesIowa50311
| | - Margaret A. Franzen
- Milwaukee School of Engineering, Center for BioMolecular ModelingMilwaukeeWisconsin53202
| | - L. Kate Wright
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of TechnologyRochesterNew York14623
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18
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Wahlberg SJ, Gericke NM. Conceptual Demography in Upper Secondary Chemistry and Biology Textbooks' Descriptions of Protein Synthesis: A Matter of Context? CBE LIFE SCIENCES EDUCATION 2018; 17:ar41. [PMID: 30183569 PMCID: PMC6234811 DOI: 10.1187/cbe.17-12-0274] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/19/2017] [Revised: 06/21/2018] [Accepted: 06/29/2018] [Indexed: 06/08/2023]
Abstract
This study investigates how the domain-specific language of molecular life science is mediated by the comparative contexts of chemistry and biology education. We study upper secondary chemistry and biology textbook sections on protein synthesis to reveal the conceptual demography of concepts central to the communication of this subject. The term "conceptual demography" refers to the frequency, distribution, and internal relationships between technical terms mediating a potential conceptual meaning of a phenomenon. Data were collected through a content analysis approach inspired by text summarization and text mining techniques. Chemistry textbooks were found to present protein synthesis using a mechanistic approach, whereas biology textbooks use a conceptual approach. The chemistry texts make no clear distinction between core terms and peripheral terms but use them equally frequently and give equal attention to all relationships, whereas biology textbooks focus on core terms and mention and relate them to each other more frequently than peripheral terms. Moreover, chemistry textbooks typically segment the text, focusing on a couple of technical terms at a time, whereas biology textbooks focus on overarching structures of the protein synthesis. We argue that it might be fruitful for students to learn protein synthesis from both contexts to build a meaningful understanding.
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Affiliation(s)
- Sara J. Wahlberg
- Department of Engineering and Chemical Sciences, Karlstad University, 65188 Karlstad, Sweden
| | - Niklas M. Gericke
- Department of Environmental and Life Sciences, Karlstad University, 65188 Karlstad, Sweden
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19
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Pelletreau KN, Knight JK, Lemons PP, McCourt JS, Merrill JE, Nehm RH, Prevost LB, Urban-Lurain M, Smith MK. A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions. CBE LIFE SCIENCES EDUCATION 2018; 17:es5. [PMID: 29749849 PMCID: PMC5998327 DOI: 10.1187/cbe.17-12-0260] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices.
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Affiliation(s)
| | - Jennifer K. Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, CO 80309
| | - Paula P. Lemons
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602
| | - Jill S. McCourt
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, GA 30602
| | - John E. Merrill
- Department of Microbiology and Molecular Genetics, Michigan State University, East Lansing, MI 48824
| | - Ross H. Nehm
- Department of Ecology and Evolution, Stony Brook University (SUNY), Stony Brook, NY 11794
| | - Luanna B. Prevost
- **Department of Integrative Biology University of South Florida, Tampa, FL 33620
| | - Mark Urban-Lurain
- CREATE for STEM Institute, Michigan State University, East Lansing, MI 48824
| | - Michelle K. Smith
- School of Biology and Ecology, University of Maine, Orono, ME 04469
- *Address correspondence to: Michelle K. Smith ()
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20
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Wright LK, Cardenas JJ, Liang P, Newman DL. Arrows in Biology: Lack of Clarity and Consistency Points to Confusion for Learners. CBE LIFE SCIENCES EDUCATION 2017; 17:17/1/ar6. [PMID: 29351909 PMCID: PMC6007777 DOI: 10.1187/cbe.17-04-0069] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/21/2017] [Revised: 11/30/2017] [Accepted: 12/01/2017] [Indexed: 05/09/2023]
Abstract
In this article, we begin to unpack the phenomenon of representational competence by exploring how arrow symbols are used in introductory biology textbook figures. Out of 1214 figures in an introductory biology textbook, 632 (52%) of them contained arrows that were used to represent many different concepts or processes. Analysis of these figures revealed little correlation between arrow style and meaning. A more focused study of 86 figures containing 230 arrows from a second textbook showed the same pattern of inconsistency. Interviews with undergraduates confirmed that arrows in selected textbook figures were confusing and did not readily convey the information intended by the authors. We also present findings from an online survey in which subjects were asked to infer meaning of different styles of arrows in the absence of context. Few arrow styles had intrinsic meaning to participants, and illustrators did not always use those arrows for the meanings expected by students. Thus, certain styles of arrows triggered confusion and/or incorrect conceptual ideas. We argue that 1) illustrators need to be more clear and consistent when using arrow symbols, 2) instructors need to be cognizant of the level of clarity of representations used during instruction, and 3) instructors should help students learn how to interpret representations containing arrows.
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Affiliation(s)
- L Kate Wright
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Jordan J Cardenas
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Phyllis Liang
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Dina L Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
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21
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Olimpo JT, Quijas DA, Quintana AM. A focus on polarity: Investigating the role of orientation cues in mediating student performance on mRNA synthesis tasks in an introductory cell and molecular biology course. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2017; 45:501-508. [PMID: 28520272 DOI: 10.1002/bmb.21067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2016] [Revised: 02/03/2017] [Accepted: 05/01/2017] [Indexed: 06/07/2023]
Abstract
The central dogma has served as a foundational model for information flow, exchange, and storage in the biological sciences for several decades. Despite its continued importance, however, recent research suggests that novices in the domain possess several misconceptions regarding the aforementioned processes, including those pertaining specifically to the formation of messenger ribonucleic acid (mRNA) transcripts. In the present study, we sought to expand upon these observations through exploration of the influence of orientation cues on students' aptitude at synthesizing mRNAs from provided deoxyribonucleic acid (DNA) template strands. Data indicated that participants (n = 45) were proficient at solving tasks of this nature when the DNA template strand and the mRNA molecule were represented in an antiparallel orientation. In contrast, participants' performance decreased significantly on items in which the mRNA was depicted in a parallel orientation relative to the DNA template strand. Furthermore, participants' Grade Point Average, self-reported confidence in understanding the transcriptional process, and spatial ability were found to mediate their performance on the mRNA synthesis tasks. Collectively, these data reaffirm the need for future research and pedagogical interventions designed to enhance students' comprehension of the central dogma in a manner that makes transparent its relevance to real-world scientific phenomena. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(6):501-508, 2017.
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Affiliation(s)
- Jeffrey T Olimpo
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, Texas, 79968
| | - Daniel A Quijas
- Department of Biology, Beloit College, Beloit, Wisconsin, 53511
| | - Anita M Quintana
- Department of Biological Sciences, The University of Texas at El Paso, El Paso, Texas, 79968
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22
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Abstract
In September 1957, Francis Crick gave a lecture in which he outlined key ideas about gene function, in particular what he called the central dogma. These ideas still frame how we understand life. This essay explores the concepts he developed in this influential lecture, including his prediction that we would study evolution by comparing sequences.
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Affiliation(s)
- Matthew Cobb
- School of Biological Sciences, University of Manchester, Manchester, United Kingdom
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23
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Goff EE, Reindl KM, Johnson C, McClean P, Offerdahl EG, Schroeder NL, White AR. Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2017; 45:226-234. [PMID: 28032413 DOI: 10.1002/bmb.21032] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2016] [Revised: 09/23/2016] [Accepted: 10/26/2016] [Indexed: 06/06/2023]
Abstract
The use of external representations (ERs) to introduce concepts in undergraduate biology has become increasingly common. Two of the most prevalent are static images and dynamic animations. While previous studies comparing static images and dynamic animations have resulted in somewhat conflicting findings in regards to learning outcomes, the benefits of each have been shown individually. Using ERs developed by the Virtual Cell Animation project, we aim to further investigate student learning using different ERs as part of an introductory biology lecture. We focus our study on the topic of photosynthesis as reports have noted that students struggle with a number of basic photosynthesis concepts. Students (n = 167) in ten sections of introductory biology laboratory were introduced to photosynthesis concepts by instructional lectures differing only in the format of the embedded ERs. Normalized gain scores were calculated, showing that students who learned with dynamic animations outperformed students who learned from static images on the posttest. The results of this study provide possible instructional guidelines for those delivering photosynthesis instruction in the introductory biology classroom. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):226-234, 2017.
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Affiliation(s)
- Eric E Goff
- Department of Biological Sciences, University of South Carolina, Columbia, South Carolina, 29208
| | - Katie M Reindl
- Department of Biological Sciences, North Dakota State University, Fargo, North Dakota, 58102
| | - Christina Johnson
- Department of Plant Sciences, North Dakota State University, Fargo, North Dakota, 58102
| | - Phillip McClean
- Department of Plant Sciences, North Dakota State University, Fargo, North Dakota, 58102
| | - Erika G Offerdahl
- Department of Biological Sciences, North Dakota State University, Fargo, North Dakota, 58102
- Biol Sciences, NDSU and School of Molecular Biosciences, Washington State University, Pullman, WA, 99164
| | - Noah L Schroeder
- Department of Leadership Studies in Education and Organizations, Wright State University, Dayton, Ohio, 45435
| | - Alan R White
- Department of Biological Sciences, University of South Carolina, Columbia, South Carolina, 29208
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24
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Using Biology Education Research and Qualitative Inquiry to Inform Genomic Nursing Education. Nurse Educ 2017; 42:303-307. [PMID: 28383350 DOI: 10.1097/nne.0000000000000378] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Decades of research in biology education show that learning genetics is difficult and reveals specific sources of learning difficulty. Little is known about how nursing students learn in this domain, although they likely encounter similar difficulties as nonnursing students. Using qualitative approaches, this study investigated challenges to learning genetics among nursing students. Findings indicate that nursing students face learning difficulties already identified among biology students, suggesting that nurse educators might benefit from biology education research.
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25
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Goff EE, Reindl KM, Johnson C, McClean P, Offerdahl EG, Schroeder NL, White AR. Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-5. [PMID: 28512512 PMCID: PMC5410753 DOI: 10.1128/jmbe.v18i1.1223] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/16/2016] [Accepted: 12/16/2016] [Indexed: 06/07/2023]
Abstract
Many undergraduate biology courses have begun to implement instructional strategies aimed at increasing student interaction with course material outside of the classroom. Two examples of such practices are introducing students to concepts as preparation prior to instruction, and as conceptual reinforcement after the instructional period. Using a three-group design, we investigate the impact of an animation developed as part of the Virtual Cell Animation Collection on the topic of concentration gradients and their role in the actions of ATP synthase as a means of pre-class preparation or post-class reinforcement compared with a no-intervention control group. Results from seven sections of introductory biology (n = 732) randomized to treatments over two semesters show that students who viewed animation as preparation (d = 0.44, p < 0.001) or as reinforcement (d = 0.53, p < 0.001) both outperformed students in the control group on a follow-up assessment. Direct comparison of the preparation and reinforcement treatments shows no significant difference in student outcomes between the two treatment groups (p = 0.87). Results suggest that while student interaction with animations on the topic of concentration gradients outside of the classroom may lead to greater learning outcomes than the control group, in the traditional lecture-based course the timing of such interactions may not be as important.
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Affiliation(s)
- Eric E. Goff
- Department of Biological Sciences, University of South Carolina, Columbia, SC 29208
| | - Katie M. Reindl
- Department of Biological Sciences, North Dakota State University, Fargo, ND 58102
| | - Christina Johnson
- Department of Plant Sciences, North Dakota State University, Fargo, ND 58102
| | - Phillip McClean
- Department of Plant Sciences, North Dakota State University, Fargo, ND 58102
| | - Erika G. Offerdahl
- Department of Biological Sciences, North Dakota State University, Fargo, ND 58102
| | - Noah L. Schroeder
- Department of Leadership Studies in Education and Organizations, Wright State University, Dayton, OH 45435
| | - Alan R. White
- Department of Biological Sciences, University of South Carolina, Columbia, SC 29208
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26
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Heideman PD, Flores KA, Sevier LM, Trouton KE. Effectiveness and Adoption of a Drawing-to-Learn Study Tool for Recall and Problem Solving: Minute Sketches with Folded Lists. CBE LIFE SCIENCES EDUCATION 2017; 16:16/2/ar28. [PMID: 28495932 PMCID: PMC5459246 DOI: 10.1187/cbe.16-03-0116] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/06/2016] [Revised: 03/08/2017] [Accepted: 03/21/2017] [Indexed: 06/07/2023]
Abstract
Drawing by learners can be an effective way to develop memory and generate visual models for higher-order skills in biology, but students are often reluctant to adopt drawing as a study method. We designed a nonclassroom intervention that instructed introductory biology college students in a drawing method, minute sketches in folded lists (MSFL), and allowed them to self-assess their recall and problem solving, first in a simple recall task involving non-European alphabets and later using unfamiliar biology content. In two preliminary ex situ experiments, students had greater recall on the simple learning task, non-European alphabets with associated phonetic sounds, using MSFL in comparison with a preferred method, visual review (VR). In the intervention, students studying using MSFL and VR had ∼50-80% greater recall of content studied with MSFL and, in a subset of trials, better performance on problem-solving tasks on biology content. Eight months after beginning the intervention, participants had shifted self-reported use of drawing from 2% to 20% of study time. For a small subset of participants, MSFL had become a preferred study method, and 70% of participants reported continued use of MSFL. This brief, low-cost intervention resulted in enduring changes in study behavior.
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Affiliation(s)
- Paul D Heideman
- Department of Biology, College of William and Mary, Williamsburg, VA 23187
| | - K Adryan Flores
- Department of Biology, College of William and Mary, Williamsburg, VA 23187
| | - Lu M Sevier
- Department of Biology, College of William and Mary, Williamsburg, VA 23187
| | - Kelsey E Trouton
- Department of Biology, College of William and Mary, Williamsburg, VA 23187
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27
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Briggs AG, Hughes LE, Brennan RE, Buchner J, Horak REA, Amburn DSK, McDonald AH, Primm TP, Smith AC, Stevens AM, Yung SB, Paustian TD. Concept Inventory Development Reveals Common Student Misconceptions about Microbiology. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2017; 18:jmbe-18-55. [PMID: 29854046 PMCID: PMC5976041 DOI: 10.1128/jmbe.v18i3.1319] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2017] [Accepted: 06/13/2017] [Indexed: 05/16/2023]
Abstract
Misconceptions, or alternative conceptions, are incorrect understandings that students have incorporated into their prior knowledge. The goal of this study was the identification of misconceptions in microbiology held by undergraduate students upon entry into an introductory, general microbiology course. This work was the first step in developing a microbiology concept inventory based on the American Society for Microbiology's Recommended Curriculum Guidelines for Undergraduate Microbiology. Responses to true/false (T/F) questions accompanied by written explanations by undergraduate students at a diverse set of institutions were used to reveal misconceptions for fundamental microbiology concepts. These data were analyzed to identify the most difficult core concepts, misalignment between explanations and answer choices, and the most common misconceptions for each core concept. From across the core concepts, nineteen misconception themes found in at least 5% of the coded answers for a given question were identified. The top five misconceptions, with coded responses ranging from 19% to 43% of the explanations, are described, along with suggested classroom interventions. Identification of student misconceptions in microbiology provides a foundation upon which to understand students' prior knowledge and to design appropriate tools for improving instruction in microbiology.
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Affiliation(s)
- Amy G. Briggs
- Department of Biology, Beloit College, Beloit, WI 53511
| | - Lee E. Hughes
- Department of Biological Sciences, University of North Texas, Denton, TX 76203
- Corresponding author. Mailing address: Department of Biological Sciences, University of North Texas, 1155 Union Circle #305220, Denton, TX 76203. Phone: 940-565-4137. E-mail:
| | - Robert E. Brennan
- Department of Biology, University of Central Oklahoma, Edmond, OK 73034
| | - John Buchner
- Department of Cell Biology and Molecular Genetics, University of Maryland, College Park, MD 20742
| | | | | | - Ann H. McDonald
- Department of Biology, Concordia University Wisconsin, Mequon, WI 53097
| | - Todd P. Primm
- Department of Biological Sciences and Professional & Academic Center for Excellence, Sam Houston State University, Huntsville, TX 77341
| | - Ann C. Smith
- Office of Undergraduate Studies, University of Maryland, College Park, MD 20742
| | - Ann M. Stevens
- Department of Biological Sciences, Virginia Tech, Blacksburg, VA 24061
| | - Sunny B. Yung
- Department of Biological Sciences and Professional & Academic Center for Excellence, Sam Houston State University, Huntsville, TX 77341
| | - Timothy D. Paustian
- Department of Bacteriology, University of Wisconsin-Madison, Madison, WI 53706
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Briggs AG, Morgan SK, Sanderson SK, Schulting MC, Wieseman LJ. Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology. JOURNAL OF MICROBIOLOGY & BIOLOGY EDUCATION 2016; 17:339-350. [PMID: 28101260 PMCID: PMC5134937 DOI: 10.1128/jmbe.v17i3.1165] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids) and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein). Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble.
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Affiliation(s)
- Amy G. Briggs
- Corresponding author. Mailing address: Department of Biology, Beloit College, 700 College St., Beloit, WI 53511. Phone: 608-363-2349. Fax: 608-363-2052. E-mail:
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29
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Makarevitch I, Martinez-Vaz B. Killing two birds with one stone: Model plant systems as a tool to teach the fundamental concepts of gene expression while analyzing biological data. BIOCHIMICA ET BIOPHYSICA ACTA-GENE REGULATORY MECHANISMS 2016; 1860:166-173. [PMID: 27155065 DOI: 10.1016/j.bbagrm.2016.04.012] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2016] [Revised: 03/23/2016] [Accepted: 04/29/2016] [Indexed: 11/25/2022]
Abstract
Plants are ideal systems to teach core biology concepts due to their unique physiological and developmental features. Advances in DNA sequencing technology and genomics have allowed scientists to generate genome sequences and transcriptomics data for numerous model plant species. This information is publicly available and presents a valuable tool to introduce undergraduate students to the fundamental concepts of gene expression in the context of modern quantitative biology and bioinformatics. Modern biology classrooms must provide authentic research experiences to allow developing core competencies such as scientific inquiry, critical interpretation of experimental results, and quantitative analyses of large dataset using computational approaches. Recent educational research has shown that undergraduate students struggle when connecting gene expression concepts to classic genetics, phenotypic analyses, and overall flow of biological information in living organisms, suggesting that novel approaches are necessary to enhance learning of gene expression and regulation. This review describes different strategies and resources available to instructors willing to incorporate authentic research experiences, genomic tools, and bioinformatics analyses when teaching transcriptional regulation and gene expression in undergraduate courses. A variety of laboratory exercises and pedagogy materials developed to teach gene expression using plants are discussed. This article is part of a Special Issue entitled: Plant Gene Regulatory Mechanisms and Networks, edited by Dr. Erich Grotewold and Dr. Nathan Springer.
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Affiliation(s)
- Irina Makarevitch
- Department of Biology, Hamline University, Saint Paul, MN 55104, United States.
| | - Betsy Martinez-Vaz
- Department of Biology, Hamline University, Saint Paul, MN 55104, United States
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30
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Newman DL, Snyder CW, Fisk JN, Wright LK. Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool. CBE LIFE SCIENCES EDUCATION 2016; 15:15/2/ar9. [PMID: 27055775 PMCID: PMC4909347 DOI: 10.1187/cbe.15-06-0124] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/02/2015] [Revised: 01/21/2016] [Accepted: 01/21/2016] [Indexed: 05/23/2023]
Abstract
Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select-format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N= 54), and large-scale beta testing (N= 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use.
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Affiliation(s)
- Dina L Newman
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - Christopher W Snyder
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - J Nick Fisk
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
| | - L Kate Wright
- Thomas H. Gosnell School of Life Sciences, Rochester Institute of Technology, Rochester, NY 14623
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Warfa ARM. Mixed-Methods Design in Biology Education Research: Approach and Uses. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/rm5. [PMID: 27856556 PMCID: PMC5132391 DOI: 10.1187/cbe.16-01-0022] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2016] [Revised: 06/12/2016] [Accepted: 06/14/2016] [Indexed: 05/02/2023]
Abstract
Educational research often requires mixing different research methodologies to strengthen findings, better contextualize or explain results, or minimize the weaknesses of a single method. This article provides practical guidelines on how to conduct such research in biology education, with a focus on mixed-methods research (MMR) that uses both quantitative and qualitative inquiries. Specifically, the paper provides an overview of mixed-methods design typologies most relevant in biology education research. It also discusses common methodological issues that may arise in mixed-methods studies and ways to address them. The paper concludes with recommendations on how to report and write about MMR.
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Affiliation(s)
- Abdi-Rizak M Warfa
- Department of Biology Teaching and Learning, College of Biological Sciences, University of Minnesota, Minneapolis, MN55455
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Prevost LB, Smith MK, Knight JK. Using Student Writing and Lexical Analysis to Reveal Student Thinking about the Role of Stop Codons in the Central Dogma. CBE LIFE SCIENCES EDUCATION 2016; 15:15/4/ar65. [PMID: 27909016 PMCID: PMC5132362 DOI: 10.1187/cbe.15-12-0267] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2015] [Revised: 05/23/2016] [Accepted: 05/25/2016] [Indexed: 05/25/2023]
Abstract
Previous work has shown that students have persistent difficulties in understanding how central dogma processes can be affected by a stop codon mutation. To explore these difficulties, we modified two multiple-choice questions from the Genetics Concept Assessment into three open-ended questions that asked students to write about how a stop codon mutation potentially impacts replication, transcription, and translation. We then used computer-assisted lexical analysis combined with human scoring to categorize student responses. The lexical analysis models showed high agreement with human scoring, demonstrating that this approach can be successfully used to analyze large numbers of student written responses. The results of this analysis show that students' ideas about one process in the central dogma can affect their thinking about subsequent and previous processes, leading to mixed models of conceptual understanding.
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Affiliation(s)
- Luanna B Prevost
- Department of Integrative Biology, University of South Florida, Tampa, FL 33620
| | - Michelle K Smith
- School of Biology and Ecology and Maine Center for Research in STEM Education, University of Maine-Orono, Orono, ME 04469
| | - Jennifer K Knight
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado Boulder, Boulder, CO 80309
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Trujillo CM, Anderson TR, Pelaez NJ. Exploring the MACH Model's Potential as a Metacognitive Tool to Help Undergraduate Students Monitor Their Explanations of Biological Mechanisms. CBE LIFE SCIENCES EDUCATION 2016; 15:ar12. [PMID: 27252295 PMCID: PMC4909334 DOI: 10.1187/cbe.15-03-0051] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/03/2015] [Revised: 02/14/2016] [Accepted: 02/14/2016] [Indexed: 05/24/2023]
Abstract
When undergraduate biology students learn to explain biological mechanisms, they face many challenges and may overestimate their understanding of living systems. Previously, we developed the MACH model of four components used by expert biologists to explain mechanisms: Methods, Analogies, Context, and How. This study explores the implementation of the model in an undergraduate biology classroom as an educational tool to address some of the known challenges. To find out how well students' written explanations represent components of the MACH model before and after they were taught about it and why students think the MACH model was useful, we conducted an exploratory multiple case study with four interview participants. We characterize how two students explained biological mechanisms before and after a teaching intervention that used the MACH components. Inductive analysis of written explanations and interviews showed that MACH acted as an effective metacognitive tool for all four students by helping them to monitor their understanding, communicate explanations, and identify explanatory gaps. Further research, though, is needed to more fully substantiate the general usefulness of MACH for promoting students' metacognition about their understanding of biological mechanisms.
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Affiliation(s)
- Caleb M Trujillo
- Purdue International Biology Education Research Group (PIBERG), Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
| | - Trevor R Anderson
- Visualization in Biochemistry Education (VIBE) Research Group, Department of Chemistry, Purdue University, West Lafayette, IN 47907
| | - Nancy J Pelaez
- Purdue International Biology Education Research Group (PIBERG), Department of Biological Sciences, Purdue University, West Lafayette, IN 47907
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34
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Quillin K, Thomas S. Drawing-to-learn: a framework for using drawings to promote model-based reasoning in biology. CBE LIFE SCIENCES EDUCATION 2015; 14:es2. [PMID: 25713094 PMCID: PMC4353088 DOI: 10.1187/cbe.14-08-0128] [Citation(s) in RCA: 50] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/16/2014] [Revised: 10/03/2014] [Accepted: 10/11/2014] [Indexed: 05/24/2023]
Abstract
The drawing of visual representations is important for learners and scientists alike, such as the drawing of models to enable visual model-based reasoning. Yet few biology instructors recognize drawing as a teachable science process skill, as reflected by its absence in the Vision and Change report's Modeling and Simulation core competency. Further, the diffuse research on drawing can be difficult to access, synthesize, and apply to classroom practice. We have created a framework of drawing-to-learn that defines drawing, categorizes the reasons for using drawing in the biology classroom, and outlines a number of interventions that can help instructors create an environment conducive to student drawing in general and visual model-based reasoning in particular. The suggested interventions are organized to address elements of affect, visual literacy, and visual model-based reasoning, with specific examples cited for each. Further, a Blooming tool for drawing exercises is provided, as are suggestions to help instructors address possible barriers to implementing and assessing drawing-to-learn in the classroom. Overall, the goal of the framework is to increase the visibility of drawing as a skill in biology and to promote the research and implementation of best practices.
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Affiliation(s)
- Kim Quillin
- *Department of Biological Sciences, Salisbury University, Salisbury, MD 21801
| | - Stephen Thomas
- Department of Zoology, Michigan State University Museum, Center for Integrative Studies in General Sciences, Michigan State University, East Lansing, MI 48823
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