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Blondel DV, Sansone A, Rosenberg J, Godin EA, Yang BW, Jaglom-Kurtz LT, Linnenbrink-Garcia L, Schwartz-Bloom RD. Development of an Online Experiment Platform for High School Biology. J Form Des Learn 2019; 3:62-81. [PMID: 31475244 PMCID: PMC6716597 DOI: 10.1007/s41686-019-00030-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
We developed a novel online platform, Rex (Real experiments) that immerses students in a scientific investigative process. Rex is a virtual web-based biological science experiment platform, hosted by real scientists, and uses actual lab experiments that generate real data for students to collect, analyze, and interpret. Seven neuroscience experiments use zebrafish and rats as model systems to study the effects of drugs such as tetrahydrocannabinol (THC), caffeine, alcohol, and cigarette smoke, which are of interest to high school students. We carried out a small field-test of Rex in a variety of high school biology classrooms (e.g., standard, honors, AP, anatomy/physiology) to obtain student and teacher feedback about the implementation and usability of the program. We also assessed student situational interest (SI) to determine whether the Rex experiment captured students' attention, and whether it was an enjoyable and meaningful experience. Overall, students reported a moderate level of SI after participating in the Rex experiments. Situational interest did not differ across teachers, class section, class level, or the type of experiment. In addition, we present details of the technical issues encountered in the classroom, and we provide guidance to readers who may want to use the resource in their classrooms.
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Affiliation(s)
- Dimitri V. Blondel
- Department of Pharmacology and Cancer Biology, Duke University Medical Center, Durham, NC 27710
- Current address: Department of Biological Sciences, North Carolina State University, Raleigh, NC 27695
| | - Anna Sansone
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI 48824
| | - Joshua Rosenberg
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI 48824
- Current address: Department of Theory and Practice in Education, The University of Tennessee, Knoxville, Knoxville, TN 37996
| | - Elizabeth A Godin
- Department of Pharmacology and Cancer Biology, Duke University Medical Center, Durham, NC 27710
| | - Brenda W. Yang
- Brenda W. Yang, Department of Psychology and Neuroscience, Duke University, Durham, NC 27708
| | - Lawson T. Jaglom-Kurtz
- Department of Pharmacology and Cancer Biology, Duke University Medical Center, Durham, NC 27710
| | - Lisa Linnenbrink-Garcia
- Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI 48824
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Jasti C, Lauren H, Wallon RC, Hug B. The Bio Bay Game: Three-Dimensional Learning of Biomagnification. Am Biol Teach 2016; 78:748-754. [PMID: 27990023 PMCID: PMC5161412 DOI: 10.1525/abt.2016.78.9.748] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
Pressing concerns about sustainability and the state of the environment amplify the need to teach students about the connections between ecosystem health, toxicology, and human health. Additionally, the Next Generation Science Standards call for three-dimensional science learning, which integrates disciplinary core ideas, scientific practices, and crosscutting concepts. The Bio Bay Game is a way to teach students about the biomagnification of toxicants across trophic levels while engaging them in three-dimensional learning. In the game, the class models the biomagnification of mercury in a simple aquatic food chain as they play the roles of anchovies, tuna, and humans. While playing, the class generates data, which they analyze after the game to graphically visualize the buildup of toxicants. Students also read and discuss two articles that draw connections to a real-world case. The activity ends with students applying their understanding to evaluate the game as a model of biomagnification. Throughout the activity, students practice modeling and data analysis and engage with the crosscutting concepts of patterns and cause and effect to develop an understanding of core ideas about the connections between humans and the environment.
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Affiliation(s)
- Chandana Jasti
- Curriculum Specialist in the Department of Curriculum and Instruction, College of Education, University of Illinois
| | - Hillary Lauren
- Science Communication and Media Specialist in the Department of Curriculum and Instruction, College of Education, University of Illinois
| | - Robert C Wallon
- Graduate Research Assistant in the Department of Curriculum and Instruction, College of Education, University of Illinois
| | - Barbara Hug
- Clinical Associate Professor in the Department of Curriculum and Instruction, College of Education, University of Illinois, MC 708, 1310 S. Sixth St., Champaign, IL 61820, USA
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Abstract
Life science classrooms often emphasize the exception to the rule when it comes to teaching genetics, focusing heavily on rare single-gene and Mendelian traits. By contrast, the vast majority of human traits and diseases are caused by more complicated interactions between genetic and environmental factors. Research indicates that students have a deterministic view of genetics, generalize Mendelian inheritance patterns to all traits, and have unrealistic expectations of genetic technologies. The challenge lies in how to help students analyze complex disease risk with a lack of curriculum materials. Providing open access to both content resources and an engaging storyline can be achieved using a "serious game" model. "Touching Triton" was developed as a serious game in which students are asked to analyze data from a medical record, family history, and genomic report in order to develop an overall lifetime risk estimate of six common, complex diseases. Evaluation of student performance shows significant learning gains in key content areas along with a high level of engagement.
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Affiliation(s)
- Madelene Loftin
- HudsonAlpha Institute for Biotechnology, 601 Genome Way, Huntsville, AL 35806
| | - Kelly East
- HudsonAlpha Institute for Biotechnology, 601 Genome Way, Huntsville, AL 35806
| | - Adam Hott
- HudsonAlpha Institute for Biotechnology, 601 Genome Way, Huntsville, AL 35806
| | - Neil Lamb
- HudsonAlpha Institute for Biotechnology, 601 Genome Way, Huntsville, AL 35806
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Jasti C, Hug B, Waters JL, Whitaker RJ. How Do Small Things Make a Big Difference? Activities to Teach about Human-Microbe Interactions. Am Biol Teach 2014; 76:601-608. [PMID: 25520526 PMCID: PMC4266583 DOI: 10.1525/abt.2014.76.9.6] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
Recent scientific studies are providing increasing evidence for how microbes living in and on us are essential to our good health. However, many students still think of microbes only as germs that harm us. The classroom activities presented here are designed to shift student thinking on this topic. In these guided inquiry activities, students investigate human-microbe interactions as they work together to interpret and analyze authentic data from published articles and develop scientific models. Through the activities, students learn and apply ecological concepts as they come to see the human body as a fascinatingly complex ecosystem.
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Affiliation(s)
- Chandana Jasti
- Department of Curriculum and Instruction, College of Education, University of Illinois, MC 708, 1310 S. Sixth St., Champaign, IL 61820. ( )
| | - Barbara Hug
- Department of Curriculum and Instruction, College of Education, University of Illinois, MC 708, 1310 S. Sixth St., Champaign, IL 61820. ( )
| | - Jillian L Waters
- Department of Molecular Biology and Genetics, Cornell University, 467 Biotech Bldg., Ithaca, NY 14853. ( )
| | - Rachel J Whitaker
- Department of Microbiology, University of Illinois, 601 S. Goodwin Ave., Urbana, IL 61801. ( )
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