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A curriculum description of a general introductory biology course titled "Introduction to Research Methods" is presented here. The course aims to provide a glimpse of biomedical research to students who have had no or limited exposure to research to encourage them to do research as freshmen. Thus, this course aims to better equip and invoke interest of high school and college students to undertake research by addressing specific knowledge gaps, recruiting students from underserved communities, and promoting teamwork, community learning, and equity. The course covers in broad strokes key topics like forming a hypothesis, chemical safety, research practices, chemical calculations, cloning and so forth, that is useful for undergraduate trainees initiated to research. The course also aims to put each topic in a social context that provides room for contemplating science for young trainee scientists thus addressing the gap between science and society. Student feedback reveals a positive learning experience and self‐reported improvement of knowledge on the various topics taught. As a result, the concepts and pedagogical tools used in this course can be adapted to increase students' involvement and retainment in biomedical research from underrepresented communities. [ABSTRACT FROM AUTHOR]

This study examined Saudi secondary students' and science teachers' knowledge of, and attitudes towards, biotechnology. A mixed methodology approach (i.e., incorporating semi-structured interviews and questionnaires) was utilised. A questionnaire was provided to 138 Saudi students (44 grade 10 students, 45 grade 11 students, and 49 grade 12 students) and 75 Saudi science teachers; in addition, a semi-structured interview was carried out with 10 of these science teachers to explore their opinions on biotechnology. The questionnaire was a Likert scale survey comprising 43 questions. Fifteen of these questions (i.e., the Biotechnology Knowledge Questionnaire, BKQ) were linked to biotechnological knowledge as a way to determine the extent of the secondary students' and science teachers' knowledge about biotechnology and how it is used; a further 28 questions were added to fulfil the above objective. The findings from this research indicate a limited awareness of biotechnology among Saudi students and science teachers. Furthermore, most of the interviewed educators agree that the Saudi science curriculum insufficiently addresses the most important issues in biotechnology. In order to increase their awareness, students need to be introduced to the subject of biotechnology within an overarching Saudi science education curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Bartin University Journal of Faculty of Education is the property of Bartin University Journal of Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID‐19 outbreak has disrupted undergraduate students' experiments since their access to the laboratory is limited. To address this problem, the bacteria and detergent residues on undergraduate students' dinner plates were investigated by the students in the dormitories. Five different types of dinner plates from 50 students were collected, which were cleaned with detergent and water in the same way and naturally dried. Then, Escherichia coli (E. coli) test papers and sodium dodecyl sulfonate test kits were used to understand the bacteria and detergent residuals. Commonly available equipment such as a yogurt maker was used for bacterial culture; detergent analyses were performed using centrifugation tubes. Effective sterilization methods and safety protection were achieved by dormitory available methods. According to the investigated results, the students found the differences in bacteria and detergent residuals between different dinner plates and made suitable choices for the future. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This brief review explores the ever‐increasing role that technological affordances may play in the 21C biochemistry and molecular biology curriculum. We consider the need to develop digital and creative fluencies in our students and the importance of creativity and visualization in learning science. The potential of virtual reality (VR) platforms to complement these goals are discussed with a number of examples. Finally, we look into the future where to see how VR might fit into a future curriculum. [ABSTRACT FROM AUTHOR]

The ability to separate, identify, and quantify proteins from complex mixtures are key foundational methods across biochemistry teaching and research. In particular, enzyme‐linked immunosorbent assay (ELISA) is an important technique that is used to measure antigen concentrations in both industry and academia. There are four categories of ELISA, direct, indirect, competitive, and sandwich, each with their own applications. Sandwich ELISAs are used to determine antigen concentrations from complex mixtures of protein, such as a cell lysates, and are regularly used as medical diagnostics to diagnose illness and diseases ranging from hepatitis to celiac disease. One major problem with teaching the sandwich ELISA technique to students is the prohibitive cost due to the need to coat a 96‐well plate with a capture antibody. One solution to this problem would be to significantly reduce the role of each student in the lab, but this does not adequately prepare students to perform the procedure in a research or industry lab. Instead, this laboratory exercise teaches students the procedural knowledge needed to perform a direct sandwich ELISA, but uses a simulated experience performed within a wet‐lab environment. The presented scenario is the analysis of phosphorylated proteins within a synthetic signaling pathway, but because the lab uses simulated samples, it can be tailored to different topics and educational aims. The procedure is 10‐ to 26‐fold less expensive per student to deploy than an authentic sandwich ELISA. Students in the course report that the ELISA lab significantly strengthened the connection between theory and practice. © 2019 International Union of Biochemistry and Molecular Biology, 48(1):67–73, 2020. [ABSTRACT FROM AUTHOR]

The CRISPR/Cas9 system is a powerful tool for gene editing and it has become increasingly important for biology students to understand this emerging technique. Most CRISPR laboratory teaching modules use complex metazoan systems or mammalian cell culture which can be expensive. Here, we present a lab module that engages students in learning the fundamentals of CRISPR/Cas9 methodology using the simple and inexpensive model system, Saccharomyces cerevisiae. Students use CRISPR/Cas9 and nonhomologous end joining to generate frameshift insertion and deletion mutations in the CAN1 gene, which are easily selected for using media plates that have canavanine. DNA sequencing is also performed to determine what type of mutation occurred in gene‐edited cells. This easy to implement set of experiments has been run as both a 5‐week and a shorter 3‐week lab module. Learning assessments demonstrate increased understanding in CRISPR‐related concepts as well as increased confidence using molecular techniques. Thus, this CRISPR/Cas9 lab module can be added to an existing Genetics, Microbiology, or Molecular Biology lab course to help undergraduate students learn current gene editing techniques with limited effort and cost. © 2019 International Union of Biochemistry and Molecular Biology, 47(5):573–580, 2019. [ABSTRACT FROM AUTHOR]

Technology has become an indispensable component of both modern life science and life science education. However, due to inadequate knowledge and experience, teachers are often unable to include technology essential for practicing science in their teaching. In this regard, professional development workshops for in‐service and preservice teachers are beneficial. In this study, we described the role of a professional development workshop in enhancing teachers' technological, pedagogical, and content knowledge through the lens of Technological Pedagogical Content Knowledge framework. Our study is also an example of how teachers can be informed about the current trends in modern research and technology and trained to bring similar research into their classroom. © 2019 International Union of Biochemistry and Molecular Biology, 47(4):380–387, 2019. [ABSTRACT FROM AUTHOR]

This study presents an evaluation of virtual laboratory simulation for educational use in the AP Degree Programme in Chemical and Biotechnical Science at University College Copenhagen in Denmark. The purpose was to test if, and how, virtual laboratory simulation could be applied to a practically oriented education such as the education of laboratory technicians—the aim being to motivate students and improve the education with new teaching tools. The study investigated how specific virtual lab simulation cases (Labster‐cases) may stimulate motivation, study intensity, and learning among laboratory technician students. Altogether, 78 students evaluated different educational aspects of using virtual lab cases in relation to a 2‐week course within gene technology. Overall, students were positive regarding the use of laboratory simulation as well as the specific cases tested. The study showed that virtual lab simulation seems to help laboratory technician students connect theory with practice and to visualize molecular processes as well as practical laboratory procedures and instrument techniques, however, it did also pose technical challenges. Furthermore, the study indicated that the use of virtual lab simulation cases can contribute to increased study activity as well as motivation. The overall conclusion of this study was that virtual lab simulation is an effective supplement to traditional teaching activities for the education of lab technicians. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):257–262, 2019. [ABSTRACT FROM AUTHOR]

Purpose: One area of science that will increasingly influence our society is biotechnology. An increasing number of modern biotechnological applications have provoked consideration of the ethical and social issues; therefore, it is important that the public is well-informed about them. Formal education in upper-secondary schools should help students to become biotechnologically literate citizens. There is little published research data on Slovenian high-school students' knowledge about and attitudes towards biotechnology, as well a lack of curriculum evaluation data. Methodology: This study combines two research approaches. The first part is content analysis of current upper-secondary education programmes in Slovenia, in which all curricula were reviewed about 15 selected biotechnological topics. The second part of the research focused on assessing students' knowledge of traditional and modern biotechnology and exploring their attitudes towards modern biotechnological methods and their products. The sample included 1163 students aged 17-18 from three different types of schools located in 12 different regions of Slovenia. A questionnaire to measure knowledge and attitudes was designed. Results: The research results revealed that selected biotechnological concepts appeared most frequently in the curri- cula of bio-technical gymnasia. These students also showed the 30 highest level of knowledge and the most positive attitudes. Furthermore, a clear correlation between students' knowledge of and attitudes towards modern biotechnology was found. On the other hand, no significant differences in attitudes to the state- ments, which dealt with ethics, were found among the students 35 involved in the research. Conclusion: Biotechnology teaching in upper-secondary education in Slovenia is obviously very diverse and dependent on the programme. [ABSTRACT FROM AUTHOR]

This manuscript presents a scoping review of Biotechnology Education Research (BTER) over the last 20 years. BTER during this period primarily focused on attitudes and knowledge, typically using research design methods suitable for addressing questions about frequencies, central tendencies, correlations, and so on. However, to guide the development of educational practices that will increase and sustain students' motivation and interest in science in general and biotechnology in particular, BTER will need to adopt research design methods that support the inference of causal relationships from observations. Research will need to focus on students' interest and motivation, and its relationship with effective teaching and learning of biotechnology in the context of socio‐scientific issues (SSIs). Such a shift will increase interest and motivation in teaching and learning biotechnology and will also help establish and maintain students' interest in Science, Technology, Engineering and Mathematics (STEM) because biotechnology is an important STEM subject. This in turn may encourage students to choose educational and professional careers in science, helping to meet society's current and future needs. © 2019 International Union of Biochemistry and Molecular Biology, 47(2): 189–200, 2019. [ABSTRACT FROM AUTHOR]

At our small liberal arts college, we require undergraduates majoring in Biology and Biomedical Sciences to take a seminar in the spring of their senior year. Each year, the seminar focuses on a different topic in molecular biology and/or biochemistry. The course operates as a "journal club"—every week, a student presents a peer‐reviewed research article, and the instructor moderates a discussion. When the transition to remote learning occurred due to the COVID‐19 pandemic in March 2020, the seminar meetings were moved online to a Zoom‐based platform, and the course topic was changed to focus on emerging research regarding the novel coronavirus. The continuation of the Biology senior seminar in a remote context was straightforward, and the SARS‐CoV‐2 virus furnished a rich theme for exploration of diverse topics in molecular biology and genetics. [ABSTRACT FROM AUTHOR]

Conceptual understanding and reasoning of nonscience major students enrolled in a course on biotechnology were evaluated before and after instruction. The instrument for analysis of student understanding was the Biotechnology Instrument for Knowledge Elicitation (BIKE). The BIKE targets 11 key concepts, as determined by experts in the field. A statistically significant score improvement was observed in each of the 11 concept areas after completion of the course, Biotechnology in Society (N = 117). Student responses to both the pretest and posttest were highly informative and revealed several common misconceptions that could have been overlooked in a closed form testing scenario. These alternative conceptions and recommended clarifications have been presented here. Our goal in documenting and distributing these is to better equip educators in biology and biochemistry to anticipate student preconceptions, design targeted interventions, and improve student conceptual reasoning in topics pertaining to biology and biotechnology. © 2018 International Union of Biochemistry and Molecular Biology, 46(6):602–611, 2018. [ABSTRACT FROM AUTHOR]

Despite efforts to increase teaching of biotechnology worldwide, there are concerns that public literacy of genetic technologies remains insufficient. Improved education strategies are expected to empower individuals to make informed decisions about biotechnology. To evaluate the teaching and learning of this complex topic, qualitative assessment tools are needed. In this case study, we performed a hybrid thematic analysis to identify a set of overarching themes that can be used to evaluate individuals’ understanding of genetic technologies. We analysed the written justifications students gave for their attitudes on a range of genetic technologies, before and after peer-led discussion of each topic. We identified seven themes commonly detected in student responses, five of which have been previously described in studies of mass media communication of biotechnology. Our preliminary analysis suggests that peer-led discourse can promote changes in student understanding of biotechnology. We conclude that hybrid thematic analysis is a useful approach for evaluating the teaching and learning of genetic technologies. We discuss the utility of the hybrid approach and the themes described here for future studies of biotechnology education. [ABSTRACT FROM AUTHOR]

Abstract: Aqueous biphasic systems (ABS) composed of polypropylene glycol and carbohydrates, two benign substances are proposed to separate two food colorants (E122 and E133). ABS are promising extractive platforms, particularly for biomolecules, due to their aqueous and mild nature (pH and temperature), reduced environmental impact and processing costs. Another major aspect considered, particularly useful in downstream processing, is the “tuning” ability for the extraction and purification of these systems by a proper choice of the ABS components. In this work, our intention is to show the concept of ABS as an alternative and volatile organic solvent‐free tool to separate two different biomolecules in a simple way, so simple that teachers can effectively adopt it in their classes to explain the concept of bioseparation processes. Informative documents and general information about the preparation of binodal curves and their use in the partition of biomolecules is available in this work to be used by teachers in their classes. In this sense, the students use different carbohydrates to build ABS, then study the partition of two food color dyes (synthetic origin), thus evaluating their ability on the separation of both food colorants. Through these experiments, the students get acquainted with ABS, learn how to determine solubility curves and perform extraction procedures using colorant food additives, that can also be applied in the extraction of various (bio)molecules. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:390–397, 2018. [ABSTRACT FROM AUTHOR]

Abstract: Determination of thermostability of enzymes is of prime importance for their successful industrial applications and, yet, the published data has often been incompletely analyzed to assess the suitability of enzymes. It is possible to determine meaningful thermostability parameters from the routinely acquired data through a straightforward method that is not only more informative but also provides a means to compare thermostability of enzymes from different sources. Here, we describe a simple, effective, and economical way to determine enzyme thermostability. In our opinion, including this method in Biochemistry and Molecular Biology curricula will encourage students to include thermostability analysis in their future work, leading to a more meaningful approach to evaluate and compare enzymes. Furthermore, as the method requires minimum specialized equipment, the analysis will be particularly suitable for labs that cannot afford expensive setup. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:398–402, 2018. [ABSTRACT FROM AUTHOR]

A large-scale cross-sectional study (N = 4002) was set up to determine Flemish secondary school students’ willingness to eat genetically modified food (WTE) and to link students’ WTE to previously identified key variables from research on the acceptance of genetic modification (GM). These variables include subjective and objective knowledge about genetics and biotechnology, perceived risks and benefits of GM food crops, trust in information from different sources about GM, and food neophobia. Differences between WTE-related variables based on students’ grade level, educational track, and gender were analyzed. The students displayed a rather indecisive position toward GM food and scored weakly on a genetics and biotechnology knowledge test. WTE correlated most strongly with perceived benefits and subjective and objective knowledge. The results have clear implications for education, as they reiterate the need to strengthen students’ scientific knowledge base and to introduce a GM-related debate at a much earlier stage in their school career. [ABSTRACT FROM AUTHOR]

The novelty of the COVID‐19 disease has paved the way to numerous scientific studies that aim to further understand its biology, and to different strategies that disseminate this information to promote public awareness. One of the strategies that the academe can employ is the inclusion of COVID‐19 as a topic in a basic biotechnology course. This not just helps students better understand this disease, but it also makes them an effective medium in the dissemination of relevant COVID‐19 knowledge. [ABSTRACT FROM AUTHOR]

Over the past few years, a new research field has emerged, focusing on the social-scientific criteria for the study of opinions toward genetically modified foods (GMFs), since these may be limiting factors for the success or failure of these products. Basic education is the first step in the Mexican education system, and teachers may wield an outsized influence on the attitudes and preferences of children, prospective future consumers of these products. To better understand the current state of knowledge of biotechnology issues and opinions toward the consumption of GMF of Mexican teachers, a questionnaire was distributed, and 362 Mexican teachers of basic education responded. The survey included questions about the benefits and risks of consuming GMF. The mean percentage of teachers expressing knowledge of a given topic in biotechnology was 50%. More than 60% of teachers believed that GMFs would be useful in preventing world hunger, while 39.2% considered GMF to be hazards for future generations. Although 47.0% reported not having enough knowledge about these topics, almost all (90.3%) respondents expressed an interest and willingness to learn about biotechnology. In light of the fact that teachers of basic education represent the first and potentially most lasting stage in the education of young children, this survey establishes the urgent need to develop strategies to improve the scientific knowledge of teachers and to facilitate decision making and the promotion of scientific and technological advances for their students. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):396-402, 2017. [ABSTRACT FROM AUTHOR]

Biocatalysis is a fundamental concept in biotechnology. The topic integrates knowledge of several disciplines; therefore, it was included in the course 'design and optimization of biological systems' which is offered in the biochemistry curricula. We selected the ciliate tetrahymena as an example of a eukaryotic system with potential for the biotransformation of sterol metabolites of industrial interest; in particular, we focused on the conversion of cholesterol to provitamin D3. The students work with wild type and recombinant strains and learn how sterol pathways could be modified to obtain diverse sterol moieties. During the course the students identify and measure the concentration of sterols. They also search for related genes by bioinformatic analysis. Additionally, the students compare biotransformation rates, growing the ciliate in plate and in a bioreactor. Finally, they use fluorescence microscopy to localize an enzyme involved in biotransformation. The last day each team makes an oral presentation, explaining the results obtained and responds to a series of key questions posed by the teachers, which determine the final mark. In our experience, this course enables undergraduate students to become acquainted with the principles of biocatalysis as well as with standard and modern techniques, through a simple and robust laboratory exercise, using a biological system for the conversion of valuable pharmaceutical moieties. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(2):105-114, 2017. [ABSTRACT FROM AUTHOR]

Background: Asking questions is an important scientific practice, and students around the world are expected to learn how to ask their own research questions while performing inquiry. In contrast to authentic scientific inquiry, in most simple inquiry tasks that are carried out in schools, the research questions are given to the students. Here, we characterized the teaching and learning of research-question-asking in the context of an innovative inquiry-oriented program for high-school biotechnology majors, focusing on two case studies of lessons in which students were expected to formulate their research questions. Results: In-depth examination of students' questions, written during the two lessons, revealed that only in one of the lessons students' ability to ask research questions improved. A connection was found between the more student-centered, dialogic, and interactive teaching strategy and the development of students' ability to ask research questions in that class. Most of the research questions that were investigated by the students originated from a peer-critique activity during the student-centered lesson, unlike the teacher-focused lesson from which none of the students' suggested research questions were selected for investigation. Conclusions: It can be concluded that a student-centered, dialogic, and interactive teaching strategy may contribute to the development of students' ability to ask research questions in an inquiry-oriented high-school program. Encouraging teachers to implement dialogic and interactive classroom discourse in authentic inquiry could be a meaningful tool to support the teaching and learning of scientific abilities such as asking research questions. [ABSTRACT FROM AUTHOR]

Modern biotechnology has a large and rapidly increasing impact on society. New advances in genetics, stem cells and other areas hold great potential for human health but also presenting socioscientific issues that commonly divide public opinion. While knowledge is necessary to develop informed opinions about biotechnology, they may also be influenced by polarized discourse and fiction in the media. Here, we examined prior knowledge about and attitudes towards health-related biotechnological applications in Year 10 high school students from Western Australia using online questionnaires. The impact of teaching on students’ understanding was tested by repeating the questionnaire after a lesson. Finally, students’ argumentation skills were examined by recording responses to statements about biotechnological applications. We found that, prior to instruction, most students exhibited a reasonable understanding of biotechnology. There was little evidence for alternative conceptions, and instruction led to a diversification in understanding. Attitudes towards biotechnology were generally positive but varied. Despite interest in biotechnological issues, argument for positions was generally cognitive-affective in nature. Consequently, biotechnology is a relevant topic for science education, and presents excellent opportunities to build on pre-existing knowledge. Rather than expanding students’ knowledge, our results suggest educators should focus on deepening existing understanding and strengthening argumentation skills. [ABSTRACT FROM AUTHOR]

This work presents a three-dimensional (3D) modeling exercise for undergraduate students in chemistry and health sciences disciplines, focusing on a protein-group linked to immune system regulation. Specifically, the exercise involves molecular modeling and structural analysis of tumor necrosis factor (TNF) proteins, both wild type and mutant. The structure of the tumor necrosis factor type 1 receptor (TNF-R1) is also briefly explored. TNF and TNF-R1 play major roles in maintaining human immune-system homeostasis. Upon binding with TNFR-1, the TNF can activate the nuclear factor kappa B (NF-κB), eventually resulting in apoptosis or cell death. These essential features of the clinically relevant TNF family is explored within the frame work of a readily adaptable tutorial. © 2015 by The International Union of Biochemistry and Molecular Biology, 44:246-255, 2016. [ABSTRACT FROM AUTHOR]

During the Covid‐19 pandemic, all on‐campus activities were required to be adapted to a distance‐learning format, which was especially challenging for practical courses. Molecular biology is a mandatory course for biology undergraduates at Universidade Federal Fluminense. To overcome the impossibility of practical activities, we proposed problem‐solving synthetic biology assignments to review and consolidate the knowledge acquired in the molecular biology course. A survey indicated that the synthetic biology challenges were effective to promote students' active learning and worked as a proper substitute to the practical classes. [ABSTRACT FROM AUTHOR]

Due to the important impact that biotechnology has on current Western societies, well-informed critical citizens are needed. People prepared to make conscious decisions about aspects of biotechnology that relate to their own lives. Teachers play a central role in all education systems. Thus, the biotechnological literacy of preservice teachers is an important consideration as they will become an influential collective as future teachers of the next generation of children. The attitudes toward science (and biotechnology) that teachers have affect their behavior and influence the way they implement their daily practice of science teaching in school. This study analyzes the attitudes and knowledge of Spanish preservice teachers toward biotechnology. We designed a new survey instrument that was completed by 407 university students who were taking official degree programs in preschool and primary education. Our results point out that although they are aware of biotechnology applications, topics concerning the structure of DNA, management of genetic information inside the cell, genetically modified organism technology and the use of microorganisms as biotechnological tools were not correctly answered. According to our attitude analysis, Spanish preservice teachers could be defined as opponents of genetically modified product acquisition, supporters of biotechnology for medical purposes and highly interested in increasing their knowledge about biotechnology and other scientific advances. Our results show a positive correlation between better knowledge and more positive attitudes toward biotechnology. A Spanish preservice teacher with positive attitudes toward biotechnology tends to be a student with a strong biology background who scored good marks in our knowledge test. [ABSTRACT FROM PUBLISHER]

The recent growth of biotechnology requires a wide range of expertise within the industry. Education is the primary platform for students to gain information and knowledge on biotechnology. In Malaysia where biotechnology is relatively new, education programs and courses must be tailored to meet the demands of the industry. A combination of theoretical knowledge as well as practical and industrial training is essential to ensure graduates are prepared for their career in the fields of biotechnology. Results from this study show that university students lack literacy on biotechnology information and access to facilities provided by the universities. This may be a significant contributing factor to the lack of knowledge and information amongst graduates. Furthermore comparative analysis on the biotechnology program in Malaysian universities with that of other countries show the need to restructure the program by offering more specialized courses as well as soft skills and business subjects. This is to meet the demands of the related professionals as well as the various branches that exist in the biotechnology industry. [ABSTRACT FROM AUTHOR]

The sequencing of whole genomes and the analysis of genetic information continues to fundamentally change biological and medical research. Unfortunately, the people best suited to interpret this data (biologically trained researchers) are commonly discouraged by their own perceived computational limitations. To address this, we developed a course to help alleviate this constraint. Remarkably, in addition to equipping our undergraduates with an informatic toolset, we found our course design helped prepare our students for collaborative research careers in unexpected ways. Instead of simply offering a traditional lecture- or laboratory-based course, we chose a guided inquiry method, where an instructor-selected research question is examined by students in a collaborative analysis with students contributing to experimental design, data collection, and manuscript reporting. While students learn the skills needed to conduct bioinformatic research throughout all sections of the course, importantly, students also gain experience in working as a team and develop important communication skills through working with their partner and the class as a whole, and by contributing to an original research article. Remarkably, in its first three semesters, this novel computational genetics course has generated 45 undergraduate authorships across three peer-reviewed articles. More importantly, the students that took this course acquired a positive research experience, newfound informatics technical proficiency, unprecedented familiarity with manuscript preparation, and an earned sense of achievement. Although this course deals with analyses of genetic systems, we suggest the basic concept of integrating actual research projects into a 16-week undergraduate course could be applied to numerous other research-active academic fields. © 2015 by The International Union of Biochemistry and Molecular Biology, 43(3):154-161, 2015. [ABSTRACT FROM AUTHOR]

Novel possibilities for employing genetic testing as part of the diagnostic process for a wide variety of diseases and conditions are emerging almost every day. This development brings prospects of more efficient treatment and prevention of serious and often lethal conditions. However, it also raises ethical questions concerning the issue of knowing or not knowing about our genetic make-up. Thus, as techniques for genetic testing are increasingly employed, demands on health professionals are changing. Health professionals must be able to inform and guide patients, and therefore they need knowledge and competencies related to both the technical and the ethical dimensions of genetic testing. This paper explores the requirements of the general education of health professionals if this need for ethics is acknowledged. It is suggested that it is important to include both an individualised and a societal ethical perspective to the development of genomic healthcare and that a key concept in doing so is 'professional reflectivity'. Employing one concrete example of teaching, this concept of reflectivity is operationalised in the health educational setting at the bachelor's level with a special focus on biomedical laboratory science, and three key concepts are developed: Gap sensitive interaction, professional humility, and contextual awareness. Additionally, anchored ethical dialog is explored as an instructional design that may support the development of reflectivity among health professionals. © 2015 by The International Union of Biochemistry and Molecular Biology, 43(2):81-87, 2015. [ABSTRACT FROM AUTHOR]

Título en ingles: Incursion of Biotechnology in education: Tendencies and implications Cuando Aristóteles quería hablar de los átomos y el vacío, reproducía partes de la historia del atomismo y se enzarzaba en una discusión con Demócrito, que hacía ya tiempo que descansaba en paz. Cuando el matemático griego quería resolver un problema, la manera natural de proceder era empezar dando una relación de la historia del tema en cuestión, cosa que se consideraba parte integral del problema. Helge Kragh Resumen: Este artículo presenta elementos tenidos en cuenta desde la década de los ochenta, especialmente por países como Reino Unido y Estados Unidos de América, para incluir la educación en biotecnología en las escuelas y así responder a las exigencias sociales y de mercado. Se describen eventos que orientaron la constitución de la educación biotecnológica formal y sirvieron como base para su incorporación en otros contextos. Se hace un acercamiento a los resultados alcanzados hasta este momento, y a las actividades y propuestas establecidas para la educación en biotecnología. Se abordaron algunas de las primeras publicaciones que permitieron la aproximación a los conceptos y contextos que tuvieron lugar para que la biotecnología fuera parte de la educación en varios países del mundo. Se destaca la importancia de configurar la didáctica de la biotecnología y sus implicaciones en la formación de profesores, así como en sus prácticas. Palabras clave: educación en biotecnología, historia, didáctica, formación de profesores. Abstract: This paper presents elements that were taken into account from the 80´s decade, especially in countries such as the United Kingdom and United Stated of America, to include Biotechnology education in the schools and in this way respond to the social and the market demands. Events that directed the formal biotechnological education setting up were described, which were used as a basis for its incorporation in other contexts. An approach to the reached results so far as well as the activities and established proposals for Biotechnological education is made. Some of the first publications that allowed the approach to the concepts and contexts that took place so that Biotechnology can be part of education in various countries around the world were tackled. The importance of configuring the didactics of biotechnology and its implications in Teachers´ training as well as in their practices is highlighted. Key words: biotechnology education, history, didactics, teachers´ training.

To enhance the preparedness of graduates from the Biochemistry and Biotechnology (BCBT) Major at Minnesota State University Moorhead for employment in the bioscience industry we have developed a new Industry certificate program. The BCBT Industry Certificate was developed to address specific skill sets that local, regional, and national industry experts identified as lacking in new B.S. and B.A. biochemistry graduates. The industry certificate addresses concerns related to working in a regulated industry such as Good Laboratory Practices, Good Manufacturing Practices, and working in a Quality System. In this article we specifically describe how we developed a validation course that uses Standard Operating Procedures to describe grading policy and laboratory notebook requirements in an effort to better prepare students to transition into industry careers. © 2013 by The International Union of Biochemistry and Molecular Biology, 42(1):41-49, 2014. [ABSTRACT FROM AUTHOR]

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

Copyright of Revista Colombiana de Biotecnología is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Evolution is a defining criterion of life and is central to understanding biological systems. However, the timescale of evolutionary shifts in phenotype limits most classroom evolution experiments to simple probability simulations. In vitro directed evolution (IVDE) frequently serves as a model system for the study of Darwinian evolution but produces noticeable phenotypic shifts in a matter of hours. An IVDE demonstration lab would serve to both directly demonstrate how Darwinian selection can act on a pool of variants and introduce students to an essential method of modern molecular biology. To produce an IVDE demonstration lab, continuous IVDE of a T500 ribozyme ligase population has been paired with a fluorescent strand displacement reporter system to visualize the selection of improved catalytic function. A ribozyme population is taken through rounds of isothermal amplification dependent on the self-ligation of a T7 promoter. As the population is selectively enriched with better ligase activity, the strand displacement system allows for the monitoring of the population's ligation rate. The strand displacement reporter system permits the detection of ligated ribozyme. Once ligated with the T7 promoter, the 5′ end of the ribozyme displaces paired fluorophore-quencher oligonucleotides, in turn, generating visible signal upon UV light excitation. As the ligation rate of the population increases, due to the selection for faster ligating species, the fluorescent signal develops more rapidly. The pairing of the continuous isothermal system with the fluorescent reporting scheme allows any user, provided with minimal materials, to model the continuous directed evolution of a biomolecule. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(6):433-442, 2013 [ABSTRACT FROM AUTHOR]

A blended approach encompassing problem-based learning (PBL) and structured inquiry was used in this laboratory exercise based on the congenital disease Osteogenesis imperfecta (OI), to introduce commonly used techniques in biomolecular analysis within a clinical context. During a series of PBL sessions students were presented with several scenarios involving a 2 year old child, who had experienced numerous fractures. Key learning goals related to both the theory and practical aspects of the course, covering biomolecular analysis and functional genomics, were identified in successive PBL sessions. The laboratory exercises were conducted in 3 hour blocks over six weeks, focused firstly on protein analysis, followed by nucleic acids. Students isolated collagen from normal and OI affected fibroblast cultures. Analysis by SDS-PAGE demonstrated α1 and α2 of collagen Type I chains at approximately 95 kDa and 92 kDa, respectively. Subtle differences in protein mobility between the control and OI samples were observed by some students, but most considered it inconclusive as a diagnostic tool. The nucleic acid module involved isolation of RNA from OI affected fibroblasts. The RNA was reverse transcribed and used as template to amplify a 354 bp COL1A1 fragment. Students were provided with the sequence of the OI affected COL1A1 PCR product aligned with the normal COL1A1 sequence, allowing identification of the mutation, as the substitution of Arg for Gly976 of the triple helical region. Our experience with student cohorts over several years is that presentation of this laboratory exercise within a relevant clinical context, and the opportunity for active engagement with the experimental procedures via PBL sessions, supported the learning of basic theory and practical techniques of biomolecular analysis. © 2013 by The International Union of Biochemistry and Molecular Biology 41(2):103-109, 2013 [ABSTRACT FROM AUTHOR]

In proteomics, complex mixtures of proteins are separated (usually by chromatography or electrophoresis) and identified by mass spectrometry. We have created 2DE Tandem MS, a computer program designed for use in the biochemistry, proteomics, or bioinformatics classroom. It contains two simulations-2D electrophoresis and tandem mass spectrometry. The two simulations are integrated together and are designed to teach the concept of proteome analysis of prokaryotic and eukaryotic organisms. 2DE-Tandem MS can be used as a freestanding simulation, or in conjunction with a wet lab, to introduce proteomics in the undergraduate classroom. 2DE Tandem MS is a free program available on Sourceforge at https://sourceforge.net/projects/jbf/. It was developed using Java Swing and functions in Mac OSX, Windows, and Linux, ensuring that every student sees a consistent and informative graphical user interface no matter the computer platform they choose. Java must be installed on the host computer to run 2DE Tandem MS. Example classroom exercises are provided in the Supporting Information. © 2012 by The International Union of Biochemistry and Molecular Biology [ABSTRACT FROM AUTHOR]

Concerns about public understanding of biotechnology have motivated educational initiatives to improve students' competency to make scientifically sustained decisions regarding controversial issues. Understanding students' perceptions about biotechnology is essential to determine the effectiveness of these programmes. To assess how students' perceptions are modulated, this study evaluates education and gender effects on knowledge, attitudes, interest, and importance given to biotechnology. Following a quantitative assessment approach, a questionnaire was administered to 698 high-school students engaged in three curricular formats: science students attending biology (n= 225); non-biology science students (n= 210); and non-science students (n= 263). The outcomes of this study suggest that education is more determining than gender in shaping students' perceptions and behavioural intentions, which are modulated by cognitive, affective and motivational elements. Students, particularly from non-science courses, revealed knowledge and interest limitations, but acknowledged the importance of biotechnology. Most students demonstrated positive attitudes towards different applications, except when animal manipulation was involved. Positive correlations between knowledge, attitudes, interest and importance attributed to biotechnology were identified. The implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

Quantitative and qualitative studies of various aspects of the perception of biotechnology were conducted among 469 Slovenian high school students of average age 17 years. Our research aimed to explore relationships among students' pre-knowledge of molecular and human genetics, and their attitudes to four specific biotechnological applications. These applications—Bt corn, genetically modified (GM) salmon, somatic and germ line gene therapy (GT)—were investigated from the viewpoints of usefulness, moral acceptance and risk perception. In addition, patterns and quality of moral reasoning related to the biotechnological applications from the aspect of moral acceptability were examined. Clear gender differences were found regarding the relationship between our students' pre-knowledge of genetics and their attitudes to biotechnological applications. While females with a better genetics background expressed a higher risk perception in the case of GM salmon, their similarly well-educated male colleagues emphasized the risk associated with the use of germ line GT. With all four biotechnological applications, patterns of both rationalistic—deontological and teleological—and intuitive moral reasoning were identified. Students with poorer genetics pre-knowledge applied an intuitive pattern of moral reasoning more frequently than their peers with better pre-knowledge. A pattern of emotive reasoning was detected only in the case of GM salmon. A relatively low quality of students' moral reasoning, as demonstrated by their brief and small number of supporting justifications (explanations), show that there is a strong need for practising skills of argumentation about socio-scientific issues in Slovenian high schools on a much larger scale. The implications for future research and classroom applications are discussed. [ABSTRACT FROM PUBLISHER]

Genome scale experiments routinely produce large data sets that require computational analysis, yet there are few student-based labs that illustrate the design and execution of these experiments. In order for students to understand and participate in the genomic world, teaching labs must be available where students generate and analyze large data sets. We present a microarray-based gene expression analysis experiment that is tailored for undergraduate students. The methods in this article describe an expression analysis experiment that can also be applied to CGH and SNP experiments. Factors such as technical difficulty, duration, cost, and availability of materials and equipments are considered in the lab design. The microarray teaching lab is performed in two sessions. The first is an introductory wet bench exercise that allows students to master the basic technical skills. The second builds on the concepts and skills with students acquiring and analyzing the microarray data. This lab exercise familiarizes students with large-scale data experiments and introduces them to the initial analysis steps. [ABSTRACT FROM AUTHOR]

Teachers have been shown to frequently avoid addressing biotechnology topics. Aiming to understand the extent to which teachers’ scarce engagement in biotechnology teaching is influenced by their beliefs and/or by extrinsic constraints, such as practical limitations, this study evaluates biology teachers’ beliefs about biotechnology and biotechnology teaching. The findings of a survey administered to 93 secondary school teachers reveal that, in spite of holding positive beliefs about biotechnology, teachers overestimate the obstacles presented at biotechnology teaching, particularly concerning material and resource limitations. Implications of these findings for teacher training program design are discussed. [Copyright &y& Elsevier]