Search

This study examined whether publication outcome was affected by the gender of author, handling associate editor (AE), or reviewer, and whether there was gender bias in reviewer selection, in the journal Reproduction. Analyses were carried out on 4289 original research manuscripts submitted to the journal between 2007 and 2019. Both female and male AEs appointed more male reviewers than female reviewers, but female AEs were significantly more likely to appoint female reviewers than male AEs were (p < 0.001). When examining the gender of either first or last author manuscripts, those with female authors that were reviewed by female reviewers received better scores than those with male authors that were reviewed by female reviewers (p < 0.05): where the reviewer was male, no such effect was observed. Acceptance rates of manuscripts were similar for both female and male authors, whether first or last, regardless of AE gender. Overall, there was no significant correlation between gender of first or last author, or of AE, on the likelihood of acceptance of a research paper. These data suggest no bias against female authors during the peer review process in this reproductive biology journal. [ABSTRACT FROM AUTHOR]

College instructors often teach scientific thinking by asking students to review and analyze a primary research article. The main purpose of this study was to explore how classroom response systems (CRS) could help impact the quality of written analysis papers submitted for this assignment by students taking 100-level biology courses at a medium-sized suburban, two-year college in the northeastern United States. Students in all participating course sections received written instructions on five key elements of critical analysis (CA) to include in scientific study analysis papers. Classroom instruction on recognizing these key elements in primary research papers was provided either via CRS or via an instructor-facilitated classroom discussion enhanced by the same PowerPoint presentation. A rubric, designed specifically for this assignment, was validated prior to its use in this study. Fifty students participated in the study, and those who received the CRS intervention achieved significantly higher CA scores for identifying implications of study findings, while the group that received only written instructions achieved significantly higher CA scores for discussing the credibility of the references used by the authors in planning the critiqued study. The implications of this study are discussed along with ideas for future research. [ABSTRACT FROM AUTHOR]

There have been numerous calls for improved pedagogical practices in biological education, and there is a clear need for such improvements in ecology and related curricula. Most ecology‐related texts lack pedagogy and are designed to be content‐rich. National initiatives, such as Vision & Change, provide guidance on undergraduate biology education, including increasing use of evidence‐based active learning, and taking a more conceptual and science practice skills approach. Biology education research is rich with evidence‐based teaching practices, which reveal that active learning approaches implemented in thoughtful ways lead to strong learning gains relative to lecture‐based course delivery. CREATE (Consider, Read, Elucidate the hypothesis, Analyze and interpret data, Think of the next Experiment) integrates evidence‐based active pedagogical practices into one approach to STEM education that focuses heavily on the process of science and science practice skills rather than content delivery by replacing the textbook with selected journal articles. The approach focuses on deep reading and analysis of primary literature; immersing students in the literature is an advantage of the pedagogy. CREATE was developed and tested in other biological disciplines (genetics and molecular biology) that have long been at the forefront of pedagogical best practices in biology. We transformed two upper‐level undergraduate ecological courses (Conservation Biology, and Biodiversity and Ecology) into CREATE courses. We provide examples of assignments, student work, and assessments of the approach, illustrating the various ways CREATE can be successfully implemented. The approach can be adopted in part, to ease into it and test it out, or in whole. We recommend that ecology teachers consider making their courses more active, if they have not already done so; adopting pedagogical practices embedded within CREATE can be a way to achieve active learning. The CREATE approach and other evidence‐based pedagogical best practices lead to strong learning gains and more inclusive learning environments. National initiatives, such as Vision & Change, provide guidance on undergraduate biology education, including increasing use of evidence‐based active learning. CREATE (Consider, Read, Elucidate the hypothesis, Analyze and interpret data, Think of the next Experiment) integrates evidence‐based active pedagogical practices into one approach that focuses on the process of science, science practice skills, and deep reading of the primary literature. We transformed two upper‐level undergraduate ecological courses (Conservation Biology, and Biodiversity and Ecology) into CREATE courses and provided examples of assignments, student work, and assessments, illustrating the various ways in which CREATE can be successfully implemented. The CREATE approach and other evidence‐based pedagogical best practices lead to strong learning gains and more inclusive learning environments. [ABSTRACT FROM AUTHOR]

Factor analysis of a number of Certificate of Secondary Education (CSE) examinations showed that tests of practical biology loaded significantly on the same factor as biology theory papers. When a fictitious correlation matrix was factored it was necessary for the correlation between tests of practical and theoretical biology to fall to about 0.17 before the two separate tests of biological ability appeared as distinct constructs, it is concluded that the examinations studied were not adequately distinguishing practical biology from theoretical biology. All assessments appeared to be testing a general factor which might be related either to general ability, or to a specific biological ability. [ABSTRACT FROM AUTHOR]

The increasing availability of digital technology in biology classrooms has facilitated an on-going transition from traditional lectures to the use of multimedia tools such as videos and interactive software. While most existing educational multimedia focus on illustrating textbook concepts, few address the process of science by linking those concepts with the researchers and their studies as reported and received in the primary literature. With the support of a 2015 ESA Centennial grant, we teamed up with students and university-affiliated artists to create four original animated videos of classic ecology papers of the last century. The videos were showcased at the 2015 Centennial Meeting Sunday Plenary and continue to be available for free viewing and sharing at http://ecomotionstudios.com/. Since their debut, the videos have received over 8000 views, have been employed as educational tools in undergraduate classrooms, and have been promoted as outreach tools by science media outlets including on the homepage for the journal, The American Naturalist. Here, we argue that the potential for artistry, narrative structure, and connection to the research process make animation an invaluable and underutilized medium for sharing primary literature with students and public audiences. We envision the future of ecology as one where decreasing video production costs and the opportunities for interdisciplinary collaboration available at universities lead to increased production of visual media to supplement education and broadly communicate primary ecological research. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results and Conclusions This paper examines the use of augmented reality (AR) as a concept‐association tool in schools, with the aim of enhancing primary school students' learning outcomes and engagement. Conflicting findings exist in previous studies regarding the cognitive load of AR‐enriched learning, with some reporting reduced load and others indicating increased demand and poorer performance. Understanding these implications is essential for effectively leveraging AR in education. The study offers a fresh perspective on the potential of AR technology in improving educational experiences.The primary goal of this research was to evaluate the effectiveness of an AR‐assisted concept‐association strategy for improving essential knowledge acquisition and skills outcomes, increasing cognitive load, and increasing self‐efficacy and learning motivation among primary school students.A quasi‐experimental design with a control group was employed to investigate the effectiveness of the intervention.The results demonstrate that the implementation of the AR‐assisted concept‐association strategy effectively enhanced essential knowledge acquisition and skills outcomes, increased cognitive load, and increased self‐efficacy and learning motivation among primary school students. These findings highlight the potential of AR technology to improve the learning experience and engagement of primary school students. The study contributes to the existing literature on the effectiveness of AR technology in education, suggesting future research directions. Ultimately, it offers a practical solution for improving the learning experience by presenting a new approach for teaching using AR technology. [ABSTRACT FROM AUTHOR]

Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions. Practitioner notesWhat is already known about this topic Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers.Assessment tools have been developed in different educational domains for teaching practice.Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning.What does the paper add Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified.Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective.Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed.Implications for practice and/or policy Learning analytics can enhance the eliciting of students' conceptions.Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions. [ABSTRACT FROM AUTHOR]

Worldwide, teachers are expected to engage their students in authentic practices, like scientific modeling. Research suggests that teachers experience challenges when integrating modeling in their classroom instruction, with one explanation that teachers themselves lack the necessary modeling competence. Currently, theoretical conceptualizations structure the modeling competence into three dimensions: meta‐modeling knowledge, modeling practice, and modeling products. While each of these dimensions is well researched on its own and the three dimensions are commonly expected to be highly positively related, studies investigating their specific relationships are widely lacking. Aiming to fill this gap, the present study investigated the meta‐modeling knowledge, modeling practice, and modeling products of 35 secondary preservice biology teachers engaging in a black box modeling task. Data were collected with an established pen‐and‐paper questionnaire consisting of five constructed response items assessing meta‐modeling knowledge and by videotaping the participants engaging in the black box modeling task. Herein, the three dimensions of modeling competence were operationalized as five variables including decontextualized and contextualized meta‐modeling knowledge, complexity, and homogeneity of the modeling processes and a modeling product score. In contrast to our expectations and common assumptions in the literature, significant relationships between the five variables were widely lacking. Only the complexity of the modeling processes correlated significantly with the quality of the modeling products. To investigate this relationship further, a qualitative in‐depth analysis of two cases is presented. Implications for biology teacher education are discussed. [ABSTRACT FROM AUTHOR]

Capturing evidence for dynamic changes in self‐regulated learning (SRL) behaviours resulting from interventions is challenging for researchers. In the current study, we identified students who were likely to do poorly in a biology course and those who were likely to do well. Then, we randomly assigned a portion of the students predicted to perform poorly to a science of learning to learn intervention where they were taught SRL study strategies. Learning outcome and log data (257 K events) were collected from n = 226 students. We used a complex systems framework to model the differences in SRL including the amount, interrelatedness, density and regularity of engagement captured in digital trace data (ie, logs). Differences were compared between students who were predicted to (1) perform poorly (control, n = 48), (2) perform poorly and received intervention (treatment, n = 95) and (3) perform well (not flagged, n = 83). Results indicated that the regularity of students' engagement was predictive of course grade, and that the intervention group exhibited increased regularity in engagement over the control group immediately after the intervention and maintained that increase over the course of the semester. We discuss the implications of these findings in relation to the future of artificial intelligence and potential uses for monitoring student learning in online environments. Practitioner notesWhat is already known about this topic Self‐regulated learning (SRL) knowledge and skills are strong predictors of postsecondary STEM student success.SRL is a dynamic, temporal process that leads to purposeful student engagement.Methods and metrics for measuring dynamic SRL behaviours in learning contexts are needed.What this paper adds A Markov process for measuring dynamic SRL processes using log data.Evidence that dynamic, interaction‐dominant aspects of SRL predict student achievement.Evidence that SRL processes can be meaningfully impacted through educational intervention.Implications for theory and practice Complexity approaches inform theory and measurement of dynamic SRL processes.Static representations of dynamic SRL processes are promising learning analytics metrics.Engineered features of LMS usage are valuable contributions to AI models. [ABSTRACT FROM AUTHOR]

The article focuses on the development of a research-instrument, based on diagnosed limitations of previous methods used for the testing of Understanding of the Nature of Scientific Enquiry (UNSE) both at the tenth and the twelfth grade levels, to serve as an externally set national examination. It describes in detail the written Israeli Biological Science Curriculum Study (BSCS)-Matriculation Examination which relates UNSE. The test is made up of a simplified version of a research report on Oxygen Poisoning in Insects, followed by a set of questions designed to diagnose UNSE. It has been shown that students were not afforded enough opportunity to master the type of tasks demanded in the examination under discussion. It is suggested that a series of original research papers, with increased level of difficulty and complexity of design, should accompany the BSCS courses.

Recently, both science and technology faculty have been recognizing biological research competencies that are valued but rarely assessed. Some of these valued learning outcomes include scientific methods and thinking, critical assessment of primary papers, quantitative reasoning, communication, and putting biological research into a historical and broader social context. This article presents examples of Calibrated Peer Review (CPR) assignments that illustrate a computer-assisted method to help students achieve biological research competencies. A new release of CPR is appropriate for engaging students online in reading and writing about investigations. A participant perception inventory was designed for use as a repeated measure to discriminate among beginning, middle, and ending student perceptions. Examples are provided to demonstrate how to assess student perceptions of what they gain from instruction related to science research competencies. Results suggest that students in a large enrollment class consider CPR to be useful for helping them learn about quantitative and categorical research variables; the use of the experimental method to test ideas; the use of controls; analysis, interpretation, and presentation of data; and how to critically read primary papers. [ABSTRACT FROM AUTHOR]

This paper explores the effect of digital differentiation on student performance using a randomized experiment. The experiment is conducted in a second year biology class among 115 prevocational students in the Netherlands. Differentiation allowed students in the treatment group to work at three different levels. The results show that there is a significant effect of digital differentiation on the posttest score. This effect is robust to adding covariates such as students' ability, grade repetition, age, gender, class and average neighborhood income. There are no differential effects when dividing students in three groups, by ability. The results imply that differentiation in large classrooms is possible and beneficial for all students, once done digitally. [ABSTRACT FROM AUTHOR]

Societal Impact Statement: Plant biology is an essential discipline for addressing global challenges from food security to climate change. In order to achieve this, we need to educate plant biologists who can contribute to research, enterprise, policy, public engagement and beyond. This article explores the potential of competency‐based education, which emphasises what students can do rather than what we know. A flexible and adaptable model of competency based plant biology education is presented, along with practical suggestions and examples. This provides a framework through which we can educate plant biologists equipped to address major scientific and societal challenges of the future. Summary: Plant biology is an essential discipline for addressing global challenges from food security to climate change. In order to achieve this we need to educate plant biologists who can contribute to research, enterprise, policy, public engagement and beyond. In this article, I explore some of the issues and challenges facing plant biology education from authentic research driven curricula to the impact of AI. In order to effectively educate the plant biologists of the future I propose moving to a competency based approach to education. Competency based education emphasises what students can do rather than what they know. I present a three‐domain competency model for plant biology, structured around (i) knowledge and information literacy (ii) disciplinary and professional experience and (iii) self‐awareness and personal development as three interdependent aspects of competency. I accompany this with twelve proposed competencies for plant biologists. The model is flexible, robust and adaptable to specific local requirements and future demands of plant biology education. In reimagining plant biology education in this way we can present our discipline as exciting and relevant to students, and equip them with the capabilities required to contribute to plant biology activity from research to public policy. [ABSTRACT FROM AUTHOR]

Many laboratory courses consist of short and seemingly unconnected individual laboratory exercises. To increase the course consistency, relevance, and student engagement, we have developed a research‐inspired and project‐based module, "From Gene to Structure and Function". This 2.5‐week full‐day biochemistry and structural biology module covers protein expression, purification, structure solving, and characterization. The module is centered around the flavodoxin‐like protein NrdI, involved in the activation of the bacterial ribonucleotide reductase enzyme system. Through an in‐depth focus on one specific protein, the students will learn the basic laboratory skills needed in order to generate a broader knowledge and breadth within the field. With respect to generic skills, the students report their findings as a scientific article, with the aim to learn to present concise research results and write scientific papers. The current research‐inspired project has the potential of being further developed into a more discovery‐driven project and extended to include other molecular biological techniques or biochemical/biophysical characterizations. In student evaluations, this research‐inspired laboratory course has received very high ratings and been highly appreciated, where the students have gained research experience for more independent future work in the laboratory. © 2019 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology, 47(3):318–332, 2019. [ABSTRACT FROM AUTHOR]

This study evaluated the use of interactive, branched videos compared with traditional passive linear delivery for enhancing student engagement and learning in online courses. Undergraduate biology students were provided with either branched decision‐based or linear videos on cell biology and protein purification as self‐guided or consolidation activities. While the interactive branched videos did not improve learning gains, thematic analysis revealed that students found them more enjoyable and preferable for revision. However, most students felt linear passive videos were more logically structured for core content delivery. In a revised format, with clearer scaffolding, the interactive branched videos were perceived as significantly more engaging and useful when utilised for a problem‐solving activity. Students welcomed the autonomy of directing their learning path but desired support to avoid missing critical information. Overall, thoughtfully designed branched videos can increase student motivation, but their utility depends on context. Our findings indicate the importance of balancing interactivity, clear organisation and purpose when incorporating these innovative formats into online learning. Branched videos show promise for increasing engagement but require intentional instructional design tailored to learning objectives. [ABSTRACT FROM AUTHOR]

The teaching of science is a complex process, involving the use of multiple modalities. This paper illustrates the potential of a multimodal semiotics discourse analysis framework to illuminate meaning-making possibilities during the teaching of a science concept. A multimodal semiotics analytical framework is developed and used to (1) analyze the semiotic and epistemological meanings communicated by multiple modalities during the teaching of a biology concept and (2) highlight features of semiotic modalities that extend meaning-making opportunities in science classrooms. The classroom discourse of a Grade 11 biology teacher was analyzed during the teaching of the concept chemosynthesis. Data were drawn from lesson transcripts, observational fieldnotes, and informal interviews with the teacher. The findings showed that the multimodal semiotics framework was useful at illustrating how semiotic and epistemological functions of modalities compounded meanings. Most significantly, an emergent multimodal framework relating semiotic functions and science learning outcomes emerged that has the potential to (1) act as a metacognitive tool for teachers to select, sequence, and scaffold modalities and (2) act as an analytical framework for educational researchers to analyze meaning making in science teaching and learning. © 2009 Wiley Periodicals, Inc. Sci Ed94:48–72, 2010 [ABSTRACT FROM AUTHOR]

Molecular biology techniques play a very important role in understanding the biological activity. Students who major in biology should know not only how to perform experiments, but also the reasons for performing them. Having the concept of conducting research by integrating various techniques is especially important. This paper introduces a research project-based and self-determined teaching system of molecular biology techniques for undergraduates. Its aim is to create an environment mimicking real research programs and to help students build up confidence in their research skills. The students are allowed to explore a set of commonly used molecular biology techniques to solve some fundamental problems about genes on their own. They find a gene of interest, write a mini-proposal, and give an oral presentation. This course provides students a foundation before entering the research laboratory and allows them to adapt easily to real research programs. [ABSTRACT FROM AUTHOR]

Although reports of academic cheating are abundant, there are relatively few papers in the literature that focus on cheating in the context of science courses and even fewer that address dishonest practices, such as ‘cooking’ or fudging data, within the classroom laboratory. This paper briefly reviews the existing literature on academic dishonesty and explores two theories that can be used to explain why cheating occurs: (1) classroom goal structure and (2) attitudes of neutralization. We conclude with a discussion of the implications of these theories within the context of a biochemistry and molecular biology teaching laboratory. [ABSTRACT FROM AUTHOR]

The article describes the changes and effects of Israeli paper-and-pencil matriculation examination in biology during the years and compares the 1982 examination with that of 1969. Test results of 1905 students were analyzed. Mean scores, standard deviations, mean percentage scores, point biserial correlations, product moment Pearson correlations, and t-tests were calculated. The results of the tests were analyzed and two kinds of reports were prepared as basis for inservice training meetings. Results showed that the 1982 examination was significantly better. However, the constructive mode was a difficult challenge for many students at the end of the 12th grade.

Concept map activities often lack a subsequent revision step that facilitates knowledge integration. This study compares two collaborative critique activities using a Knowledge Integration Map (KIM), a form of concept map. Four classes of high school biology students (n=81) using an online inquirybased learning unit on evolution were assigned to one of two conditions. Student dyads in one condition compared their concept maps against an expert map while dyads in the other condition conducted a peerreview. Analysis of the concept maps suggests that students in both conditions improved their understanding of evolution from pretest to posttest. However, the two conditions lead to different criteria: Students in the expert-map condition focused mostly on concept-focused criteria like concept classification while students in the peer-review condition used more link-focused criteria like link labels and missing connections. This paper suggests that both forms of KIM critique activities can be beneficial for constructing more coherent connections across different topics in evolution education. These results support the value of collaborative KIM critique activities and help clarify the forms of collaborative activities that are most likely to be effective to facilitate knowledge integration processes. [ABSTRACT FROM AUTHOR]

ABSTRACT Even though human racial difference has been a longstanding topic of the school biology curriculum, there is little evidence that contemporary biology textbooks challenge stereotypical racial beliefs that are based in biological thinking. Rather, the modern biology curriculum may be a place where such beliefs about race are perpetuated unwittingly. Drawing upon a theoretical framework of racial conceptualization based in psychological essentialism, this paper argues that biology textbook curricula ought to directly challenge problematic and unscientific racial beliefs to increase understanding of human genetic variation and decrease racial beliefs associated with prejudice. [ABSTRACT FROM AUTHOR]

The understanding of core concepts and processes of science in solving problems is important to successful learning in biology. We have designed and developed a Web-based, self-directed tutorial program, SOLVEIT, that provides various scaffolds (e.g., prompts, expert models, visual guidance) to help college students enhance their skills and abilities in solving problems in science. An initial version of SOLVEIT was used in this study. This paper details the features of SOLVEIT that are contextualized within the biological domains of evolution and ecology. A qualitative case study was conducted to evaluate the usability of the program. Selected students were recruited from an introductory biology course at a large public university in the south-eastern United States. Data for this study were collected through the SOLVEIT database and semi-structured interviews. The findings of this study demonstrate the potential of the program for improving students' problem solving in biology. Suggestions for the use of SOLVEIT and its further improvement and development are discussed, along with suggestions for future research. This study also provides more general guidance for researchers and practitioners who are interested in the design, development and evaluation of Web-based tutorial programs in science education. [ABSTRACT FROM AUTHOR]

For the study of biology in an undergraduate classroom, a classroom exercise was developed: an analogy role-play to learn mechanisms of gene transcription and protein translation (central dogma). To develop the central dogma roleplay exercise, we made DNA and mRNA using paper sheets, tRNA using a wire dress hanger, and amino acids using Lego® blocks (Lego System A/S, Denmark). Students were studying in the course of mathematics, physics, or chemistry, so biology was not among their usual studies. In this exercise, students perform the central dogma roleplay and respectively act out nuclear matrix proteins, a transcription factor, an RNA polymerase II, an mRNA transport protein, nuclear pore proteins, a large ribosomal subunit, a small ribosomal subunit, and several amino-acyl tRNA synthetases. Questionnaire results obtained after the activity show that this central dogma role-play analogy holds student interest in the practical molecular biological processes of transcription and translation. [ABSTRACT FROM AUTHOR]

An introduction to the journal is presented in which the editor discusses an article on the genetic, ecological and biogeochemical dynamics of C cycling processes in soils, on the discussion of plant-soil interactions and carbon cycling, and the general structure of dynamic global vegetation models (DGVMs).

Contents Over the last few decades, rhinoceroses and elephants became important icons in the saga of wildlife conservation. Recent surveys estimate the wild Asian ( Elephas maximus) and African ( Loxodonta africana) elephant populations to be, at most, 50 250 and 637 600 respectively. For the five rhinoceros species, black ( Diceros bicornis), white ( Ceratotherium simum), Indian ( Rhinoceros unicornis), Javan ( Rhinoceros sondaicus) and Sumatran rhinoceros ( Dicerorhinus Sumatrensis), the population estimates of 3610, 11 330, 2400, 60 and 300, respectively, are of even greater concern. Protected against habitat loss, poaching and left undisturbed, rhinoceros and elephants reproduce well in the wild. But small and decreasing populations make successful captive management of these taxa increasingly important. In captivity, however, most populations face possible ‘extinction’ because of historically poor reproductive performance. From the first descriptions of the reproductive anatomy and the oestrous cycle ( Laws 1969 ; Kassam and Lasley 1981 ; Balke et al. 1988a,b ; Plotka et al. 1988 ; Godfrey et al. 1991 ) to the present use of advanced assisted reproduction technologies, researchers have strive to understand the function and dysfunction of the reproductive biology of these charismatic species. This paper reviewed the current knowledge on rhinoceros and elephant reproduction biology, reproductive cycle, gestation, dystocia, reproductive pathology, oestrous induction and artificial insemination, sperm sexing, IVF and contraception, and how this knowledge is or might be used to aid species conservation for maximal reproductive efficiency and enhancement of genetic management. [ABSTRACT FROM AUTHOR]

Social epistemology is the normative theory of socioepistemic practices. Teaching is a socioepistemic practice, so educational practices belong on the agenda of social epistemology. A current question is whether intelligent design should be taught in biology classes. This paper focuses on the argument from "fairness" or "equal time." The principal aim of education is knowledge transmission, but evidence renders it doubtful that giving intelligent design equal time would promote knowledge transmission. In making curricular decisions, boards of education should consult the experts. Are novices capable of identifying genuine experts? This social epistemological question is answered affirmatively. [ABSTRACT FROM AUTHOR]

Background and study aims This paper reports on a 1-year, full-time widening access to medicine course that prepares mature adults for entry to selected UK medical schools. The course was developed in 1992–93 in co-operation with the University of Leicester Medical School and is restricted to adults over 21 years of age. The main subjects of the curriculum are biology, chemistry and physics. These are supported by mathematics, statistics and medical geography. Methods Three successive year groups were used as trial groups and nine medical schools agreed to participate in the trial. The successful trial students were monitored as they progressed through medical school. A total of 19% of successful trial students graduated from medical school with honours degrees. Evaluation of the trial years has led to changes in both the curriculum and assessment methods. Findings The longitudinal study of the course indicates that progression to medical school has increased from an average of 64% during the trial years to an average of 85% over the last 3 years. Graduate entry to the course has increased from an initial 10% of the intake to 50% over the same period. The role of the programme as a vehicle for widening access to medical school was monitored in the 4-year period 1997–2000. In these years, 41% of the student intake progressing to medical school came from socioeconomic groups IV and V, whilst 36% came from socioeconomic groups I and II. The 2001/2002 cohort numbers 45. [ABSTRACT FROM AUTHOR]

Student interest, industry growth, and medical advances highlight a growing need for baccalaureate trained bioengineers. However, undergraduate bioengineering curricula have not kept pace with the recent rapid growth of biotechnology, bioinformatics, and cellular level bioengineering. It is the premise of this paper that a new baccalaureate core curriculum in cell and tissue engineering is needed to foster the full development of bioengineering as a core engineering discipline. Employment opportunities for baccalaureate Bioengineering graduates in the emerging biologically-based engineering industry (e.g. bioinformatics, cell and tissue engineering, neural engineering) are increasing. We describe a new undergraduate B.S. bioengineering curriculum in cell and tissue engineering with an emphasis in interfacial molecular approaches. This curriculum is integrated with traditional bioengineering topics and has its technical emphasis in molecular biology, nanotechnology, and computational modeling. Thus, the future bioengineer can be expected to design, model, fabricate, and control living systems and their fundamental constituents at the same level of detail as an electrical engineer uses SPICE and CAD tools to develop a microelectronic or micro-electro-mechanical device. Such engineers would be expected to take their place in industry, graduate school, or medicine with a clear mastery of cell and tissue-based bioengineering. [ABSTRACT FROM AUTHOR]

Within the framework of the Second IEA Science Study a representative sample of Israeli 12th grade students (N=2153) responded to a series of questionnaires and achievement tests in the last term of the academic years 1983 or 1984. The sample consisted of four groups, three of which specialising each in one of the sciences (biology, chemistry and physics) and one comprised of students who did not study any science in their junior and senior years. The purpose of this paper is to report on gender differences in achievement, attitudes, preferences, learning experiences and study habits. The major findings were as follows. (1) The percentage of girls in each of the specialising groups are as follows. Biology: 61; chemistry: 49; physics: 31, non-science: 66. (2) More boys perceive themselves as high achievers in science and math. (3) Significantly more boys like to study math and science more than other school subjects. (4) Significantly more boys aspire for science-oriented careers. (5) Boys achieve better than girls in physics and in earth science, but their achievement in biology and chemistry is similar to that of girls. The achievement of non-science girls is alarmingly low and with the exception of biology much lower than that of boys. (6) Boys have more positive attitudes toward science and better understanding of the nature of science. (7) Girls express more positive attitudes to school but boys are more interested in science studies. (8) There are no differences in cognitive preferences. (9) Girls report on having more inquiry oriented experiences. (10) More boys aspire for scientific research and engineering careers. Relatively more girls aspire for medical careers. The implications of these findings for science education in general and in Israel in particular are discussed. [ABSTRACT FROM AUTHOR]

The article reports on the result of the study on the possibility of teaching students how to distinguished between teleological and causal explanations in a biology class in the U.S. Based on the study, special treatment is needed and consequently should be given in order to develop the ability of discrimination between causal explanations and teleological and anthropomorphic explanations. Examination papers in biology for an evaluation of the students' achievements of this instruction objective, items of Test On Causal and Teleological Relationships and similar test questions should be included.

The article presents a study that examines the new instrument "Processes of Biological Investigations (PBIT)" to measure the outcome of various treatments and to improve the learning of science process skills. The goal of this study is to develop and validate an easily administered, reliable, paper-and-pencil test for high school biology students that would measure the science process skills of interest. In this study, the PBIT was developed using examples taken from biology to measure skill achievement. The results show that the PBIT appears to be a valid and reliable instrument to be used in the biology classroom by teachers and researchers interested in determining the effectiveness of inquiry instruction.

The article presents a study which investigates the nature of food webs as an important topic in recent biology curricula. It was stated that the relationships represented in a food web are rule-like so it is possible to construct a learning hierarchy. The paper is concerned with the development and validation of a learning hierarchy relating to the concept of food web. It also considers the use of the learning hierarchy model as a tool to aid identification of students' misconceptions in science. Particular misconceptions relating to the concept of food web are reported.

Biology education research has shown that deeply rooted intuitions can influence students' understanding of biological phenomena. One example is design teleology, the intuition that organisms' traits were designed to fulfill a goal. Another example is psychological essentialism, the intuition that organisms have fixed essences. Past research has found both of these intuitions to be conceptual obstacles for understanding evolution. In our study, we investigated whether conceptions stemming from these two intuitions are also expressed in the context of genetics. So, we used two tests to identify teleology and essentialism conceptions in the context of genetics: a multiple‐choice questionnaire (Genetic Essentialism and Teleology Questionnaire) and an implicit test (Genetic Essentialism and Teleology Implicit Association Test [IAT]). The development and validation process of these two tests are presented elsewhere. The present article presents the results of the administration of both tests to 332 secondary school students. It was found that: (1) those students exhibited teleology and essentialism conceptions in the context of genetics; the former, but not the latter, were less frequent the older students were; (2) teleology and essentialism conceptions were not correlated; and (3) measures from the explicit and implicit tests were not correlated with each other. Recommendations to improve teaching about genetics are made; for instance, we suggest that students' genetic essentialism conceptions could be addressed by emphasizing the existence of variation within populations and species, and the impact of mutations on phenotypic outcomes. We also recommend that teachers address design teleology and psychological essentialism conceptions independently from each other. [ABSTRACT FROM AUTHOR]

Active learning in STEM education is essential for engaging the diverse pool of scholars needed to address pressing environmental and social challenges. However, active learning formats are difficult to scale and their incorporation into STEM teaching at U.S. universities varies widely. Here, we argue that urban agriculture as a theme can significantly increase active learning in undergraduate biology education by facilitating outdoor fieldwork and community‐engaged education. We begin by reviewing benefits of field courses and community engagement activities for undergraduate biology and discuss constraints to their broader implementation. We then describe how urban agriculture can connect biology concepts to pressing global changes, provide field research opportunities, and connect students to communities. Next, we assess the extent to which urban agriculture and related themes have already been incorporated into biology‐related programs in the United States using a review of major programs, reports on how campus gardens are used, and case studies from five higher education institutions (HEIs) engaging with this issue. We found that while field experiences are fairly common in major biology programs, community engagement opportunities are rare, and urban agriculture is almost nonexistent in course descriptions. We also found that many U.S. HEIs have campus gardens, but evidence suggests that they are rarely used in biology courses. Finally, case studies of five HEIs highlight innovative programming but also significant opportunities for further implementation. Together, our results suggest that urban agriculture is rarely incorporated into undergraduate biology in the United States, but there are significant prospects for doing so. We end with recommendations for integrating urban agriculture into undergraduate biology, including the development of campus gardens, research programs, community engagement partnerships, and collaborative networks. If done with care, this integration could help students make community contributions within required coursework, and help instructors feel a greater sense of accomplishment in an era of uncertainty. [ABSTRACT FROM AUTHOR]

The Forensic Science Education Programs Accreditation Commission (FEPAC) requires accredited programs offer a 'coherent curriculum' to ensure each student gains a 'thorough grounding of the natural...sciences.' Part of this curriculum includes completion of a minimum of 15 semester-hours forensic science coursework, nine of which can involve a class in forensic DNA biology. Departments that have obtained or are pursuing FEPAC accreditation can meet this requirement by offering a stand-alone forensic DNA biology course; however, materials necessary to instruct students are often homegrown and not standardized; in addition, until recently, the community lacked commercially available books, lab manuals, and teaching materials, and many of the best pedagogical resources were scattered across various peer-reviewed journals. The curriculum discussed below is an attempt to synthesize this disparate information, and although certainly not the only acceptable methodology, the below discussion represents 'a way' for synthesizing and aggregating this information into a cohesive, comprehensive whole. © 2013 by The International Union of Biochemistry and Molecular Biology, 42(1):15-28, 2014 [ABSTRACT FROM AUTHOR]

We incorporated a bioinformatics component into the freshman biology course that allows students to explore cystic fibrosis (CF), a common genetic disorder, using bioinformatics tools and skills. Students learn about CF through searching genetic databases, analyzing genetic sequences, and observing the three-dimentional structures of proteins using a number of computational tools. We also use this opportunity to discuss the genetic, molecular, biochemical, and physiological aspects of CF, in an effort to help students appreciate the interrelationships among concepts and topics in biology within a real-world context. This component provides the freshman students at Savannah State University an early exposure to bioinformatics and prepares them for the upper level courses in this area. It also facilitates meaningful and in-depth learning by linking biological concepts and processes through a case study. Biochemistry and Molecular Biology Education Vol. 39, No. 1, pp. 17-20, 2011 [ABSTRACT FROM AUTHOR]

A course design for first-year science students is described, where the focus is on the skills necessary to do science. The course uses original research projects, designed by the students, to teach a variety of skills including reading the scientific literature, hypothesis development and testing, experimental design, data analysis and interpretation, and quantitative skills and presentation of the research in a variety of formats.Biochemistry and Molecular Biology Education Vol. 39, No. 1, pp. 10-16, 2011 [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The article presents a study on the relationships among level of intellectual development, cognitive style and grades in a college biology course in the U.S. The study, which is participated by eight males and 45 females enrolled in two sections of Biological Science for the Elementary Teacher, was characterized by a series of test items in isolation and control of variables, proportions, probability, combinatorials, conservation and correlations as well. Piagetian demonstration test was employed to measure formal reasoning, while Gottschaldt Figure test is for field-dependence and field-independence. As the results are taken into great consideration, it is concluded that the three factors are directly in line with one another.

The article investigates the results of grade placement of biology in the high school curriculum in science education in the U.S. This article speculates that the conflicting results or earlier investigations were due to the fact that the subjects were specially selected. This study indicates that schools can effectively offer biology in the ninth grade. In addition, this paper points out that it was advantageous for students because it will allow them to take more courses of their own choosing.

This article presents information about the SemNet computer software. It discusses some of its uses as an educational and research tool. It also compares concept mapping and semantic networking. Computer-based semantic networking has been made possible by using SemNet. This software has been developed by SemNet Research Group. It was introduced in college biology classrooms during the year 1987. Semantic networks enable one to capture various experiences and perceptions in the form of words. They capture each concept's position in psychological space.

The article presents a study that examines the effects of instruction on college nonmajors' conceptions of respiration and photosynthesis. Students in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Results show that course instruction did improve student's understanding, but misconceptions persisted for many students. This result raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses.

The article comments on the article "The Acquisition of Biological Knowledge During Childhood: Cognitive Conflict or Tabula Rasa?," by A. E. Lawson. It is said that Lawson was wrong in his claimed that very little work has been done in the biological sciences in terms of research into children's concepts. It is because based on an extensive search of literature, there are about 103 studies that focused on children's concepts in the life sciences. Lawson's view that children are either naive biological theorists or tabula rasas is also said to be an artificial and misleading dichotomy. It is because in one article on children's science, authors have argued convincingly against the tabula rasa assumption.

The article presents a letter that attempts to clarify two issues relevant to the DNA bar coding initiative raised in an article published in the previous issue. The article enumerates and expounds the two issues namely the way the analytical approach to DNA bar coding is presented and the involvement of a broader issue with respect to the role of DNA bar coding in modern biology. The article provides a clarification to its purpose which is to be enlightened and informed.

The rapid development of molecular biotechnology presents a curricular challenge for educators trying to provide students with relevant coursework. A comprehensive biology education should also include opportunities for students to develop intellectual and technical skills through authentic research experiences. Integrating relevant and interesting research projects into their classes, however, can be a challenging task for instructors. To address these varied demands, we redesigned our existing molecular cloning course to incorporate an independent research project assessing calcium signaling. In the revised course, students use traditional and recombination‐based cloning strategies to generate bacterial and mammalian expression vectors encoding CaMPARI, a novel fluorescent calcium indicator. Bacterially‐expressed CaMPARI is used in protein quantification and purification assays. Students must also design their own research project evaluating the effect of chemotherapeutic agents on calcium signaling in a mammalian system. Revised and novel labs were designed to be modular, facilitating their integration into the course over 2 years. End‐of‐semester student evaluations were compared between years revealing a significant difference in students' perception of the course's difficulty between years. This change in attitude highlights potential pedagogical considerations that must be examined when introducing new material and activities into existing courses. Since calcium signaling is important for cellular process across diverse species, instructors may be able to develop research projects within their respective areas of interest. Integration of authentic research experiences into the curriculum is challenging; however, the framework described here provides a versatile structure that can be adapted to merge diverse instructor interests with evolving educational needs. [ABSTRACT FROM AUTHOR]

Present and future social and ecological challenges are complex both to understand and to attempt to solve. To comprehend the complex systems underlying these issues, students need systems thinking skills. However, in science education, a uniform delineation of systems thinking across contexts has yet to be established. While there seems to be consensus on a number of key skills from a theoretical perspective, it remains uncertain whether it is possible to distinguish levels of systems thinking, and if so, how they would be determined. In this study, we investigated the impact of the specifics of a system on the skills and levels of systems thinking. We administered a 36‐item multiple‐choice test to 196 Grade 5 and 6 students. For our analysis, we followed a quantitative approach, applying a systems thinking model that incorporates the latest insights on the levels and skills of systems thinking in geography to the context of ecology. By following an Item Response Theory approach, we confirmed a set of systems thinking skills that are necessary to understand complex systems in ecology: identifying system organization, analyzing system behavior, and system modeling. We examined whether individual skill levels can be distinguished to determine whether a system's general principle or system‐specific features cause difficulty for students. Our results indicate that system specifics, such as type of relation within ecosystems (e.g., predator–prey), appear to determine the formation of levels. Students struggled most with the difference between basic, direct cause‐and‐effect relationships and indirect effects. Once they understood the relevance of indirect relationships in moderately complex systems, a further increase in complexity caused little additional difficulty. Accordingly, we suggest that systems thinking should be examined from a variety of perspectives. To promote interdisciplinary learning, a systems thinking model that defines key commonalities across fields while leaving space for system specifics is needed. [ABSTRACT FROM AUTHOR]

Understanding macromolecular structures is essential for biology education. Augmented reality (AR) applications have shown promise in science, technology, engineering, and mathematics (STEM) education, but are not widely used for protein visualization. While there are some tools for AR protein visualization, none of them are accessible to the layperson who possesses neither specialized AR hardware nor the technical skill to comfortably navigate three‐dimensional (3D) rendering and file conversions. Here, we describe Palantir, an open source mobile Android application easily installable on compatible devices from the Google Play Store. Palantir does not require specialized hardware, printed image, manual 3D rendering, or file format conversion. Palantir makes AR macromolecular visualization accessible to anyone with a compatible mobile device, and we hope it finds widespread application in STEM education. [ABSTRACT FROM AUTHOR]

The New Horizons in Biochemistry and Molecular Biology Education Conference was organized by the International Union of Biochemistry and Molecular Biology (IUBMB) in collaboration with the Federation of European Biochemical Societies (FEBS), and the Weizmann Institute of Science (Israel) and held in Rehovot, Israel, on September 6–8, 2017. The program covered the entire lifespan of students/scientists from the school level to undergraduate, graduate, and post‐doctoral levels and brought together 130 international participants. This article provides an overview of the major issues and topics discussed at the conference and suggestions for the way forward. [ABSTRACT FROM AUTHOR]