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The goals of nonmajor science education are to improve scientific literacy and produce pro-science attitudes. Together, these goals are expected to improve an individual's ability to make evidence-based decisions based on newer understandings of the natural world as well as developing technologies. In a post-COVID-19 world, public understanding of science was brought to the forefront for public health but were also challenged by a deluge of misinformation to obfuscate these goals. General education science courses represent the last formal experience for our populace. Following a learning-science-by-doing-science approach, this dissertation describes the development, implementation, and assessment of a course-based undergraduate research experience (CURE) for nonmajor science students. The first objective of this dissertation was to review the outcomes and design elements of published CUREs. Through a systematic review of Biology-based CURE literature, several content, skill, and affective-based outcomes are identified resulting from eight proposed design elements. The second objective was to outline and highlight the decision-making process when designing a CURE for nonmajors. Here, historical perspectives on course design, both general and science-specific, are described and applied along with findings from the first objective to design a CURE for nonmajor biology students. The third objective was to survey graduate teaching assistants (GTAs) that instructed this nonmajor CURE to identify GTA benefits and challenges. Findings indicate that GTAs found CUREs to be beneficial to their current and future works and strongly believed this type of approach to nonmajor education is preferable to expository lab design. The final objective was to assess student scientific literacy and science attitudes after engaging with a CURE. Based on two surveys using a pre/post design, there were no significant differences between different laboratory course designs for neither literacy nor attitudes and only found some support between the association of scientific literacy and science attitudes. This dissertation demonstrates the complexity of cradle-to-grave course design, the difficulty in measuring large constructs such as scientific literacy and science attitudes, and implications for future evidence-based course design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is an invitation into our beloved biology classroom. Weaving hermeneutic phenomenology and critical participatory teacher action research, this study investigated self as teacher and two cohorts of student participants in a high school biology experience utilizing an 'Aina Aloha praxis. Articulating my ongoing 'Aina Aloha praxis, I utilized the foundational characteristics of critical theories as situated in our specific place of Hawai'i Island on the heels of a global pandemic. Eleven embedded case study students were followed longitudinally through our biology class and into the sequential school year. Through exploring my praxis, my research expanded to understanding how science becomes (k)new in a 'Aina Aloha biology experience for both student and teacher participants. The findings amplify two themes that characterize my 'Aina Aloha praxis: 1) Simultaneity and 2) Awareness as Knowledge. Classroom evidence reveals that teacher and student participants carry multiple, simultaneous relationships in and between the biology classroom for which an 'Aina Aloha praxis honors as central to knowledge acquisition and application. Longitudinal evidence demonstrated the development of awareness as knowledge, as students continued a trajectory of reflective practice and found ways to serve their multiple communities past our year together. This research contributes to the growing body of understanding on how holographic epistemology is practiced in a high school learning environment to impact participants' sense of self and relational kuleana. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The threat of climate change makes it increasingly important for biologists and the public to understand how organisms respond to temperature. The Metabolic Theory of Ecology (MTE) predicts that temperature should affect organism performance, with implications for species interactions and ecosystems that span disciplines including mathematics, chemistry, and biology. Temperature strongly impacts parasitic diseases of ectothermic hosts, with important implications for diseases of humans and wildlife. It is thus vital to examine metabolic responses of hosts and parasites to temperature in research laboratories and classroom education. I used MTE-based models to describe thermal responses of the pathogen Batrachochytrium dendrobatidis (Bd) and its amphibian hosts (Notophthalmus viridescens, eastern red-spotted newts). I measured newt breath rate and oxygen consumption (Chapter 2), as well as Bd zoospore swimming speed and critical thermal maximum (Chapter 3), to parameterize MTE-based models of host and parasite thermal performance. I conducted a controlled-temperature Bd infection experiment with newts collected from different latitudes (Chapter 4). In all three experiments, I also used temperature shifts to test for thermal acclimation effects. I hypothesized that newts and Bd would exhibit beneficial acclimation, but that Bd would acclimate to a new temperature faster because of its smaller mass and faster metabolism. I found little evidence of thermal acclimation effects on host performance, but my results suggested that the Bd either shows no acclimation or very rapid (< 3 minutes) acclimation responses. I also combined scholarship of research with scholarship of learning by developing an online teaching lab activity that introduces students to MTE-based thermal models by contrasting thermal responses in humans versus frogs (Chapter 5). I conducted a controlled experiment to compare learning outcomes for the online versus the face-to-face version of the activity (Chapter 6). Results varied, but students generally achieved similar learning outcomes in both versions of this activity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This mixed-methods study aimed to investigate the effectiveness of the technology-embedded scientific inquiry (TESI) model on teachers' and students' scientific inquiry abilities and digital learning technologies fluency to enhance science education learning outcomes. The TESI framework guided the construction and execution of this study. The quantitative design for this research is a pretest-posttest control group experimental research. A total of 40 teachers and 800 students from Tabuk high schools in Saudi Arabia over 12 weeks participated in the quantitative study. Twenty teachers and 400 students constituted each of the two experimental groups, control, and treatment groups. The intervention for this study was the two-week professional development workshop provided to biology teachers. Note that the researcher delivered the two-week intervention only for the experimental group of teachers (n=20). Further, students who received instruction from teachers that completed the two weeks intervention comprised the students' segment of the experimental group (n=400). The researcher performed multivariate analysis of covariance (MANCOVA) and identified a statistically significant positive effect: using digital learning technologies in biology instruction to enhance teachers' and students' scientific inquiry abilities and digital learning technologies fluency. MANCOVA examines differences between participants of the experimental (N teachers=20, N students=400) and control group (teachers=N=20, students=N=400) concerning scientific inquiry abilities and digital learning technologies fluency. Results of the MANCOVA analyses (p<0.001) indicated that the intervention significantly impacted students' and teachers' scientific inquiry ability and digital learning technologies fluency. The qualitative evidence gathered from in-depth interviews with the experimental group teachers supports the quantitative findings. Teachers' excerpts from interviews demonstrated clear improvements in the experimental group teachers' and students' scientific inquiry abilities and digital learning tools fluency. The results imply that the TESI model improves science learning outcomes for teachers and students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Science identity can be described as the part of oneself that relates to science, and is made up of four components: competence, performance, recognition, and interest. Science identity is important because students who have a strong science identity tend to persist longer in STEM majors and are more likely to attain a scientific career post-graduation than students with a weak science identity. Despite its importance for undergraduate persistence and career attainment, many students struggle to identify as a scientist, especially those who belong to groups that have historically been underserved in STEM. Therefore, exploring the ability of course-based interventions to strengthen students' science identities could be an effective way to promote diversity, equity, and inclusion (DEI) in STEM education. In this dissertation, I explore the potential of two course-based interventions, Introduction to Primary Literature (IPL) courses and Peer-Led Team Learning (PLTL), for promoting identification with science in a population of undergraduate biology students. IPL courses are seminar-style courses in which students read, discuss, and write about primary literature in order to familiarize themselves with the products of science and scientific methods of communication. Results reported herein indicate that participating in an IPL course is associated with increases in student competence and interest in conducting research by exposing them to the nature of science. These results support the implementation of IPL courses as a way to promote students' identification with science, however, typical IPL courses serve smaller student populations than typical introductory STEM courses and may therefore be limited in potential impact by scale. Peer-Led Team Learning (PLTL), is a well-studied active learning pedagogy that can be implemented within the context of or ancillary to large-enrollment courses, and therefore has potential to serve a large number of students. During a PLTL workshop, students work collaboratively to solve content-related problems under the guidance of a peer leader who succeeded in the course during a previous semester. Results presented herein indicate that participation in PLTL was associated with increases in the recognition component of science identity pre- to post-course among students in general, particularly for women, URM students, and first-generation college students. Further, students identified collaborative groupwork as the most salient aspect of PLTL for promoting science identity development. Cumulatively, this work adds to the body of literature documenting the range of benefits that participating in IPL courses and PLTL programs can have for undergraduate students. Moreover, it provides evidence that participating in these programs can have positive impacts on undergraduate students' science identities, and therefore supports the use of IPL courses and PLTL programs as course-based interventions that promote DEI in undergraduate STEM education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The United States lags behind other countries in science literacy at the 4th, 8th, and 12th grade levels. Subsequently, this is seen at the higher education level, especially with gateway science courses. BIO 103-General Biology I is a gateway course at Lion University. Passing this course is crucial for students to progress in several science related majors. The failure rate of this course has been steadily increasing since 2017. To address this issue, I conducted a quantitative study to investigate the impact of a flipped classroom instructional modality and a traditional lecture-based method. Consent forms were administered to all enrolled students and the study concluded during midterm week. Students in both sections completed a pre-quiz, four weekly post-quizzes, and a midterm exam. Students completed a survey to provide information on their perceptions about the instructional modality of the section they were enrolled in. To determine if there was any difference in academic performance between the two sections, all grades were compared between the two sections using SPSS. Although there was no statistically significant difference in academic success between both sections, results indicate learning did occur and both methods were effective at increasing students' knowledge. Additionally, survey results indicate the perceptions of students were similar between both sections. This document presents details of the study and concludes with information that explores the action plan to implement recommendations, insights from a stakeholder meeting, how results will be disseminated, limitations of the study, and recommendations for future scholar-practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation explores the utilization of internet-connected devices to address the accessibility challenges associated with microscopy in the field of biology. Traditional microscopy devices are often costly, limiting their widespread adoption in laboratories. To overcome this barrier, we developed a cost-effective multi-well imaging device integrated with an open-source pump and stimulation system. This device facilitates longitudinal cell studies and reduces the time required for capturing cell images, thereby enhancing efficiency for biologists.Moreover, our internet-connected imaging system serves as an innovative educational tool for aspiring scientists. Through remote project-based learning activities and engaging serious games, complex biological concepts become more accessible, fostering enthusiasm and understanding among high school and undergraduate students. The dissertation discusses the application of this system in an educational setting and the implementation of an algorithm for determining organoid size through computer vision. Additionally, it introduces an interactive virtual lab, designed to provide a low-stakes environment for students to learn scientific and laboratory safety protocols.Overall, this work highlights the potential of internet-connected devices in revolutionizing both biological research and education. By making microscopy more accessible and engaging, it empowers scientists and students alike to explore the intricacies of biology with enthusiasm and curiosity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Integrating Course-based Undergraduate Research Experiences (CUREs) into introductory STEM courses at the university level has been recognized as important in increasing persistence in STEM. A significant area of attrition from the STEM pathway, however, occurs during secondary school when student interest in STEM rapidly declines. In this study, I investigated the impact of integrating Course-based Early Research Experiences (CEREs) in secondary advanced bioscience courses on student self-efficacy, engagement, identity, sense of belonging, and motivation in STEM. Using a mixed-methods approach, students in advanced bioscience courses, with and without CEREs, were administered the Self-determination, Purpose, Identity, and Engagement in Science (SPIRES) survey using a pre-post study design followed by semi-structured student interviews. Students in the CERE based courses had significant increases in engagement and motivation in STEM while at the same time maintaining high starting levels of self-efficacy, identity, and sense of belonging in STEM, while students in the no CERE control started and ended with lower levels of these constructs and did not have significant gains on any of the study constructs. Student interviews confirmed the importance of CEREs in influencing these results as well as their role in impacting additional course outcomes which were reported in the student interviews. While the results from this study are not generalizable beyond this setting due to study limitations, the findings suggest that CEREs can produce outcomes similar to those previously identified with CUREs. This study contributes to the growing body of literature around course-based research experiences in general and is one of the first investigations into the effects of integrating CEREs into secondary school biological science courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Dissertation objectives included investigating how environment and plant life history influence aspects of leaf vascular infrastructure that supports photosynthesis, as well as photoprotection of the photosynthetic process. Additionally, I aimed to engage students in science and plant biology through innovative teaching methods. In summer annual plants relying on two different pathways to export sugar from the leaf, higher growth light conditions increased photosynthetic capacity coupled with either greater numbers or increased sizes of vascular cells, especially sugar-loading phloem cells. Greater loading-cell numbers presumably favored sugar export in species that relied on sugar transport across membranes. In contrast, larger cells presumably favored intracellular production of the larger sugars used for export by other species. I extended this analysis to species that differed in life strategies as well as sugar-loading pathways. Growing these species under common conditions revealed consistent differences in vascular cell numbers and sizes between summer and winter annuals, with a mix of these vascular features in a biennial species that was active during summer and winter. Moreover, I emphasized the importance of plants for humans by highlighting plant protective mechanisms against environmental stress that also benefit human health. I identified growth environments that optimized production of the carotenoids zeaxanthin (that protects both photosynthesis and the human eye from intense light) as well as lutein and [beta]-carotene (crucial for photosynthesis in various light environments and for human low-light vision). This underscored the importance of a plant-rich diet for human health and emphasized the role of plants in society. Duckweed plants emerged as a unique model for sustainable agriculture due to their rapid growth, resource-use efficiency, and production of high-quality food. I used duckweed as a tool to raise awareness about plant services by designing a case study that illustrates plant services for human society, focusing on duckweed's potential role in regenerative life support systems for long-duration human space missions. After participating in this study, students felt more confident understanding scientific literature, had an increased appreciation for plants and interdisciplinary connections, and improved skills in drawing conclusions from scientific information. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study examined whether there was a significant difference between the End-of-Course Examination scores (EOC) across multiple academic disciplines between students who participated in sports and those who did not participate in athletics at all in three rural high schools in South Carolina. The theoretical foundation for this study was based on the theory that athletes outperform non-athletes academically and that female students do better than their male counterparts. It sought to determine if there was a statistically significant disparity between the EOC scores of athletes and non-athletes concerning gender. The first four research questions asked if there was a statistical difference between those who participate in sports and those who do not on EOC exams in English 2, algebra 1, biology 1, and U.S. History and Constitution. It was expected that the result would show no significant difference between the two groups. The data indicated that there was a statistically significant difference between athletes and non-athletes in English, algebra, and biology. Concerning gender, a statistically significant difference was found regarding passing rates of female athletes over males in biology only. The subsequent four questions inquired whether there was a statistical significance between male and female athletes and male and female non-athletes. The sources of the data were school district offices and athletic departments from three small rural high schools. The Mantel-Haenszel (CHM) and Pearson Chi-square tests were used to examine the data. The results indicated that athletes had significantly higher passage rates over non-athletes in English, algebra, and biology. Regarding gender, female athletes had significantly higher pass rates in biology than their male counterparts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Biology and biotechnology are increasingly ubiquitous and genome research will define the 21st century as the century of biology (Venter & Cohen, 2004). Comprehension of biology is needed to engage with major public policy issues and to make informed decisions (Barton & Uphadyay, 2010; Ladson-Billings, 2003; NRC, 2012; Walker, 2021). However, science courses traditionally emphasize experiences that are in contrast to students with learning disabilities' (SWLD) strengths, including semantic memory, vocabulary learning, and conceptually dense reading. Teachers value meaningful learning but in the absence of time for collaboration, an aspirations gap persists between values and practice (Johnson, 2007; Mehta & Fine, 2019).Deeper learning offers one model for reform in which students have authentic meaning-making experiences, solve real world problems, and take ownership of their work (DESE, 2021; Hewlett Foundation, 2013; McTighe & Silver, 2020; Mehta & Fine, 2019; NRC 2012). Research was conducted in high school biology classrooms regarding a reformed unit on DNA, in which students worked in teams to negotiate and justify their perspectives on genetically modified (GMO) foods. This leveraged scientific argumentation as a deeper learning experience in that students made decisions about GMO food as a socioscientific issue, combining scientific data with ethical perspectives. Evidence-based practices were incorporated to support argumentation skills for SWLD including scaffolding, sentence frames, reducing language demands, and opportunities to respond to feedback. A mixed-methods design was used to determine the impact of this intervention on students' content knowledge, argumentation skills, and motivation, as well as how teachers engage in collaborative professional development (PD). Collaborating biology and special education teachers were able to appreciably close the gap between college preparatory (CP) and honors students' scientific argumentation skills in the unit, however timing of instruction needs to be adjusted in order to properly measure impact on content knowledge and motivation. Participating teachers valued the work, and more time should be built into the school day for biology and special education teachers to collaborate on sustainable improvements that better meet the needs of all students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]