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Programs in bioinformatics, offered in many academic institutes, are assumed to expand women's representation in computer science (CS). Women's enrolment in these programs is high. Our questions are: Do these programs attract different women from those attracted to CS programs? What factors underlie women's decision to enroll in bioinformatics programs? How do these factors differ from those of women who choose CS, if at all? What career opportunities do these women anticipate and pursue? Using questionnaires and interviews, we found a statistically significant difference between the factors that motivate women to choose bioinformatics and others to study CS. Many bioinformatics students did not consider CS as an alternative. Post-facto they learned to love computing, albeit with a biology-oriented purpose. "Computing with purpose" underlies many participants' pursuit of careers in research, CS, and bio-tech. We thus conclude that bioinformatics programs do indeed expand women's representation in CS.

This curated collection covers a selection of PRIMUS articles published over a roughly 12-year period that focus on modeling and applications. The collection includes sections on individual projects, courses with a significant modeling component, and modeling and applications in extracurricular settings and throughout the curriculum.

The objective of this article is to identify and discuss the views of teachers of physics-chemistry (Ph-Ch) and Life and Earth Sciences (LES) on the use and effectiveness of interactive simulations PhET (Physics Education Technology) in student teaching and learning. A survey research method was used in this study. 114 Moroccan science teachers (67 Ph-Ch; 47 LES) at middle and high schools were surveyed. The quantitative analysis was performed to provide insight into who uses PhET simulations, why they use them, and how they are used. The data collected was analyzed using Statistical Package for the Social Sciences (SPSS) software. The results indicate that the use of interactive simulations in investigative science teaching and learning is very effective for both teachers and students, despite the presence of a set of obstacles that hinder the use of classroom simulations. The implication of this research is that the use of interactive simulations in science teaching in Morocco can enhance learning activities and help students to understand scientific concepts effectively.

We developed labs on the evolution of antibiotic resistance to assess the costs and benefits of replacing traditional laboratory exercises in an introductory biology course for majors with a course-based undergraduate research experience (CURE). To assess whether participating in the CURE imposed a cost in terms of exam performance, we implemented a quasi-experiment in which four lab sections in the same term of the same course did the CURE labs, while all other students did traditional labs. To assess whether participating in the CURE impacted other aspects of student learning, we implemented a second quasi-experiment in which all students either did traditional labs over a two-quarter sequence or did CURE labs over a two-quarter sequence. Data from the first experiment showed minimal impact on CURE students' exam scores, while data from the second experiment showed that CURE students demonstrated a better understanding of the culture of scientific research and a more expert-like understanding of evolution by natural selection. We did not find disproportionate costs or benefits for CURE students from groups that are minoritized in science, technology, engineering, and mathematics.

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.

The theory of evolution can be a useful basis for developing students' understanding of ecology. Our study used concept maps to examine the development of sixth-grade students' understanding of the Antarctic ecosystem following several evolution 'Science Days' conducted at 'Nature Campus' -- an informal learning environment comprised of a natural history museum, zoological and botanical gardens. The programme included physical experiences, such as observations and measurements of fossils, skeletons and mounted specimens, and observations in the zoological and botanical gardens. After the first and fourth days, the students watched the film 'March of the Penguins,' and were asked to draw concept maps depicting the penguins' lives. These maps were then analysed to assess: (a) the changes in the students' depictions of the ecosystem's complexity, and (b) the manner and extent to which they used ideas and concepts in evolution to explain phenomena in the Antarctic ecosystem. We found that the students' concept maps increased in complexity, and their post-maps incorporated concepts in evolution from their experiences at Nature Campus. Our results therefore emphasise the benefits of fundamentally changing how biology education is divided and defined, and transitioning to a more holistic approach that acknowledges the interdisciplinary nature of biological phenomena.

This paper reviews the rapidly developing field of epigenetics, providing an accessible explanation of the key ideas and some illustrative examples of work in the field. Although very much a biological discipline the implications of the developing knowledge in this area are very significant for educational psychologists and this paper aims to provide an introduction to what is becoming a very significant shift in how people think about learning and development. Understanding the processes that underlie epigenetic change and the research that the new knowledge is based on will be important for educational psychologists in order to understand this important developing area of thinking about development and learning. Consensus is growing that intergenerational transmission of epigenetic changes are a reliable phenomenon, establishing the principle of the inheritance of acquired characteristics. This contrasts starkly with models of biological determinism and provides a new way of thinking about educational and societal change.

Anxiety can impact overall performance and persistence in college. Student response systems (SRSs), real-time active-learning technologies used to engage students and gauge their understanding, have been shown to elicit anxiety for some students. Kahoot! is an SRS technology that differs from others in that it involves gamification, the use of gamelike elements. Recent studies have explored the impact of active-learning strategies on student anxiety across different institutions, but there is little known about how Kahoot! impacts student perceived anxiety, especially in comparison with other active-learning strategies. In two complementary yet parallel studies of introductory biology courses at a western research-intensive institution (n = 694) and a southeastern research-intensive institution (n = 60), we measured students' perceived anxiety. We then explored how students were influenced by nongraded Kahoot! play and other elements of instruction. Using previously developed and course-specific pre- and post-course surveys, we found students at both universities agreed that nongraded Kahoot! play caused less anxiety compared with other pedagogical practices, such as working in small groups or reading the textbook. After playing Kahoot!, lower-performing students demonstrated greater engagement and lower levels of anxiety compared with their peers, suggesting that Kahoot! may be a particularly engaging active-learning strategy for these students.

Software code, algorithms, data analytics and infrastructures have become inseparable from policy processes and modes of governance. This article introduces 'digital policy sociology' as a way of studying the role and influence of digital technologies in education policy. Building on existing 'policy sociology' approaches combined with emerging insights rom 'digital sociology', digital policy sociology extends the analytical gaze to new technical actors -- nonhuman software and hardware, as well as human experts, technology companies, and promotional organizations. As a case study exemplar, the analysis focuses on an emerging domain of data-intensive science and technology with significant implications for education policy in the future. 'Precision education' is an emerging combination of psychological, neuroscientific and genetic expertise, with a particular emphasis on using advanced computational technologies to produce 'intimate data' about students' bodies and biological associations with learning. These intimate data have potential to become new sources of biological policy knowledge, raising significant methodological and analytical challenges for policy sociology.

Scientific advances in genetic analysis have been made possible in recent years by technical developments in computational biology, or bioinformatics. Bioinformatics has opened up the human genome to diverse analyses involving automated laboratory hardware and machine learning algorithms and software. As part of an emerging field of social genomics, recent educational genetics studies using big data have begun to raise challenging findings linking DNA to predicted life outcomes. Bioinformatic technologies and techniques including 'genome-wide association' and 'polygenic scoring' are producing new kinds of genetic biodata and expert knowledge for rethinking the upbringing and education of children. This article takes as an empirical opening a recent epistemic and ethical controversy over the use of biodata to make genetic predictions about educational, socio-economic and life outcomes, detailing the forms of expert knowledge and technologies involved these predictions, and exploring the social and ethical implications of data-intensive bioinformatics.

We provide a protocol for rapid DNA extraction from spiders suitable for undergraduate practical sessions. Students who were previously naïve to the theory and laboratory technique of DNA barcoding were successfully able to extract and recover 29 DNA sequences from 16 species of small spiders in the family Linyphiidae. We anticipate that with careful selection of specimens, undergraduate students could participate in sessions which both benefit their professional development and further taxonomic understanding across a variety of organisms.

The goal of this study was to identify and understand the mental models developed by 67 high school biology students as they learn about the human body as a complex system. Using concept maps, it sought to find an external way of representing how students organize their ideas about the human body system in their minds. We conducted a qualitative analysis of four concept maps created by each student throughout the 3-year learning process, which allowed us to identify that student's systems thinking skills and the development of those skills over time. The improvement trajectories of the students were defined according to three central characteristics of complex systems: (a) hierarchy, (b) homeostasis and (c) dynamism. A comparative analysis of all of our students' individual trajectories together revealed four typical learning patterns, each of which reflects a different form of development for systems thinking: "from the structure to the process level", "from macro to micro level", "from the cellular level to the organism level," and "development in complexity of homeostasis mechanisms". Despite their differences, each of these models developed over time from simpler structures, which evolved as they connected with more complex system aspects, and each indicates advancement in the student's systems thinking.

Measuring student learning is a complicated but necessary task for understanding the effectiveness of instruction and issues of equity in college science, technology, engineering, and mathematics (STEM) courses. Our investigation focused on the implications on claims about student learning that result from choosing between one of two commonly used metrics for analyzing shifts in concept inventories. The metrics are normalized gain ("g"), which is the most common method used in physics education research and other discipline-based education research fields, and Cohen's "d," which is broadly used in education research and many other fields. Data for the analyses came from the Learning About STEM Student Outcomes (LASSO) database and included test scores from 4551 students on physics, chemistry, biology, and math concept inventories from 89 courses at 17 institutions from across the United States. We compared the two metrics across all the concept inventories. The results showed that the two metrics lead to different inferences about student learning and equity due to the finding that "g" is biased in favor of high pretest populations. We discuss recommendations for the analysis and reporting of findings on student learning data.

This study follows two groups of students (67 in all) through the 3 years of their high school biology education and examines the development of their systems thinking--specifically their models of the human body as a system. Both groups were composed of biology majors, but the students in one group also participated in a PBLbased extension program called "Medical Systems". Data was gathered by means of concept maps, which the students completed at four strategic stages of the learning process: beginning of 10th grade, end of 10th grade, end of 11th grade and end of 12th grade. At the end of the 3 year learning process, the students' showed more complex system models. They included a wider range of concepts in their maps, spanning hierarchy levels ranging from the molecular and cellular to the system level. We also found an increase in references to dynamic interactions, but this did not encourage the students to use cellular level processes when explaining phenomena that occur at the systems level. The impact of the PBL teaching method was strongly evident in the complexity of the Medical Systems program students' concept maps, which heavily emphasized "hierarchy" and "diseases" as system characteristics.

Science education today has become increasingly focused on research into complex natural, social and technological systems. In this study, we examined the development of high-school biology students' systems understanding of the human body, in a three-year longitudinal study. The development of the students' system understanding was evaluated using the Components Mechanisms Phenomena (CMP) framework for conceptual representation. We coded and analysed the repertory grid personal constructs of 67 high-school biology students at 4 points throughout the study. Our data analysis builds on the assumption that systems understanding entails a perception of all the system categories, including structures within the system (its Components), specific processes and interactions at the macro and micro levels (Mechanisms), and the Phenomena that present the macro scale of processes and patterns within a system. Our findings suggest that as the learning process progressed, the systems understanding of our students became more advanced, moving forward within each of the major CMP categories. Moreover, there was an increase in the mechanism complexity presented by the students, manifested by more students describing mechanisms at the molecular level. Thus, the "mechanism" category and the micro level are critical components that enable students to understand system-level phenomena such as homeostasis.

This study examined the reflection interview as a tool for assessing and facilitating the use of "systems language" amongst 11th grade students who have recently completed their first year of high school biology. Eighty-three students composed two concept maps in the 10th grade--one at the beginning of the school year and one at its end. The first part of the interview is dedicated to guiding the students through comparing their two concept maps and by means of both explicit and non-explicit teaching. Our study showed that the explicit guidance in comparing the two concept maps was more effective than the non-explicit, eliciting a variety of different, more specific, types of interactions and patterns (e.g. "hierarchy", "dynamism", "homeostasis") in the students' descriptions of the human body system. The reflection interview as a knowledge integration activity was found to be an effective tool for assessing the subjects' conceptual models of 'system complexity', and for identifying those aspects of a system that are most commonly misunderstood.

Individual development plans (IDPs) have been promoted nationally as a tool to help research trainees explore career opportunities and set career goals. Despite the interest in IDPs from a policy perspective, there is little information about how they have been used. The authors examined IDP awareness and use, the benefits of creating an IDP, and ways to facilitate its use by administering a survey to current or former postdoctoral researchers via the National Postdoctoral Association (NPA) and University of Alabama at Birmingham email lists; individuals belonging to Federation of American Societies for Experimental Biology member societies who mentored postdocs; and postdoctoral administrators at member institutions of the Association of American Medical Colleges and the NPA. Although most postdoctoral administrators (>80%) were familiar with IDPs, less than 50% of postdocs and only 20% of mentors were aware of IDPs. For those postdocs and mentors who reported creating an IDP, the process helped postdocs to identify the skills and abilities necessary for career success and facilitated communication between postdocs and their mentors. Despite the fact that creating an IDP benefits postdocs and mentors, IDP use will likely remain low unless institutions and research mentors encourage trainees to engage in this process. [Supplemental material for this article can be found at: http://www.lifescied.org/content/suppl/2014/02/12/13.1.49.DC1.html.]

The purpose of this research is to explore a new computer-based interactive learning approach to assess the impact on student learning and attitudes toward science in a large university ecology classroom. A comparison was done with an established program to measure the relative impact of the new approach. The first inquiry project, BearCam, gives learners the freedom to navigate bear images and videos online to complete a scientific report. The new program, Virtual Ecological Inquiry (VEI), is based in the Second-Life platform and allows students to create an avatar and explore the Wolong Nature Reserve, collecting plant and environmental data in virtual form. Both inquiry projects show potential to engage learners and promote the acquisition of investigative practices and processes within inquiry. Inquiry assessment methods and changes to the VEI program are shared.

In this study, 120 tenth-grade students from 8 schools were examined to determine the extent of their ability to perceive the human body as a system after completing the first stage in their biology curriculum--"The human body, emphasizing homeostasis". The students' systems thinking was analyzed according to the STH thinking model, which roughly divides it into three main levels that are arranged "pyramid" style, in an ascending order of difficulty: 1. Analysis of system components--the ability to identify the components and processes existing in the human body system; 2. Synthesis of system components--ability to identify dynamic relations within the system; 3. Implementation--ability to generalize and identify patterns in the system, and to identify its hidden dimensions. The students in this study proved largely incapable of achieving systems thinking beyond the primary STH level of identifying components. An overwhelming majority if their responses corresponded to this level of the STH model, further indicating a pronounced favoring of structure over process, and of larger, macro elements over microscopic ones.

How do visual representations (VRs) in curriculum materials influence theoretical curriculum frameworks? Suggesting that VRs' integration into curriculum materials affords a different lens for perceiving and understanding the curriculum domain, this study draws on a curricular perspective in relation to multi-representations in texts rather than the predominant cognitive, art, communication, or media perspectives. It examines VRs' impact on the meaning of the text and on central curriculum theories and concepts, highlighting VRs' important, but overlooked, role in curriculum deliberations. For examining VRs as linked to the text and to curriculum frameworks, the part-whole relationship approach was used on three levels. It is suggested that VRs' versatility speaks simultaneously to all of the curriculum commonplaces, thus possibly serving as a unifying factor during processes of curriculum deliberation. (Contains 4 figures and 11 notes.)

The term "random" is frequently used in discussion of the theory of evolution, even though the mathematical concept of randomness is problematic and of little relevance in the theory. Therefore, since the core concept of the theory of evolution is the non-random process of natural selection, the term random should not be used in teaching the theory. Furthermore, biologists have developed computer programs to simulate evolution that are ostensibly based upon randomness, yet they do not disclose that these programs use deterministic random number generators. Thus another argument against the use of the term random in teaching evolution is that this determinism is liable to be invoked by creationists.

Reports the results of a self-assessment questionnaire containing higher-order-cognitive skills types of questions administered to biology majors (N=71). Results indicate that the majority of students in the study rate themselves as capable of self-assessment. Contain 41 references. (DDR)

Offers examples of activities and practical ideas for the instruction of process skills in a laboratory setting. Includes suggestions for the processes of observing, comparing, inferring, collecting data, organizing data, interpreting results, identifying variables, formulating hypotheses, experimenting, predicting, and model building. (ML)

The saddle seabream, Oblada melanura, is an important species in Mediterranean coastal fisheries. The artisanal gillnet fishery on Tunisia's northern coast was sampled on a monthly basis between April 2015 and March 2016. The sex ratio varied by month throughout the year, with females dominating from November to December and equal sex ratios during the rest of the year. For both sexes, gonad maturity and gonadosomatic index (IG) indicated that spawning occurs from May to September. In terms of energy investment, fish feed throughout the year. During the spawning period (May to September), gonadal production (IG) appears to be supported by liver reserves (IH). These reserves came from external sources (i.e. food) in the period before spawning. During the spawning period, it was necessary for the fish to continue feeding in order to support their body development. Estimated lengths at 50% maturity were similar for females (L50 = 17.14 cm) and males (L50 = 17.01 cm). [ABSTRACT FROM AUTHOR]

The expansive scientific software ecosystem, characterized by millions of titles across various platforms and formats, poses significant challenges in maintaining reproducibility and provenance in scientific research. The diversity of independently developed applications, evolving versions and heterogeneous components highlights the need for rigorous methodologies to navigate these complexities. In response to these challenges, the SBGrid team builds, installs and configures over 530 specialized software applications for use in the on‐premises and cloud‐based computing environments of SBGrid Consortium members. To address the intricacies of supporting this diverse application collection, the team has developed the Capsule Software Execution Environment, generally referred to as Capsules. Capsules rely on a collection of programmatically generated bash scripts that work together to isolate the runtime environment of one application from all other applications, thereby providing a transparent cross‐platform solution without requiring specialized tools or elevated account privileges for researchers. Capsules facilitate modular, secure software distribution while maintaining a centralized, conflict‐free environment. The SBGrid platform, which combines Capsules with the SBGrid collection of structural biology applications, aligns with FAIR goals by enhancing the findability, accessibility, interoperability and reusability of scientific software, ensuring seamless functionality across diverse computing environments. Its adaptability enables application beyond structural biology into other scientific fields. [ABSTRACT FROM AUTHOR]

Asexual reproduction by means of splitting, also called fissiparity, is a common feature in some asterozoan groups, especially in ophiactid brittle stars. Most fissiparous brittle stars show six instead of the usual five rays, live as epibionts on host organisms, and use clonal fragmentation to rapidly colonize secluded habitats and effectively expand the margins of their distribution area. While the biology and ecology of clonal fragmentation are comparatively well understood, virtually nothing is known about the evolution and geological history of that phenomenon. Here, we describe an exceptional fossil of an articulated six-armed brittle star from the Late Jurassic of Germany, showing one body half in the process of regeneration, and assign it to the new species Ophiactis hex sp. nov. Phylogenetic inference shows that the fossil represents the oldest member of the extant family Ophiactidae. Because the Ophiactis hex specimen shows an original six-fold symmetry combined with a morphology typically found in epizoic ophiuroids, in line with recent fissiparous ophiactid relatives, we assume that the regenerating body half is an indication for fissiparity. Ophiactis hex thus shows that fissiparity was established as a means of asexual reproduction in asterozoan echinoderms by the Late Jurassic. [ABSTRACT FROM AUTHOR]

Norovirus is a leading cause of acute gastroenteritis (AGE) globally. AGE resulting from norovirus causes significant morbidity and mortality in countries of all income levels, particularly among young children and older adults. Prevention of norovirus AGE represents a unique challenge as the virus is genetically diverse with multiple genogroups and genotypes cocirculating globally and causing disease in humans. Variants of the GII.4 genotype are typically the most common genotype, and other genotypes cause varying amounts of disease year-to-year, with GII.2, GII.3, and GII.6 most prevalent in recent years. Noroviruses are primarily transmitted via the fecal-oral route and only a very small number of virions are required for infection, which makes outbreaks of norovirus extremely difficult to control when they occur. Settings like long-term care facilities, daycares, and hospitals are at high risk of outbreaks and can have very high attack rates resulting in substantial costs and disease burden. Severe cases of norovirus AGE are most common in vulnerable patient populations, such as infants, the elderly, and immunocompromised individuals, with available treatments limited to rehydration therapies and supportive care. To date, there are no FDA-approved norovirus vaccines; however, several candidates are currently in development. Given the substantial human and economic burden associated with norovirus AGE, a vaccine to prevent morbidity and mortality and protect vulnerable populations could have a significant impact on global public health. [ABSTRACT FROM AUTHOR]