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Aristotle is often named as the first zoologist or biologist because of his writings on animals. Although Aristotle's major intention in these books was to illustrate his ideas of how knowledge and understanding might advance, at least one modern biologist (C. Darwin) has recognized Aristotle's depth and breadth as being of surviving merit. Of greater surprise is the ongoing attention that his works continue to receive, including publications in contemporary scientific journals. This review identifies 38 peer-reviewed papers on various topics from Aristotle's biological writings that have been published during the last 50 years. These papers are described according to content (genetics, population biology, anatomy, brain, movement), specific creatures (fish, scorpions, elephants, insects, birds), publication outlet, distribution over the fifty year period surveyed, and visible trends in the topics studied. It is concluded that, in the highly-competitive field of peer-reviewed scientific publication and citation, Aristotle's biology continues to excite the interest of scientists and remains salient to modern science itself., (© 2022. The Author(s).)

Reading primary research literature is an essential skill for scientists. However, the high complexity of research papers may pose a barrier to the development of scientific literacy. In semi-structured interviews, we explore how 33 biologists including undergraduates, postgraduates and researchers approach reading an unfamiliar scientific paper. We find that some readers are data-centric, focusing on their own critical evaluation of the data presented, whereas others adopt a more narrative-centric approach, relying on the descriptions of authors to inform their understanding. There was a bias towards undergraduates adopting the narrative-centric approach and researchers adopting the data-centric approach. All postdoctoral researchers and academics prioritised critical interpretation of the data, indicating this is a characteristic of experienced scientific readers. The ability to demonstrate scientific reading skills was context-dependent, particularly with respect to time available and whether a paper aligns well with a reader's specialist area of knowledge. Inexperienced readers often lacked sufficient prior knowledge on which to base their reading, which represented a barrier to their engagement. We make recommendations for how scientific literacy should be developed within undergraduate teaching and beyond, noting that 'one-off' teaching strategies are insufficient when the development of scientific reading skills is a career-long process.

Given the growing trend toward using technology to assess student learning, this investigation examined test mode comparability of student achievement scores obtained from paper-pencil and computerized assessments of statewide End-of-Course and End-of-Grade examinations in the subject areas of high school biology and eighth-grade English Language Arts and math. Propensity score matching was used to generate comparable groups of students who were assessed using paper-pencil or computer-based formats. T-tests and generalized linear models were further used to examine test mode effect. Analyses revealed a small test mode effect for all three subjects such that students using the paper-based format achieved higher scores than students using the computer-based format. The findings are germane to school districts transitioning to computerized assessments and investigating test mode comparability.

This article focuses on the dilemmas science educators face when having to introduce Pedagogical Content Knowledge (PCK) to science student teachers in a predominantly paper-based distance learning environment. It draws on the premise that science education is bound by the Nature of Science (NOS), and by the Nature of Scientific Inquiry (NOSI). Furthermore, science educators' own PCK, and the limitations of a predominantly paper-based distance education (DE) model of delivery are challenges that they have to face when introducing PCK and authentic inquiry-based learning experiences. It deprives them and their students from optimal engagement in a science-oriented community of practice, and leaves little opportunity to establish flourishing communities of inquiry. This study carried out a contextual analysis of the tutorial material to assess the PCK that the student teachers had been exposed to. This comprised the ideas of a community of inquiry, a community of science, the conceptualization of PCK, scientific inquiry, and the 5E Instructional Model of the Biological Sciences Curriculum Study. The analysis confirmed that the lecturers had a good understanding of NOS, NOSI and science process skills, but found it difficult to design interventions to optimize the PCK development of students through communities of inquiry. Paper-based tutorials are ideal to share theory, policies and practices, but fail to monitor the engagement of learners in communities of inquiry. The article concludes with a number of suggestions to address the apparent lack of impact power of the paper-based mode of delivery, specifically in relation to inquiry-based teaching and learning (IBTL).

Graphing is an important practice for scientists and in K-16 science curricula. Graphs can be constructed using an array of software packages as well as by hand, with pen-and-paper. However, we have an incomplete understanding of how students' graphing practice vary by graphing environment; differences could affect how best to teach and assess graphing. Here we explore the role of two graphing environments in students' graphing practice. We studied 43 undergraduate biology students' graphing practice using either pen-and-paper (PP) (n = 21 students) or a digital graphing tool GraphSmarts (GS) (n = 22 students). Participants' graphs and verbal justifications were analyzed to identify features such as the variables plotted, number of graphs created, raw data versus summarized data plotted, and graph types (e.g., scatter plot, line graph, or bar graph) as well as participants' reasoning for their graphing choices. Several aspects of participant graphs were similar regardless of graphing environment, including plotting raw vs. summarized data, graph type, and overall graph quality, while GS participants were more likely to plot the most relevant variables. In GS, participants could easily make more graphs than in PP and this may have helped some participants show latent features of their graphing practice. Those students using PP tended to focus more on ease of constructing the graph than GS. This study illuminates how the different characteristics of the graphing environment have implications for instruction and interpretation of assessments of student graphing practices.

Course-based undergraduate research experiences (CUREs) introduce research leading to skills acquisition and increased persistence in the major. CUREs generate enthusiasm and interest in doing science and serve as an intervention to increase equity and participation of historically marginalized students. In the second-semester laboratory of our introductory sequence for biology and marine science majors at California State University Monterey Bay (CSUMB), instructors updated and implemented a field-based CURE. The goals of the CURE were to promote increased scientific identity, systems thinking, and equity at a Hispanic-serving institution (HSI). Through the CURE, students engaged in scientific writing through a research paper with a focus on information literacy, critical thinking, and quantitative reasoning as important elements of thinking like a scientist. Course exams also revealed that students showed gains in their ability to evaluate a new biological system using systems thinking. More broadly, because such field-based experiences demonstrate equity gains among Latinx students and a much greater sense of scientific identity, they may have impacts beyond introductory biology including in students' personal and professional lives.

Paper to Plastics (P2P) is an interdisciplinary program that combines chemistry and biology in a research setting. The goal of this project is 2-fold: to engage students in scientific research and to educate them about sustainability and biodegradable materials. The scientific aim of the project is to recycle unwanted office paper to the useful biodegradable polymer poly(lactic acid) (PLA). Through this program, students learn firsthand how chemistry and biology interact to form useful materials from waste. Students combine biological techniques, such as enzymatic digestion and fermentation, with chemical techniques, such as distillation and catalysis, to accomplish the conversion of waste paper into PLA. Through this summer program, students ultimately become familiar with diverse laboratory techniques, while learning how their scientific interests can be used to address important social problems.

Introduction: Research suggests benefits for incorporating popular press books into courses to encourage critical thinking and student-instructor interactions about concepts. Objective: This article offers a summary and critique of "7 ½ Lessons about the Brain" by Lisa Feldman-Barrett along with pedagogical strategies for integrating the book within Introduction to Psychology courses. Teaching Implications: This popular press book affords an opportunity to incorporate a biopsychology thematic approach to Introduction to Psychology. Several pedagogical strategies using active learning and collaboration are provided. Conclusion: Choosing to include a popular press book in class to supplement student learning may benefit critical thinking about many concepts presented within "Introduction to Psychology."

This paper provides a descriptive content analysis of biology education research papers published in eight major academic journals indexed in Social Science Citation Index [SSCI] of Thomson Reuters® from 1997 to 2014. Total of 1376 biology education research [BER] papers were examined. The findings indicated that most of the papers were published in the JBE and IJSE, and frequently studied topics were environment and ecology, genetics and biotechnology, and animal form and function. The findings were also indicated that learning, teaching and attitudes was in the forefront as the frequently investigated subject matters, undergraduate and secondary school students were mostly preferred as sample group and sample size mostly varies between 31-100 and 101-300. In addition, it was found out that interactive qualitative research designs were mostly preferred. Besides, that single data collection tool was generally used and this data collection tool included questionnaires, interviews and documents. Finally, frequency/percentage tables, central tendency measures, statistical analysis such as t-test and ANOVA/ANCOVA and content analysis were commonly used as data analysis.

It is widely recognised that high-stakes assessment can significantly influence what is taught in the classroom. Many argue that high-stakes assessment results in a narrowed curriculum where students learn by rote rather than developing higher cognitive skills. This paper describes a study investigating the various cognitive objectives present from Bloom's Taxonomy Educational Objectives on the Leaving Certificate biology examination. The study analysed examination papers from the past and current biology syllabuses. Analysis was also carried out to determine the marks being awarded to the different cognitive objectives. The findings show that the examination predominately includes questions that do not promote higher levels of thinking. The majority of the marks on the paper were allocated to the lower objectives of the taxonomy, suggesting students can rely on rote learning to succeed when undertaking the biology examination. This study strongly highlights how high-stake examinations have a narrow scope in terms of student achievement and shows how current biology examination procedures promote low-level learning. This low level of thinking promotes rote learning and regurgitation of facts, requiring little to no understanding of the topics. To prepare students for the working world, there needs to be a shift from only terminal exams to a mixed approach.

Authorship of peer-reviewed journal articles and abstracts has become the primary currency and reward unit in academia. Such a reward is crucial for students and postdocs who are often under-compensated and thus highly value authorship as an incentive. While numerous scientific and publishing organizations have written guidelines for determining author qualifications and author order, there remains much ambiguity when it comes to how these criteria are weighed by research faculty. Here, we sought to provide some initial insight on how faculty view the relative importance of 11 criteria for scientific authorship. We distributed an online survey to 564 biomedical engineering, biology, and bioengineering faculty members at 10 research institutions across the United States. The response rate was approximately 18%, resulting in a final sample of 102 respondents. Results revealed an agreement on some criteria, such as time spent conducting experiments, but there was a lack of agreement regarding the role of funding procurement. This study provides quantitative assessments of how faculty members in the biosciences evaluate authorship criteria. We discuss the implications of these findings for researchers, especially new graduate students, to help navigate the discrepancy between official policies for authorship and the contributions that faculty truly value.

Identifying the factors that influence the citation of articles helps authors improve the impact and reach of their research. Analysis of publications in the Journal of Fish Biology between 2008 and 2021 revealed that variables such as the number of keywords, abstract length, number of authors, and page length were associated with higher impact papers. These trends applied to both review and regular papers. These findings suggest that papers that are more informative, have higher numbers of authors, and have more keywords are more likely to be cited. Adoption of some simple "best‐practice" behaviors can improve the likelihood that a paper is cited. [ABSTRACT FROM AUTHOR]

While computational biology and bioinformatics became an inherent part of most life science degrees, it remains challenging to encourage students to employ these diverse skills in a practical research context. In this education paper, we present a method to enable students to acquire hands-on skills by the data-driven study of complex biomolecular datasets. The course starts with a series of introductory lectures, including a practical session on Cytoscape and associated computational network biology techniques. As we believe that enabling students to work on their own research questions will increase their motivation and interest, we introduced a recent hallmark virus-host protein-protein interaction article from which the database served as a starting point for the students to develop their research goal, which was presented and discussed in a first informal meeting. Over the next two months, about four interactive sessions were held, where students presented their problems, progress and challenges and exchanged ideas to help each other reach their goals. The role of the lecturers was to assist the students with independently collecting data and exploring new software tools for their research question. We present this concept and methods, and we share our experiences from an evaluation of the student learning outcomes.

This article presents a simple, cognitive theory of science and learning. The first section of the paper develops the theory's two main propositions: (i) A wide range of scientific activities rely heavily on one type of reasoning, hypothetical thinking, and (ii) This type of reasoning is also useful to students for learning science content. The second section of the paper presents a taxonomy of multiple-choice questions that use hypothetical thinking and the third section of the paper tests the theory using data from a college biology course. As expected by the theory, student responses to 24 scientific reasoning questions were consistent with a one-dimensional psychometric construct. Student responses to the scientific reasoning questions explained 36% of the variance in exam grades. Several directions for additional research are identified, including studying the psychometric structure of scientific thinking in more detail, performing randomized, controlled experiments to demonstrate a causal relationship between scientific thinking and learning, and identifying the relative contribution of other factors to success in college.

Science should provide students an accurate and contemporary education on genetic influence, particularly how it impacts trait variability and developmental norms. Stories involving familial, racial, and sexual differences routinely appear in the popular media and sales of over-the-counter genetic tests are mounting. Unfortunately, research suggests genetic curricula in secondary education and university courses have little impact on genetic literacy; instead they appear to amplify genetic essentialism. This position paper reports on genetic essentialism, the impact of three components of science education (teachers, students, curriculum), and critiques existing genetic lessons in two prevalent scientific disciplines, biology and psychology. Two entrenched 19th century genetic paradigms (e.g., Mendelian inheritance and behavioral genetics) are specifically examined. The paper closes with specific recommendations for improving students' genetic literacy including important contemporary genetic science (e.g., epigenetics) and instructional approaches (e.g., learning progression, refutational teaching).

Science instructors are increasingly incorporating teaching techniques that help students develop core competencies such as critical-thinking and communication skills. These core competencies are pillars of career readiness that prepare undergraduate students to successfully transition to continuing education or the workplace, whatever the field. Course-based undergraduate research experiences that culminate in written research papers can be effective at developing critical-thinking and communication skills but are challenging to implement as class size (and student-to-instructor ratio) grows. We developed a hierarchical mentoring program in which graduate student mentors guided groups of four to five undergraduate students through the scientific process in an upper-level ecology course. Program effectiveness was evaluated by grading final research papers (including previous year papers, before the program was implemented) and surveys (comparing to a course that did not implement the program). Results indicated that primary benefits of hierarchical mentoring were improvements in perceived and demonstrated ability in data analysis and interpretation, leading to a median increase in paper score of ~10% on a 100-point scale. Future directions indicated by our study were a need to incorporate more approaches (e.g., low-stakes writing exercises) and resources into a revised program to improve outcomes for students whose primary language is not English.

The intersection of art and science is a space useful not only to communicate scientific concepts to the general public but also to allow those of us studying biology in depth to view our work in a different light. I myself enjoy playing with the universality of anatomy, that is its bits and pieces that compose every human being. In mixing these with an array of mediums, colours, and textures, I hope to evoke a multiplicity of emotions in the viewer.

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Interdisciplinary teaching and learning is an approach that synthesizes the curricular objectives and methods of two or more disciplines or subjects focusing on a specific topic or issue. While it is being increasingly implemented in universities, at lower levels of education there are still countries where science subjects are taught and learned fragmentarily. To assess the significance of the interdisciplinary approach in primary school biology teaching, the paper aims at an experimental verification of the effectiveness of this method in relation to the quality and retention of student knowledge, compared to the monodisciplinary approach to teaching and learning biology. The paper also describes a scenario for teaching a topic in which biological and geographical contents correlate. The study applied a pedagogical experiment with parallel groups. In total, 180 students attending two primary schools in the city of Novi Sad participated in the experiment and were divided into an experimental and a control group. The findings suggest that the interdisciplinary approach improved the quality and retention of student knowledge. The experimental group was more successful in completing tasks that required comprehension and practical application of knowledge. The study thus emphasizes the need for a professional curriculum development that would enhance the interdisciplinary correlation of various disciplines.

Paper Laboratory Notebooks (PLNs) have been used for centuries to document and archive the thoughts and work of inventors, scientists, students, and engineers. PLNs are the first formal means of scientific communication we teach our students and, in turn, a student's first training on cultivating and expressing scientific thinking. In the science teaching laboratory, PLNs are at the forefront and serve various purposes for students in the science laboratory curriculum, like good documentation practices and accurate record keeping. This paper discusses the reasons for switching to OneNote ELN, the criteria for selecting OneNote ELN software, how OneNote ELN was introduced and used in the course, and students' opinions on using this ELN. We successfully implemented the OneNote ELN in our General Biology Laboratory II sequence course for biology majors and nonmajor students entering the health professions. Students had a generally favorable response to using the OneNote ELN; 98% of students agreed that ELNs enabled them to keep a well-maintained laboratory notebook. Overall, student experience with ELNs was positive, with 85% of students indicating that they would recommend other future science laboratory courses they will be taking to adopt the OneNote ELN. In general, the OneNote ELN was viewed more positively in many respects than the PLNs in ease of its usage, access and organizing the notebook.

This paper explores the extent to which Biology syllabi are open to students' engagement with and acquisition of critical thinking skills in Tanzania's developing country context. It focuses on the Biology syllabus of Ordinary-level secondary education and that of Advanced-level secondary education. The paper reports the findings of a study whose primary objective was to explore the coherence of the two syllabi under review with the elements of critical thinking skills drawn from extant literature. The analysis also entailed exploring the coherence between the specific objectives of the syllabi linked with critical thinking skills and the assessment questions suggested. The study used the Atlas TI programme to analyse the data to achieve the research objectives. The findings revealed that the specific objectives in the syllabi under review focus mostly on lower order thinking (LOT) skills, according to Bloom's taxonomy of learning, rather than on higher order or critical thinking skills.

Despite the rapid growth of English Medium Instruction (EMI) programmes around the globe, the language goals in such programmes have not been clearly defined, making it difficult to evaluate their success. Accordingly, our paper reports on a study that attempted to identify the language goals, operationalised as the vocabulary expected of learners, by investigating the under-explored area of EMI assessment. We sampled a corpus of 16 sets of examination papers in two subject areas, namely, Biology and Geography, spanning eight years in Hong Kong. The examination papers, analysed for their vocabulary profiles, indicated that students were expected to learn beyond the K3 level (the most frequent 3,000 words in English) and master mid-frequency words (K4-K8) as well as academic words. Our findings suggest that the less frequent words were not often shared by the two subjects. Analysing academic words also enabled us to showcase how some words were common across the two subjects while others were more subject-specific. Pedagogical implications are discussed, highlighting the need for teachers and students to attend to target language goals in EMI, and to consider the subject-specific nature of vocabulary items in EMI.

Through the method of tracing-and-mapping, this paper traces the history of how menstruation has been conceptualized in English education policies since 1928, as well as how such conceptualizations have positioned young people. It explains how education policy in England has conceptualized menstruation as a (cis girls') biological process; a controllable problem; and a process that can be instructed on and learned. The paper unfolds how such conceptualizations positioned young people as passive non-agents. It also draws on feminist relational materialism, critical menstruation studies and childhood studies to experiment with different articulations of menstruation and agency. It concludes by reimagining menstruation education and young people's role in addressing menstrual stigma.

STEM education is on demand more than ever as the workforce relies on 21st century skills and STEM disciplines. This paper presents a framework (IMS-TEAM) for integration of mathematics and science with the use of technology and modeling in an authentic context. The activity based on this framework is designed for and implemented with forty-four 8th grade students in Turkey. The study was conducted to investigate the impact of the activity as well as the IMS-TEAM framework. A qualitative methodology was utilized. Data analysis revealed that different components of our conceptual framework fostered the integration of mathematics and science affecting the nature of students' engagement with the activity. Different frameworks are required to be adapted to different environments with the consideration of learners and teachers. Future research investigating the effectiveness of IMS-TEAM framework adapted to different content and disciplines would provide more evidence on the effectiveness of the framework.

Open droplet microfluidic systems manipulate droplets on the picolitre-to-microlitre scale in an open environment. They combine the compartmentalization and control offered by traditional droplet-based microfluidics with the accessibility and ease-of-use of open microfluidics, bringing unique advantages to applications such as combinatorial reactions, droplet analysis and cell culture. Open systems provide direct access to droplets and allow on-demand droplet manipulation within the system without needing pumps or tubes, which makes the systems accessible to biologists without sophisticated setups. Furthermore, these systems can be produced with simple manufacturing and assembly steps that allow for manufacturing at scale and the translation of the method into clinical research. This Review introduces the different types of open droplet microfluidic system, presents the physical concepts leveraged by these systems and highlights key applications., (© 2023. Springer Nature Limited.)

In the photographic series Baroque Biology Paper Theatre (2019), Jennifer Willet enages with GMO bacteria growing in LB Agar petri dishes. Each plate presents imaginary biological vignettes where non-human organisms teach humans complex biotechnological processes. In this work, living bacteria cultures serve as collaborators in the creative process creating artworks that are both sublime and disgusting. Baroque Biology (Paper Theatre) presents a series of biotechnological vignettes where I reimagine laboratory aesthetics as feminine, gawdy, and fantastical in direct contradiction to the norms of contemporary scientific practices. [ABSTRACT FROM AUTHOR]

This research focuses on "BioScientist," a digital game-based, inquiry-based learning program embedded in the biology curriculum that develops inquiry skills in 8th-grade students. The aim of this paper is to demonstrate a combination of elements of digital game-based learning (DGBL) with inquiry-based learning (IBL) through "BioScientist" and to report on its implementation. We examined whether inquiry skills and biology learning motivation change due to "BioScientist." A total of 257 eighth graders participated in the research (N[subscript exp.] = 132, N[subscript control] = 125). Students in the experimental group used "BioScientist" at home and in the classroom. The teachers in the control group did not change their teaching practices. Students' inquiry skills were measured using the Inquiry Skills Test, and their biology learning motivation was measured using the Biology Motivation Questionnaire II. The experimental group and teachers were asked to evaluate "BioScientist." The results indicated "BioScientist" digital game is suitable for developing inquiry skills, with the effect size being close to medium (Cohen's d = 0.46). However, biology learning motivation was not developed. Student feedback on the "BioScientist" game and its use for learning is favourable. Based on the teachers' responses, "BioScientist" can be used well in teaching biology. This research provides evidence that combining elements of digital game-based and inquiry-based learning is effective in developing inquiry skills. The game can be effectively integrated into the teaching practice, in line with the content of the biology curriculum. [Correct pagination for this article is 462-478, not 1-17.]

The Society for the Study of Species Biology has announced the recipient of the 17th Plant Species Biology Best Paper Award. The winning paper, titled "Environmental and genetic effects on phenotypic differences between Elaeocarpus photiniifolia ecotypes in dry and mesic habitats on a Japanese oceanic island," explores how different environmental conditions have led to reproductive isolation and genetic differentiation in a specific plant species. Another paper, titled "The epiphytic orchid Vanda falcata is predominantly associated with a single Tulasnellaceae fungus in adulthood, and Ceratobasidiaceae fungi strongly induce its seed germination in vitro," investigates the symbiotic relationships between orchids and mycorrhizal fungi at different stages of growth. Both papers are featured in recent issues of Plant Species Biology. [Extracted from the article]

During the COVID-19 pandemic, the existing Student Inquiry and Research program at Illinois Mathematics and Science Academy transitioned to a remote-only format. This paper describes the mentoring of 12 high school juniors and seniors in yearlong remote research projects involving plant biology and protein engineering. Working in groups of two or three, students read scientific articles and proposed experiments. An experienced researcher then carried out the experiments and gave the students the data. Students analyzed data, drew conclusions, and shared their results in an oral presentation and in a written paper. Despite the online-only format, all anonymously surveyed students agreed that the experience improved their confidence in both conducting and communicating scientific research, and 90% agreed that because of the experience, they are more likely to pursue a career in STEMM. These results are similar to those seen from in-person research experiences. Given the positive outcomes from this program, further development and use of remote research experiences may be beneficial, particularly for students who would not otherwise have access to any research opportunities. Remote learning technology thus enables existing resources of time and funding to be allocated differently to provide more students with authentic research experiences.

In this era of pandemics, asylum seekers, and conflict between super powers, social sciences are a critical subject that can help develop young people who can not only recognise racial and social discrimination but also injustices at a regional, national, and global scale. Mainstream subjects, such as sociology, routinely support learning in the social sciences area. As a science/biology teacher, I wanted to find out whether biosecurity science could be used to support learning in the social sciences area. My interest in biosecurity stems from personal and professional experiences in New Zealand. Further, in my own pedagogical experience, teaching science/biology in schools, I found young people (15-18 years) were unfamiliar with the concept of biosecurity in New Zealand. Considering my experiences, I set out to conduct research to look at the efficacy of using biosecurity in teaching and learning. This paper reports on the experience of one Year 13 social science teacher who used biosecurity content to teach in the social sciences learning area. Classroom observations and individual teacher interviews were used to gather data. The results show that biosecurity content engaged Year 13 social sciences students in the classroom and that the teacher used transformational learning theory to engage his students into undertaking social action related to biosecurity. Given the importance of biosecurity to New Zealand, this paper shows that social sciences as a learning area could support teaching and learning about biosecurity.

Science is a systematic study of natural phenomenon. The natural phenomenon is perceived and understood by an individual based on his/her experience and cultural context. The term misconception is complex in nature and has been conceptualize as alternative conceptions, preconceptions, alternative ideas, conceptual stumbling blocks, erroneous concepts, alternative framework in various contexts by researchers at different level of schooling and geographical locations. Identification of misconception is a challenging task due to various factors such as cultural context, individual differences, teaching-learning processes, students personal experience etc. In the present context of multi and trans-disciplinary subjects, the identification of misconceptions has become essential and gain importance as they are contributing new knowledge and applications in Science and Technology. Hence, in the present paper researchers had made an attempt to analyze the intricacies in identification of misconceptions in biology. The paper heavily relies on secondary source of data. In the present paper researcher has thoroughly reviewed and studied the identifications of misconceptions in the subject biology mixed approaches along with tools, techniques and strategies.

Social Determinants of Health (SDOH) consider social, political, and economic factors that contribute to health disparities in patients and populations. The most common health-related SDOH exposures are food and housing insecurity, financial instability, transportation needs, low levels of education, and psychosocial stress. These domains describe risks that can impact health outcomes more than health care. Epidemiologic and translational research demonstrates that SDOH factors represent exposures that predict harm and impact the health of individuals. International and national guidelines urge health professionals to address SDOH in clinical practice and public health. The further implementation of these recommendations into basic and translational research, however, is lagging. Herein, we consider a precision health framework to describe how SDOH contributes to the exposome and exacerbates physiologic pathways that lead to chronic disease. SDOH factors are associated with various forms of stressors that impact physiological processes through epigenetic, inflammatory, and redox regulation. Many SDOH exposures may add to or potentiate the pathologic effects of additional environmental exposures. This overview aims to inform basic life science and translational researchers about SDOH exposures that can confound associations between classic biomedical determinants of disease and health outcomes. To advance the study of toxicology through either qualitative or quantitative assessment of exposures to chemical and biological substances, a more complete environmental evaluation should include SDOH exposures. We discuss common approaches to measure SDOH factors at individual and population levels and review the associations between SDOH risk factors and physiologic mechanisms that influence chronic disease. We provide clinical and policy-based motivation to encourage researchers to consider the impact of SDOH exposures on study results and data interpretation. With valid measures of SDOH factors incorporated into study design and analyses, future toxicological research may contribute to an evidence base that can better inform prevention and treatment options, to improve equitable clinical care and population health. © 2022 Wiley Periodicals LLC., (© 2022 Wiley Periodicals LLC.)

Osteoclasts are the primary target for osteoporosis drug development. Recent animal studies revealed the crucial roles of osteoblasts in regulating osteoclastogenesis and the longer lifespans of osteoclasts than previously thought with fission and recycling. However, existing culture platforms are limited to replicating these newly identified cellular processes. We report a demineralized bone paper (DBP)-based osteoblast culture and osteoclast assay platform that replicates osteoclast fusion, fission, resorption, and apoptosis with high fidelity and analytical power. An osteoid-inspired DBP supports rapid and structural mineral deposition by osteoblasts. Coculture osteoblasts and bone marrow monocytes under biochemical stimulation recapitulate osteoclast differentiation and function. The DBP-based bone model allows longitudinal quantitative fluorescent monitoring of osteoclast responses to bisphosphonate drug, substantiating significantly reducing their number and lifespan. Finally, we demonstrate the feasibility of humanizing the bone model. The DBP-based osteo assay platforms are expected to advance bone remodeling-targeting drug development with improved prediction of clinical outcomes. Here, authors report demineralized bone paper-based in vitro osteogenic culture and assay platforms that replicate essential bone tissue complexity, osteoclast processes, and drug responses with high fidelity and predictive power. [ABSTRACT FROM AUTHOR]

A structural/cross-sectional micro-analytic perspective prevails in the Socio-constructivist research of peer knowledge construction. This paper proposes an alternative micro-sequential approach that focuses on the transitions between events during the activity. From this micro-sequential perspective, the study aimed to (a) explore the socio-cognitive interaction of symmetrical dyads of sixth and seventh graders solving a table comprehension task; (b) compare this interaction between symmetrical dyads of basic and advanced levels of competence. Participants were 148 sixth and seventh graders (74 dyads) from public schools in Rosario and nearby areas (Argentina). The dyads were symmetrical because their integrants had similar specific levels of competence (comprehension of a frequencies table) but differed in basic and advanced compositions. The interaction was coded using a system of mutually exclusive and exhaustive categories. An analysis of transition probabilities was performed among all codes, to identify activated/inhibited and inter-subjective/intra-subjective sequences. Transitions between statements aimed at solving the task formed the core of interactivity, as they comprise the codes that play a greater role in the elaboration of the task (shared by both symmetrical conditions). However, only the basic symmetry dyads showed an activating effect of the social feedback units. Transitions between cognitive questions and statements were also registered. Opinion questions were the most activated (inter-subjective) compared to demonstration and evaluation questions. Although these transitions were inter-subjective, they also differed according to the condition of symmetry. The work allows drawing conclusions about the relevance of a micro-sequential approach to interaction, since these results could not have been constructed from a classical structural perspective.

Many research institutions and funders have recently stated their commitment to actively support and promote 'Equality, Diversity and Inclusion' (EDI) in various aspects of health research including Patient and Public Involvement (PPI). However, translating this commitment into specific research projects presents significant challenges that existing approaches, practical guidelines and initiatives have not adequately addressed. In this paper, we explore how the lack of clear justifications for the EDI commitment in existing guidelines inadvertently complicates the work of those involved with PPI and we stress the need for conceptual clarity for any EDI effort to yield meaningful results. Our focus centres on the first principle of the EDI discourse, 'equality', particularly in the form of 'equality of opportunity' as outlined in current guidance provided by the National Institute of Health Research in the United Kingdom. We examine challenges related to justifying and implementing a general, unspecified commitment to equality of opportunity and explain that this reflects a lack of consensus regarding the moral value of PPI in research -- a profound problem that remains unaddressed. We then discuss how the presence of several opposing moral perspectives on PPI, makes determining the most appropriate way of addressing barriers to involvement complex and controversial, raising ethical implications for the work of health researchers, PPI specialists and coordinators. Finally we make suggestions on how future research can enrich the concept of 'equality of opportunity' in PPI and improve practice. While our primary focus is on the NIHR, a strong advocate of PPI in research, this analysis will point to normative and ethical considerations that may be relevant to other research institutions and funding organisations aiming to promote equality of opportunity in their public and patient involvement strategies.

Cyclic dominance models, such as the classic rock-paper-scissors (RPS) game, have found real-world applications in biology, ecology, and sociology. A key quantity of interest in such models is the coexistence time, i.e., the time until at least one population type goes extinct. Much recent research has considered conditions that lengthen coexistence times in an RPS model. A general finding is that coexistence is promoted by localized spatial interactions (low mobility), while extinction is fostered by global interactions (high mobility). That is, there exists a mobility threshold which separates a regime of long coexistence from a regime of rapid collapse of coexistence. The key finding of our paper is that if zealots (i.e., nodes able to defeat others while themselves being immune to defeat) of even a single type exist, then system coexistence time can be significantly prolonged, even in the presence of global interactions. This work thus highlights a crucial determinant of system survival time in cyclic dominance models. [ABSTRACT FROM AUTHOR]

With the ever-increasing push towards authentic learning within post-secondary institutions, many approaches are being explored. One such method with a particular focus on real-world applications has been the International Genetically Engineered Machines (iGEM) competition program. At the University of Calgary, the iGEM program sees teams of undergraduate students tasked to develop a solution or product for an application of their choice in partnership with a faculty mentor. This paper presents the findings from an interactive workshop with postsecondary educators and a subsequent thematic analysis on vignettes collected from alumni of the University of Calgary iGEM program, focusing on how authentic learning was pivotal in their experiences. It was found that teamwork and science were recurring themes in the vignettes, while post-graduate life and personal growth supported the presence of authentic learning.

Not only leaf cutting (imitation of damage by leaf-cutting ants, I Crematogaster i ) but also experimental fire induced more extrafloral nectaries and nectar production in new leaves, implying an adaptive response following rapid regrowth that produces tender leaves prone to be attacked by herbivores. B Marina Neves Delgado, Helena Castanheira de Morais, and Davi Rodrigo Rossatto, 37(4): 268-277 b Title: The role of leaf cutting and fire on extrafloral nectaries and nectar production in I Stryphnodendron adstringens i (Fabaceae, Mimosoideae) plants https://doi.org/10.1111/1442-1984.12373 The authors aimed to clarify the effect of leaf damage on extrafloral nectaries and nectar production (Figures 1 and 2). (b) and (c) Crematogaster ants visiting the extrafloral nectary (EFN) at the base of the petiole. [Extracted from the article]

In this paper, we propose and study several inverse problems of identifying/determining unknown coefficients for a class of coupled PDE systems by measuring the average flux data on part of the underlying boundary. In these coupled systems, we mainly consider the non-negative solutions of the coupled equations, which are consistent with realistic settings in biology and ecology. There are several salient features of our inverse problem study: the drastic reduction of the measurement/observation data due to averaging effects, the nonlinear coupling of multiple equations, and the non-negative constraints on the solutions, which pose significant challenges to the inverse problems. We develop a new and effective scheme to tackle the inverse problems and achieve unique identifiability results by properly controlling the injection of different source terms to obtain multiple sets of mean flux data. The approach relies on certain monotonicity properties which are related to the intrinsic structures of the coupled PDE system. We also connect our study to biological applications of practical interest., (© 2023. The Author(s), under exclusive licence to Springer-Verlag GmbH Germany, part of Springer Nature.)

The present study aims to discuss the influence of the flipped learning method (FLM)--on high school biology learners to improve the results of their biology attainment tests along with their use of social interactions while learning. By applying quasi-experimental study, 37 female high school biology learners in 2 intact grade 10 classes in Kuwait were selected as the study objects. A class was randomly chosen as the experimental group and another class as the control group. The students in the experimental group applied flipped learning strategy while the control group applied the traditional direct method. The teaching experiment for both classes lasted for 5 weeks (10 sessions). Using an attainment test administered by the teacher as a pretest and a post-test, the attainment of the biology students was measured. The researchers also conducted a survey to examine their social intelligence and it was given along with the pretest and the post-test. The breakdown of the attainment test results showed that flipped learning methods actually have (p < 0.05) more positive influence on the students' attainment than the direct methods. The learners under the flipped teaching methods outperformed the learners under the direct methods on their attainment learning. However, as for the results of their social intelligence, the ANCOVA test revealed a non-significant difference between the two classes whether they were under the influence of flipped learning methods or the direct teaching methods due to some reasons mentioned later in this paper. Still, flipped learning method effect on the student' learning attainment led to positive results and would lead other teachers to implement FLM in Kuwaiti classrooms. The researchers also suggest that the College of Education at Kuwait University train pre-service teachers to apply modern teaching strategies, such as FLM. This paper presents an important topic. It summaries primary literature concerning flipped classrooms compared to direct teaching methods, discusses limitations of both methods, clarifies benefits of flipped learning methods, and offers recommendations for teachers to implement flipped learning methods.

In response to the Indonesian government's policy forcing a rapid transition to distance learning, the college developed an emergency e-learning programme plan to ensure learning continues. Generally, this paper aims to highlight the impact of the COVID-19 pandemic on Islamic universities in Indonesia, especially biology teacher education. This paper also describes lecturers' experiences in developing approaches different from those proposed by the institute. We used mixed methods to dig deeper into online teaching transition and its problems. Data was collected through a questionnaire on faculties and students studying at the biology education department of Islamic state universities in Sumatera, Java, Sulawesi, and Nusa Tenggara, Indonesia. Faculties and students expressed their attitudes, beliefs, and evaluations. The developed emergency e-learning programme cannot be used optimally due to potential factors, such as information and communication technologies (ICT) tools and technological pedagogical knowledge. Faculties improvised online teaching using other platforms such as WAG and e-mail, which are guaranteed easy access by students. With this way, they maintained social contact with students and ensured students to keep continuing to build literacy skills. Faculties also created content in the form of demonstration videos for practicum, which is uploaded on YouTube. Unless, using the virtual laboratory is still a big problem.

In this paper, we describe a dynamic-model as a strategy to teach DNA transcription and translation in an active way. This activity aims to provide learning beyond memorisation through the simulation of molecular processes, stimulating the elaboration of questions and hypotheses by students. The dynamic consists of four steps, starting with different problem situations which provide a context and encouragement to start the activity. The next steps connect these problems with DNA transcription and translation, requiring the active participation of students to simulate these processes through a construction of a model based on an iron board and representations of cellular structures, enzymes and genetic sequences fixed in magnets. An implementation experience of this dynamic, applied to 21 undergraduate veterinary students at a public university in the city of Curitiba, Paraná State, Brazil, is also described. Data from pre and post-questionnaires suggest knowledge about DNA transcription and translation was improved and some previous mistakes were clarified. Among the positive aspects that were cited by the students, the words visualisation and playful were more frequent, which reflect the didactic aspects of the dynamic. Some points of attention are discussed throughout the paper, as well as educational implications associated with the material and its potential to promote active learning.

This study is a follow-up to the analysis of an inquiry-based learning activity applied to students in a public university in Brazil. We advocate that an effective education in immunology must incorporate elements that are essential to research in the area, such as generating and analysing data. These elements would empower students to apply science reasoning to face professional challenges. Our protocol included two of these elements: experimentation and abstraction. The utmost aim was to examine the production of argument by groups engaged in three different activities: 1) performing experiments and analysing the data generated; 2) reading papers on the subject (activation of complement) prior to the activities in (1), and 3) reading papers on the subject and analysing data generated by others. Our analysis reveals that guided scientific paper presentation was more influential than performing an experiment in terms of production of complex arguments. Additionally, we found that some groups merely described the data rather than relating the obtained data to the original question that led to the experiments. The findings described herein show the importance of engaging students in procedures that actually generate knowledge and thus incorporate scientific reasoning and discourse in higher immunology education.

Science, technology, engineering, and mathematics (STEM) project refers to experiments conducted to address problems, make improvements, or discover new things in those fields that can be tested using the scientific method. This paper describes a long-term STEM project in which pre-service science teachers (PSSTs) have a chance to discover new application fields of microalgae and use them for bio-efficacy. One of the PSSTs' projects is described in detail. This STEM project-based activity lasted for 8 weeks. In the results, a product developed by PSSTs is a cling film which has an antioxidant effect owing to microalgae and sodium alginate. Besides, this environmentally friendly product is equivalent to plastic foils used nowadays. The production processes of this cling film will be presented in detail. According to these processes, some implications for improving the product and facilitating the process will be presented at the end of the paper.

As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where students learn content subjects through a second/foreign/additional language (L2) and are often assessed in that language. This paper addresses this research gap by examining the mediating effect of language of testing on students' performance in content subject assessments. 387 question items in the Biology papers of a public examination in Hong Kong were analysed according to their cognitive and linguistic demands. The performance of 480 students (half taking the test in their first language and half in their L2) on the questions with different demands was then analysed with MANOVA and multiple regression. The results show that linguistic demands, especially productive linguistic demands (e.g. writing sentences and texts), had a more significant effect on the performance of students taking the test in their L2. These results underscore the role played by language in the academic achievement of bilingual education students, which in turn illuminate valid assessment design and pedagogy in these programmes.

Biology teachers hope to teach their students more than, say, the steps of aerobic respiration. They want to help students see the living world around them in new and deeper ways. Unfortunately, the living world students encounter every day--in schoolyards and forest preserves, pets and potted plants, soil fungus and sourdough bread--is too rarely brought into productive contact with the core concepts of the biology curriculum. It might be otherwise, however, if biology teachers learned to teach using natural history, field biology, and live organism study. The marginalization of natural history and fieldwork within disciplinary biology--the courses that serve as content studies for preservice teachers--has been documented. In this paper, I review evidence that biology teacher education has undergone a quiet, parallel evolution. This paper presents two suggestive case studies that explore how biology teacher education coursework and science methods textbooks have diverted attention away from direct encounters with living things and toward abstract, molecular models of life devoid of pedagogically helpful context. I suggest some reasons for this change, and finally, I argue that a renewed attention by biology teacher educators (and, of course, biology teachers) to local field study, natural history, and even investigations using model organisms may aid school biology in unlocking the transformative potential of biology education.

In 2021, one of this paper's authors conducted research to obtain a master's degree, while the other two worked as supervisors. The thesis aimed to explore the visions of pre-service biology teachers and teacher educators regarding sex education and gender diversities, recognising the relationship between those subjects and their possible tensions. In the thesis production cycle, there was an attempt to decolonise sex education in pre-service teacher education, a process of decolonising the context of academic supervision happened too. This paper illustrates the research process' particularities, especially how queering ["enfletando"] the supervision process incorporated decolonial cracks through "fleta" reflexivity.

Curriculum initiatives that provide the societal context of engineering practice can contribute to justice, equity, diversity, and inclusion (JEDI) within the profession, as well as within the communities served by engineers. JEDI curriculum can foster diversity and inclusion by acknowledging and addressing social justice issues, providing a safe and inclusive space for students' voices to be heard, and advancing a productive dialogue within their institution of higher learning. Furthermore, such curriculum initiatives can empower students with the theoretical frameworks, analytical tools, and knowledge base to recognize and address ethical challenges and opportunities related to justice, equity, diversity, and inclusion in their field. This Teaching Tips paper offers a description of a pilot program to incorporate JEDI material within a core bioengineering course modeled on evidence-based curriculum programs to embed ethics within technical courses. The author and collaborators sought to achieve two aims with the JEDI-focused material: (1) for students to learn how justice, equity, diversity, and inclusion intersect with bioengineering practice through an interdisciplinary lens of history, philosophy, sociology and anthropology which provide strong scholarly frameworks and theoretical foundations and (2) for students to participate in and foster an inclusive environment within their own educational institution through effectively communicating about these topics with each other. At the conclusion of the semester, a student survey indicated an overwhelmingly positive reception of the material. This paper will discuss the interdisciplinary curriculum development initiative, how the learning objectives were addressed by the specific lesson plans, and challenges to be addressed to create a sustainable educational model for the program.

The economic crisis and the COVID-19 pandemic since 2019 forced both public and private schools in Lebanon to close for an extended period of time. Many topics were suspended from the curriculum due to decreasing the number of learning days. The predominant causes of learning loss are lengthy gaps or cutouts in students' education. This study aims to investigate the impact of school closure on students' learning, specifically the learning loss in biology at the secondary level during the period between 2019-2022. This is a mixed research: qualitative data was collected through document analysis to compare the topics covered in biology and the official exams for grade 12-Life Science section during the last two academic years with those covered and implemented before the dual crisis; and quantitative data through teachers' questionnaire implemented to address the biology learning loss. The results revealed a huge learning loss in biology, more than 50 % of the biology program was not covered in grades 10, 11-S and 12-LS, and a decline in the quality of the official exams. Similar results were obtained in a parallel study addressing Lebanese secondary students' learning loss in mathematics. [This research was presented at ICSES conference held in Antalya between 10 and 13 November, 2022.]