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We investigated the impact of inquiry-based learning on the situational interest (SI) of senior high school students in a molecular biology class. In part I of our study we designed an inquiry-based learning class as an experimental workshop in an out-of-school student lab and compared it with the participants' regular biology class. The workshop consisted of introducing the students to the context, to the theoretical backgrounds of the applied methods, to lab safety and to the technical handling of lab equipment (theoretical part) and of hands-on activities (practical part). Students reported higher values of triggered SI and the feeling component of maintained SI in the workshop than in the regular class. In the value component of maintained SI, there were no differences. In part II of our study we transferred the contents of the workshops to a teaching unit for school (still consisting of practical parts and theoretical parts) and compared it with the experimental workshops. In the practical part, the students reported higher mean values in triggered SI and in the feeling component of maintained SI in the experimental workshops. There were no differences in the value component between the treatments and between the theoretical and practical parts. [ABSTRACT FROM AUTHOR]

Science literacy, including intrinsic motivation to participate in science outside of STEM careers, is an important goal of introductory biology courses aimed at non-majors. Citizen science may be able to support science literacy and science participation goals in such classes by providing authentic research opportunities matched to course content such as ecology or molecular biology. As yet, it is not known whether using citizen science of different biological disciplines in introductory biology courses for non-majors effectively increases undergraduates' motivation to participate in future citizen science. To investigate how the content focus of citizen science projects impacts students' attitudes toward future citizen science participation, we conducted a multilevel cross-classified analysis (mixed linear model) on four years of non-major biology students' student survey data (n = 2,962) responding to ecological versus molecular biology citizen science project assignments using self-determination theory (SDT) as a backbone. Results suggest that general content categories of citizen science projects seem to be less influential on student attitudes toward future citizen science participation than are student-level characteristics and features of individual projects that promote competence and relatedness. Course instructors should be aware that adding citizen science projects simply for course content alignment is insufficient for promoting students' intrinsic motivation. Instead, time needs to be allotted for making deeper connections between the students and the projects. [ABSTRACT FROM AUTHOR]

Purpose: The significance of visuo-semiotic models in biology education has increased. Students have to develop visuo-semiotic skills, which could enable them to learn biology effectively. However, a lack of a universal theory of visual literacy has made it challenging to develop and assess visualization skills, including visuo-semiotic skills. The aim of the present research, therefore, was to develop an instrument for assessing visuo-semiotic reasoning in biology (VSR-b) in the context of amino acid structures. The research question guiding the research was "how could an instrument for assessing visuo-semiotic reasoning in biology be developed?". Methods: Guided by a theoretical framework, the VSR-b Test was developed using a mixedmethods approach, by first identifying VSR-b Skills through a panel of nine experts after which items were designed and validated through the same panel of experts and pilot participants (n=18). The VSR-b Test was then tested on a group of molecular biology students (n=30). Findings: Results showed satisfactory reliability and inter-item correlation. However, further research is required to corroborate findings of the present research in other contexts, with particular emphasis on assessment and development of visuo-semiotic reasoning among students. Implications for research & practice: The current research has shown that VSR-b can be understood and assessed within the context of the theoretical cognitive process of visualization. It provides teachers and researchers a starting point in understanding how learning occurs through visuo-semiotic models. Instructional and curriculum designers, therefore, can use findings of this research as a guide to support student development in biology. [ABSTRACT FROM AUTHOR]

Spatial understanding of molecules in molecular biology provides a better understanding of molecules in isolation and relation to their next elements. Augmented reality (AR) has recently been developed as a computer interface that enables the users to see the real world with virtual objects superimposed on it. We report a method that shows the use of AR and data provided from protein data bank (PDB) to facilitate the teaching of macromolecules in biology. Users can easily convert the molecules structures obtained from PDB to a 3D format and use it with an AR application to study the molecules from different perspectives. A sample of 60 college students was assigned randomly to one of two conditions namely 2D and AR. At the end of the experiment, participants completed a comprehensive test and then a satisfaction questionnaire. The results of the study showed a significant difference between 2D and AR in satisfaction, the media usability, perception, and apprehension. [ABSTRACT FROM AUTHOR]

We developed a hands‐on course in molecular biology for undergraduate underrepresented in medicine (URM) students. To incentivize student preparation for team‐based learning (TBL) activities, we implemented a novel grading schema that requires a minimum individual readiness assurance test (iRAT) score to share the team group readiness assurance test (gRAT) score. Fifty‐one students participated in this 2‐year study and were divided in teams of five or six students that worked throughout the course on a unique, hands‐on project and also participated in TBL exercises. In the laboratory sessions, students isolated RNA from cultured neuronal cells, synthesized complementary DNA (cDNA), and used gene sequencing to identify a gene relevant in human health and disease. Student participation in TBL was quantified and correlated with performance on individual iRATs and the course final examination. We found that implementation of the novel incentive structure lowered the variance of TBL scores (iRAT and gRAT) and strengthened the correlation between final examination scores and either iRAT scores or percentage participation in TBL. Subgroup analysis showed that with the new grading schema, stronger students benefited more from the gRAT exercises, while more poorly performing students were better helped by individual preparation prior to the iRAT exercise. A combination of two active learning strategies, TBL and hands‐on sessions, may strengthen student acquisition of course content and promote teamwork skills. The new incentive structure seems to reduce the disparity in knowledge amongst our students as demonstrated by the reduced iRAT and gRAT score variances. © 2018 International Union of Biochemistry and Molecular Biology, 47(2): 115–123, 2019. [ABSTRACT FROM AUTHOR]

Although virtual and augmented reality (VR and AR) techniques have been used extensively in specialized laboratories, only recently did they become affordable, reaching wider consumer markets. With increased availability, it is timely to examine the roles that VR and AR may play in teaching structural biology and in experiencing complex data sets such as macromolecular structures. This guide is suitable for those teachers of structural biology who do not have a deep knowledge of information technologies. This study focuses on three questions: 1) How can teachers of structural biology produce and disseminate VR/AR‐ready educational material with established and user‐friendly software tools?; 2) What are the positive and negative experiences reported by test participants when performing identical learning tasks in the VR and AR environments?; and 3) How do the test participants perceive prerecorded narration during VR/AR exploration? © 2018 International Union of Biochemistry and Molecular Biology, 47(1):16–24, 2018. [ABSTRACT FROM AUTHOR]

Abstract Modeling and visualization of the cellular mesoscale, bridging the nanometer scale of molecules to the micrometer scale of cells, is being studied by an integrative approach. Data from structural biology, proteomics, and microscopy are combined to simulate the molecular structure of living cells. These cellular landscapes are used as research tools for hypothesis generation and testing, and to present visual narratives of the cellular context of molecular biology for dissemination, education, and outreach. Graphical Abstract Unlabelled Image Highlights • Mesoscale illustrations integrate data from molecular and cellular biology. • Methods for building and visualizing 3D mesoscale models are being developed. • Mesoscale illustrations provide context in molecular biology education. [ABSTRACT FROM AUTHOR]

This article describes a laboratory exercise designed for undergraduate students in the subject of "Regulation of cell proliferation" which allows the students to carry out a research experiment in an important field such as cell cycle control, and to be introduced to a widely used technique in molecular biology laboratories such as the western blot. The cell cycle is regulated by the succession of cyclin‐CDK kinase activities. Activation and inactivation of different cyclin‐CDK complexes depend on the control of their positive and negative regulators, cyclins and CDK inhibitors (CKIs), respectively. In this experiment, fluctuations in the level of mitotic cyclin Clb2 and CDK inhibitor Sic1 throughout the cell cycle of Saccharomyces cerevisiae are analyzed, particularly in the context of the control of mitotic exit and Start, two of the most important cell cycle transitions. In order to do this, a cdc15 mutant strain is used to block cells in telophase and, upon release from this blocking, the variation in the levels of Clb2 and Sic1 proteins are analyzed by western blot. Progress along the cell cycle is also evaluated by microscopic analysis of cell morphology and nuclear staining. This practical illustrates the experimental basis of theoretical concepts worked in the classroom and it is a good framework for an in‐depth discussion of these concepts based on experimental data analysis. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):527–535, 2018. [ABSTRACT FROM AUTHOR]

A novel experiment has been developed with a goal of enhancing engagement and deepening understanding of fundamental molecular biology concepts. In this laboratory activity, students investigate the composition of pet foods through quantitative polymerase chain reaction (qPCR) analysis. By conducting this experiment, students address a scientific question that has the potential to be of personal interest and they gain an appreciation of the power of genetic analysis. To develop this activity, ingredient lists of popular pet foods were surveyed and eight different components were selected to be the subject of inquiry. Reaction conditions for qPCR were validated and optimized, and a simple, efficient, and student‐friendly protocol was developed. A cohort of upper‐level biology students extracted DNA from pet foods and conducted the qPCR reactions. Specificity of amplification was determined by conducting melting point analysis and agarose gel electrophoresis of the products. Student reactions were analyzed and efficacy of this approach for deepening understanding of fundamental biochemical and molecular biology concepts was documented. © 2018 International Union of Biochemistry and Molecular Biology, 46(5):536–546, 2018. [ABSTRACT FROM AUTHOR]

The essence of molecular biology education lies in understanding of gene expression, with subtopics including the central dogma processes, such as transcription and translation. While these concepts are core to the discipline, they are also notoriously difficult for students to learn, probably because they cannot be directly observed. While nearly all active learning strategies have been shown to improve learning compared with passive lectures, little has been done to compare different types of active learning. We hypothesized that physical models of central dogma processes would be especially helpful for learning, because they provide a resource that students can see, touch, and manipulate while trying to build their knowledge. For students enrolled in an entirely active‐learning‐based Cell & Molecular Biology course, we examined whether model‐based activities were more effective than non‐model based activities. To test their understanding at the beginning and end of the semester, we employed the multiple‐select Central Dogma Concept Inventory (CDCI). Each student acted as their own control, as all students engaged in all lessons yet some questions related to model‐based activities and some related to clicker questions, group problem‐solving, and other non‐model‐based activities. While all students demonstrated learning gains on both types of question, they showed much higher learning gains on model‐based questions. Examining their selected answers in detail showed that while higher performing students were prompted to refine their already‐good mental models to be even better, lower performing students were able to construct new knowledge that was much more consistent with an expert's understanding. © 2018 The Authors. Biochemistry and Molecular Biology Education published by Wiley Periodicals, Inc. on behalf of International Union of Biochemistry and Molecular Biology., 46(5):435–444, 2018. [ABSTRACT FROM AUTHOR]

Abstract: Multiple pedagogical approaches, such as experimental experiences or computer‐based activities, have been shown to increase student learning and engagement. We have developed a laboratory module that includes both a traditional “live” experimental component and a student‐designed “virtual” computer simulation component. This laboratory employs the mating pathway of Saccharomyces cerevisiae (yeast) to demonstrate four fundamental cell and molecular biology concepts: cell signaling, cytoskeleton, cell cycle, and cell cycle checkpoints. In the live laboratory, students add mating pheromone to cultures, then measure changes in cell division and morphology characteristics of the S. cerevisiae mating response. We also developed a “virtual” complement to this laboratory. Using the principles of Design Thinking and Agile methodology, we collaborated with an undergraduate Computer Science course to generate two computer simulations which can support the live laboratory or provide a virtual laboratory experience. We assessed how both the live and virtual laboratories contributed to learning gains in analytical skills and course content. Students who performed the simulation alone or the simulation plus live lab demonstrated learning gains, with greater gains for the live lab, but students who performed neither lab did not. Attitudinal assessment demonstrated increased student engagement and self‐efficacy after performing the live and virtual labs. © 2018 by The International Union of Biochemistry and Molecular Biology, 46:361–372, 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]

Laboratories are recognised as central in science education, allowing students to consolidate knowledge and master practical skills, however, their effectiveness has been questioned. Whilst laboratory practicals are useful for students’ learning of basic procedures, they have been shown to be less effective for developing conceptual understanding of the subject. Interactive lectures and bespoke digital resources were utilised in order to enhance theoretical understanding of laboratory practical molecular sessions, thus enabling students to take responsibility for and direct their own learning, encouraging inquiry-based learning. Providing easy to access additional learning resources offered students an opportunity to better prepare themselves for the laboratory, and consolidate their knowledge through subsequent review and self-testing in their own time. Grades before and after implementation of these active learning strategies were analysed to look at the impact on student learning and this study demonstrates that integrating these into a challenging practical biology course improved grades significantly with a concomitant increase in the number of ‘A’ grades attained. Feedback to evaluate use and perceptions of both interactive lectures and digital resources were also analysed. It has been shown here that these activities enhanced student experience and understanding of the course. [ABSTRACT FROM AUTHOR]

This paper is based on the first author’s extensive examination of her teaching and her students’ learning in a senior high school Biology classroom at a coeducational K-12 independent college in Victoria, Australia, over a five-year period. Research was guided by the following questions: (1) How can students become more aware of the specific biological terminology that they will need to use to communicate their understanding of biological concepts? (2) How can student familiarity with new biological terminology be enhanced? (3) Which teaching strategies might be most effective across the diverse range of abilities and learning styles within a senior Biology classroom? Three key data-sets ([1] Development of specific teaching procedures; [2] Student responses to using the teaching procedures; [3] Teacher journal entries and reflections) were analysed supported by Korthagen’s ALACT model. Findings support the notion that genuine educational change is linked to teacher change, driven by teachers themselves, drawing new insights into students’ learning. [ABSTRACT FROM AUTHOR]

When conducting scientific research, experts in molecular and cellular biology (MCB) use specific reasoning strategies to construct mechanistic explanations for the underlying causal features of molecular phenomena. We explored how undergraduate students applied this scientific practice in MCB. Drawing from studies of explanation building among scientists, we created and applied a theoretical framework to explore the strategies students use to construct explanations for ‘novel’ biological phenomena. Specifically, we explored how students navigated the multi-level nature of complex biological systems using generative mechanistic reasoning. Interviews were conducted with introductory and upper-division biology students at a large public university in the United States. Results of qualitative coding revealed key features of students’ explanation building. Students used modular thinking to consider the functional subdivisions of the system, which they ‘filled in’ to varying degrees with mechanistic elements. They also hypothesised the involvement of mechanistic entities and instantiated abstract schema to adapt their explanations to unfamiliar biological contexts. Finally, we explored the flexible thinking that students used to hypothesise the impact of mutations on multi-leveled biological systems. Results revealed a number of ways that students drew mechanistic connections between molecules, functional modules (sets of molecules with an emergent function), cells, tissues, organisms and populations. [ABSTRACT FROM PUBLISHER]

The effect of scientific training on course learning in undergraduates is still controversial. In this study, we investigated the academic performance of undergraduate students with and without scientific training. The results show that scientific training improves students' test scores in general medical courses, such as biochemistry and molecular biology, cell biology, physiology, and even English. We classified scientific training into four levels. We found that literature reading could significantly improve students' test scores in general courses. Students who received scientific training carried out experiments more effectively and published articles performed better than their untrained counterparts in biochemistry and molecular biology examinations. The questionnaire survey demonstrated that the trained students were more confident of their course learning, and displayed more interest, motivation and capability in course learning. In summary, undergraduate academic performance is improved by scientific training. Our findings shed light on the novel strategies in the management of undergraduate education in the medical school. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):379-384, 2017. [ABSTRACT FROM AUTHOR]

Course-based undergraduate research experiences (CUREs) have been shown to increase student retention and learning in the biological sciences. Most CURES cover only one aspect of gene regulation, such as transcriptional control. Here we present a new inquiry-based lab that engages understanding of gene expression from multiple perspectives. Students carry out a forward genetic screen to identify regulators of the stationary phase master regulator RpoS in the model organism Escherichia coli and then use a series of reporter fusions to determine if the regulation is at the level of transcription or the post-transcription level. This easy-to-implement course has been run both as a 9-week long project and a condensed 5-6 week version in three different schools and types of courses. A majority of the genes found in the screen are novel, thus giving students the opportunity to contribute to original findings to the field. Assessments of this CURE show student gains in learning in many knowledge areas. In addition, attitudinal surveys suggest the students are enthusiastic about the screen and their learning about gene regulation. In summary, this lab would be an appropriate addition to an intermediate or advanced level Molecular Biology, Genetics, or Microbiology curriculum. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(5):449-458, 2017. [ABSTRACT FROM AUTHOR]

This graduate-level DNA methods laboratory course is designed to model a discovery-based research project and engages students in both traditional DNA analysis methods and modern recombinant DNA cloning techniques. In the first part of the course, students clone the Drosophila ortholog of a human disease gene of their choosing using Gateway® cloning. In the second part of the course, students examine the expression of their gene of interest in human cell lines by reverse transcription PCR and learn how to analyze data from quantitative reverse transcription PCR (qRT-PCR) experiments. The adaptability of the Gateway® cloning system is ideally suited for students to design and create different types of expression constructs to achieve a particular experimental goal (e.g., protein purification, expression in cell culture, and/or subcellular localization), and the genes chosen can be aligned to the research interests of the instructor and/or ongoing research in a department. Student evaluations indicate that the course fostered a genuine excitement for research and in depth knowledge of both the techniques performed and the theory behind them. Our long-term goal is to incorporate this DNA methods laboratory as the foundation for an integrated laboratory sequence for the Master of Science degree program in Molecular and Cellular Biology at Quinnipiac University, where students use the reagents and concepts they developed in this course in subsequent laboratory courses, including a protein methods and cell culture laboratory. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):351-359, 2017. [ABSTRACT FROM AUTHOR]

Metagenomics is a robust, interdisciplinary approach for studying microbial community composition, function, and dynamics. It typically involves a core of molecular biology, microbiology, ecology, statistics, and computational biology. Exciting outcomes anticipated from these studies include unraveling of complex interactions that characterize the ecological milieu of microbial communities. Diverse habitats from which metagenomes have been reported include human guts, caterpillar guts, thermal vents in oceans, ore deposits, polar caps, and even soils that adhere to plant roots. Knowledge generated from metagenomic projects has tremendous potential to beneflt human health, agriculture, and ecosystem functions. This article provides a brief history of technical advances in metagenomics, including DNA sequencing methods, and some case studies. A speciflc example is provided of microbial metagenomes found at the roots of native grass species (family Poaceae) that can grow on degraded lands undergoing revegetation. [ABSTRACT FROM AUTHOR]

A biography of molecular biologist Eugene V. Koonin is presented. It talks about his medical connection with grandparents, enrollment at the Moscow State University, and his education in molecular biology. Koonin's Doctor of Philosophy (PhD) degree with the viral ribonucleic acid (RNA) replication dissertation is explored.

The article examines the effectiveness of the introductory science course titled Introduction to Cellular and Molecular Biology in engaging students in scientific practices and inspiring them to consider scientific careers. In the course, the students were taught the basic concepts in cell and molecular biology and apply what they learned in the laboratory. It claims that said course is important for students who want to major in science, technology, engineering, and mathematics (STEM) courses.

A new laboratory practical system is described which is comprised of a number of laboratory practical modules, each based around a particular technique or set of techniques, related to the theory part of the course but not designed to be dependent on it. Each module comprises an online recorded pre-lab lecture, the laboratory practical itself and a post-lab session in which students make oral presentations on different aspects of the practical. Each part of the module is assessed with the aim of providing rapid feedback to staff and students. Each laboratory practical is the responsibility of a single staff member and through this 'ownership,' continual review and updating is promoted. Examples of changes made by staff to modules as a result of student feedback are detailed. A survey of students who had experienced both the old-style laboratory course and the new one provided evidence of increased satisfaction with the new program. The assessment of acquired shills in the new program showed that it was much more effective than the old course. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:276-287, 2016. [ABSTRACT FROM AUTHOR]

Biochemistry courses in the Department of Molecular Biology at the National University of Río Cuarto, Argentina, are designed for undergraduate students in biology, microbiology, chemistry, agronomy, and veterinary medicine. Microbiology students typically have previous coursework in general, analytical, and organic chemistry. Programmed sequences of lab experiments allow these students to investigate biochemical problems whose solution is feasible within the context of their knowledge and experience. We previously designed and reported a programmed lab experiment that familiarizes microbiology students with techniques for detection and characterization of quorum-sensing (QS) and quorum-quenching (QQ) signal molecules. Here, we describe a sequence of experiments designed to expand the understanding and capabilities of biochemistry students using techniques for extraction and identification of QS and QQ signal molecules from peanut rhizospheric soil bacteria, including culturing and manipulation of bacteria under sterile conditions. The program provides students with an opportunity to perform useful assays, draw conclusions from their results, and discuss possible extensions of the study. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:256-262, 2016. [ABSTRACT FROM AUTHOR]

The Framework for Science Education and the Next Generation Science Standards in the USA emphasize learning progressions (LPs) that support conceptual coherence and the gradual building of knowledge over time. In the domain of genetics there are two independently developed alternative LPs. In essence, the difference between the two progressions hinges on conjectures regarding the accessibility of Mendelian versus molecular genetics, the conceptual dependencies between them, and the order in which they should be taught. The discrepancies between the two progressions stem, in part, from gaps in the current research base. To address the question of whether learning one aspect of genetics, Mendelian or molecular, supports the learning of the other, we analyzed correlations between students' test scores on item subsets for Mendelian and molecular genetics on written pre-post assessments. Students were seventh graders who received intensive instruction in Mendelian and molecular genetics. We found that students' pretest scores on the molecular items were moderately correlated with their posttest scores on the Mendelian genetics item set (but not the other way around). This suggests that molecular genetics understandings may bootstrap the learning of Mendelian genetics. Implying that, in contrast to prevalent practice, molecular genetics should be taught before Mendelian genetics. [ABSTRACT FROM AUTHOR]

A project-based biophysical chemistry laboratory course, which is offered to the biochemistry and molecular biology majors in their senior year, is described. In this course, the classroom study of the structure-function of biomolecules is integrated with the discovery-guided laboratory study of these molecules using computer modeling and simulations. In particular, modern computational tools are employed to elucidate the relationship between structure, dynamics, and function in proteins. Computer-based laboratory protocols that we introduced in three modules allow students to visualize the secondary, super-secondary, and tertiary structures of proteins, analyze non-covalent interactions in protein--ligand complexes, develop threedimensional structural models (homology model) for new protein sequences and evaluate their structural qualities, and study proteins' intrinsic dynamics to understand their functions. In the fourth module, students are assigned to an authentic research problem, where they apply their laboratory skills (acquired in modules 1-3) to answer conceptual biophysical questions. Through this process, students gain in-depth understanding of protein dynamics--the missing link between structure and function. Additionally, the requirement of term papers sharpens students' writing and communication skills. Finally, these projects result in new findings that are communicated in peer-reviewed journals. [ABSTRACT FROM AUTHOR]

We provide a prepackaged molecular biology course, which has a broad context and is scalable to large numbers of students. It is provided complete with technical setup guidance, a reliable assessment regime, and can be readily implemented without any development necessary. Framed as a forensic examination of blue/white cloning plasmids, the course is a versatile workbench, adaptable to different degree subjects, and can be easily modified to undertake novel research as part of its teaching activities. Course activities include DNA extraction, RFLP, PCR, DNA sequencing, gel electrophoresis, and transformation, alongside a range of basic microbiology techniques. Students particularly appreciated the relevance of the practical to professional practice and the authenticity of the experimental work. [ABSTRACT FROM AUTHOR]

This article describes a synergistic two-semester writing sequence for biochemistry courses. In the first semester, students select a putative protein and are tasked with researching their protein largely through bioinformatics resources. In the second semester, students develop original ideas and present them in the form of a research grant proposal. Both projects involve multiple drafts and peer review. The complementarity of the projects increases student exposure to bioinformatics and literature resources, fosters higher-order thinking skills, and develops teamwork and communication skills. Student feedback and responses on perception surveys demonstrated that the students viewed both projects as favorable learning experiences. [ABSTRACT FROM AUTHOR]

The author discusses aspects of learning molecular biology and genetics for the biology students. He examines the traditional genetics and molecular biology curricula which use as a story-driven approach to motivate the students. The author stresses the biological concepts of story-driven learning in a variety of human issues.

Recognizing the increasingly integrative nature of the molecular life sciences, the American Society for Biochemistry and Molecular Biology (ASBMB) recommends that Biochemistry and Molecular Biology (BMB) programs develop curricula based on concepts, content, topics, and expected student outcomes, rather than courses. To that end, ASBMB conducted a series of regional workshops to build a BMB Concept Inventory containing validated assessment tools, based on foundational and discipline-specific knowledge and essential skills, for the community to use. A culminating activity, which integrates the educational experience, is often part of undergraduate molecular life science programs. These 'capstone' experiences are commonly defined as an attempt to measure student ability to synthesize and integrate acquired knowledge. However, the format, implementation, and approach to outcome assessment of these experiences are quite varied across the nation. Here we report the results of a nation-wide survey on BMB capstone experiences and discuss this in the context of published reports about capstones and the findings of the workshops driving the development of the BMB Concept Inventory. Both the survey results and the published reports reveal that, although capstone practices do vary, certain formats for the experience are used more frequently and similarities in learning objectives were identified. The use of rubrics to measure student learning is also regularly reported, but details about these assessment instruments are sparse in the literature and were not a focus of our survey. Finally, we outline commonalities in the current practice of capstones and suggest the next steps needed to elucidate best practices. © 2015 by the International Union of Biochemistry and Molecular Biology, 43(4):223-232, 2015. [ABSTRACT FROM AUTHOR]

The molecular basis of evolution is an important and challenging concept for students to understand. In a previous article, we provided some of the scientific background necessary to teach this topic. This article features a series of laboratory activities demonstrating that molecular events can alter the genomes of organisms. These activities are most appropriate for undergraduate students in Honors Biology, Genetics, or Molecular Biology courses. Student laboratory instructions are included to allow students to conduct the activities, make observations, interpret the results, and draw conclusions. [ABSTRACT FROM AUTHOR]

Since the development of methods for inserting and expressing genes in baculoviruses, a line of research has focused on developing recombinant baculoviruses that express insecticidal peptides and proteins. These recombinant viruses have been engineered with the goal of improving their pesticidal potential by shortening the time required for infection to kill or incapacitate insect pests and reducing the quantity of crop damage as a consequence. A wide variety of neurotoxic peptides, proteins that regulate insect physiology, degradative enzymes, and other potentially insecticidal proteins have been evaluated for their capacity to reduce the survival time of baculovirus-infected lepidopteran host larvae. Researchers have investigated the factors involved in the efficient expression and delivery of baculovirus-encoded insecticidal peptides and proteins, with much effort dedicated to identifying ideal promoters for driving transcription and signal peptides that mediate secretion of the expressed target protein. Other factors, particularly translational efficiency of transcripts derived from recombinant insecticidal genes and post-translational folding and processing of insecticidal proteins, remain relatively unexplored. The discovery of RNA interference as a gene-specific regulation mechanism offers a new approach for improvement of baculovirus biopesticidal efficacy through genetic modification. [ABSTRACT FROM AUTHOR]

Increasing student participation in science is an ongoing challenge for many universities. In this active learning workshop, centered on inquiry and teamwork, we introduce high-school students to biochemistry and molecular biology techniques using a murder mystery activity. During this intensive 3 hr workshop, we engage students in a murder scenario entitled 'The Case of the Silenced Scientist.' A commercially available DNA fingerprinting kit was used as a basis to create a customized scenario whereby students collaborate with one another to solve a murder mystery. Through analysis of DNA samples taken from the crime scene and suspects, students can identify the murderer while developing technical, teamwork, and critical thinking skills. Emphasis is placed on teamwork by immersing students in the collaborative process of research inquiry. Though short in duration, this workshop aims to build student relationships to science through creativity and exploration. In this article, we describe the key customized applications of this workshop as a blueprint for science recruitment. We focus on the workshop facilitators' perceived learning impact on students. © 2014 by The International Union of Biochemistry and Molecular Biology, 43(1):20-27, 2015. [ABSTRACT FROM AUTHOR]

A semester-long laboratory course was designed and implemented to familiarize students with modern biochemistry and molecular biology techniques. The designed format involved active student participation, evaluation of data, and critical thinking, and guided students to become independent researchers. The first part of the course focused on introducing students to common biochemical techniques through a series of open-ended experiments, and the latter part culminated in an original research project. Students defined a problem from a list of suggested projects or one suggested by students, if appropriate. The course was designed to incorporate elements of hypothesis development, project design, teamwork, and communication skills. Each group of students performed experiments under different sets of conditions and all student groups shared results at the end of the lab exercise. A novel aspect of the course was the post-lab presentation and discussion session (PDS) later in the week. During PDS, students presented, interpreted, and discussed their data. In addition, by integrating individual and group results, a more complete picture of the subject was developed by students. The course also encouraged students to combine knowledge gained from previous chemistry courses, and thus, it serves as a capstone course. Formative assessment and instructors' observations guided changes to the course over three years. Assessment of the course impact using faculty assessment of learning outcomes and student self-report data indicated that the course had met its objectives of improving learning goals, such as hypothesis development, project design, and critical thinking. [ABSTRACT FROM AUTHOR]

Two 5-acyl-2-dimethylaminonaphthalene derivatives, one with a propionyl group and the other with a fused cyclohexanone ring, are investigated as sensors of H-bond-donating ability in protic solvents of low solvent acidity. Their fluorescence is highly quenched in protic solvents, and the quenching order of magnitude is linearly related to the H-bond-donating ability of the solvent as quantified by the solvent acidity (SA) scale. As the solvent acidity increases from 0.15 to 0.40, the fluorescence for both is quenched by more than a factor of ten; thus, they are extremely sensitive sensors of the hydrogen-bond-donating ability in this weakly acidic range. Preferential solvation studies suggest that quenching occurs from a doubly H-bonded excited state. [ABSTRACT FROM AUTHOR]

Life sciences became Biology, a formal scientific discipline, at the turn of the nineteenth century, when it adopted the methods of reductive physics and chemistry. Mendel's hypothesis of inheritance of discrete factors further introduced a quantitative reductionist dimension into biology. In 1910 Johannsen differentiated between the phenotype, which defines traits, and their genotype, the hereditary essence of such traits and their entities-the genes. The efforts to characterize these entities culminated in 1953, in Watson-Crick's physico-chemical double helix model of DNA, the hereditary matter. However, the more molecular biology advanced the less real were its entities: Genes became generic units of heredity. The increasing role of science in society, and the mutual interdependence of the two on each other augmented the urge of the public at large to find in science icons of authority; the generic nature of the gene concept allowed scientists to offer it as the bait, even though advances in research made it clear that a distinction must be maintained between advances in reductive methodologies and the progress of systems' conceptions. Genes out of context are meaningless. There are no 'genes for' a trait: even if a specific change in a site on the DNA sequence may end in a conspicuous change in a trait, it must be realized that many sites in the DNA, in the cell, and in the organism as a complex integrated system in its environment, determine or rather, condition traits. The role of science is asking questions by putting up hypotheses and suggesting methods of testing them rather than in providing definite answers. [ABSTRACT FROM AUTHOR]

Over the past 20 years, the biological sciences have increasingly incorporated chemistry, physics, computer science, and mathematics to aid in the development and use of mathematical models. Such combined approaches have been used to address problems from protein structure-function relationships to the workings of complex biological systems. Computer simulations of molecular events can now be accomplished quickly and with standard computer technology. Also, simulation software is freely available for most computing platforms, and online support for the novice user is ample. We have therefore created a molecular dynamics laboratory module to enhance undergraduate student understanding of molecular events underlying organismal phenotype. This module builds on a previously described project in which students use site-directed mutagenesis to investigate functions of conserved sequence features in members of a eukaryotic protein kinase family. In this report, we detail the laboratory activities of a MD module that provide a complement to phenotypic outcomes by providing a hypothesis-driven and quantifiable measure of predicted structural changes caused by targeted mutations. We also present examples of analyses students may perform. These laboratory activities can be integrated with genetics or biochemistry experiments as described, but could also be used independently in any course that would benefit from a quantitative approach to protein structure-function relationships. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(6):402-408, 2013 [ABSTRACT FROM AUTHOR]

Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members from around the country. The workshops have focused on developing lists of Core Principles or Foundational Concepts in Biochemistry and Molecular Biology, a list of foundational skills, and foundational concepts from Physics, Chemistry, and Mathematics that all Biochemistry or Molecular Biology majors must understand to complete their major coursework. The allied fields working group created a survey to validate foundational concepts from Physics, Chemistry, and Mathematics identified from participant feedback at various workshops. One-hundred twenty participants responded to the survey and 68% of the respondents answered yes to the question: 'We have identified the following as the core concepts and underlying theories from Physics, Chemistry, and Mathematics that Biochemistry majors or Molecular Biology majors need to understand after they complete their major courses: 1) mechanical concepts from Physics, 2) energy and thermodynamic concepts from Physics, 3) critical concepts of structure from chemistry, 4) critical concepts of reactions from Chemistry, and 5) essential Mathematics. In your opinion, is the above list complete?' Respondents also delineated subcategories they felt should be included in these broad categories. From the results of the survey and this analysis the allied fields working group constructed a consensus list of allied fields concepts, which will help inform Biochemistry and Molecular Biology educators when considering the ASBMB recommended curriculum for Biochemistry or Molecular Biology majors and in the development of appropriate assessment tools to gauge student understanding of how these concepts relate to biochemistry and molecular biology. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(5):302-308, 2013 [ABSTRACT FROM AUTHOR]

We present a novel laboratory project employing 'real-time' RT-qPCR to measure the effect of environment on the expression of the FLOWERING LOCUS C gene, a key regulator of floral timing in Arabidopsis thaliana plants. The project requires four 3-hr laboratory sessions and is aimed at upper-level undergraduate students in biochemistry or molecular biology courses. The project provides students with hands-on experience with RT-qPCR, the current 'gold standard' for gene expression analysis, including detailed data analysis using the common [ABSTRACT FROM AUTHOR]

Biochemistry and molecular biology (BMB) students should demonstrate proficiency in the foundational concepts of the discipline and possess the skills needed to practice as professionals. To ascertain the skills that should be required, groups of BMB educators met in several focused workshops to discuss the expectations with the ultimate goal of clearly articulating the skills required. The results of these discussions highlight the critical importance of experimental, mathematical, and interpersonal skills including collaboration, teamwork, safety, and ethics. The groups also found experimental design, data interpretation and analysiand the ability to communicate findings to diverse audience to be essential skills. To aid in the development of appropriate assessments these skills are grouped into three categories, 1) Process of Science, 2) Communication and Comprehension of Science, and 3) Community of Practice Aspects of Science. Finally, the groups worked to align these competencies with the best practices in both teaching and in skills assessment. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(5):297-301, 2013 [ABSTRACT FROM AUTHOR]

Epigenetic inheritance is the inheritance of genetic information that is not based on DNA sequence alone. One type of epigenetic information that has come to the forefront in the last few years is modified DNA bases. The most common modified DNA base in nature is 5-methylcytosine. Herein, we describe a laboratory experiment that combines bioinformatic and molecular approaches to study the presence and abundance of 5-methylcytosine in different organisms. Students were originally provided with the protein sequence of the Xenopus laevis DNMT1 cytosine-5 DNA methyltransferase and used BLASTP searches to detect the presence of protein orthologs in the genomes of several organisms including Homo sapiens, Mus musculus, Plasmodium falciparum, Drosophila melanogaster, Saccharomyces cerevisiae, Arabidopsis thaliana, and Caenorhabditis elegans. Students generated hypotheses regarding the presence and abundance of 5-methylcytosine in these organisms based on their bioinformatics data, and directly tested their predictions on a subset of DNAs using restriction enzyme isoschizomer assays. A southern blotting assay to answer the same question is also presented. In addition to exposure to the field of epigenetics, the strengths of the laboratory are students are able to make predictions using bioinformatic tools and quickly test them in the laboratory. In addition, students are exposed to two potential misinterpretations of bioinformatic search data. The laboratory is easily modified to incorporate outside research interests in epigenetics. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(5):334-340, 2013 [ABSTRACT FROM AUTHOR]

Over the past two years, through an NSF RCN UBE grant, the ASBMB has held regional workshops for faculty members and science educators from around the country that focused on identifying: 1) core principles of biochemistry and molecular biology, 2) essential concepts and underlying theories from physics, chemistry, and mathematics, and 3) foundational skills that undergraduate majors in biochemistry and molecular biology must understand to complete their major coursework. Using information gained from these workshops, as well as from the ASBMB accreditation working group and the NSF Vision and Change report, the Core Concepts working group has developed a consensus list of learning outcomes and objectives based on five foundational concepts (evolution, matter and energy transformation, homeostasis, information flow, and macromolecular structure and function) that represent the expected conceptual knowledge base for undergraduate degrees in biochemistry and molecular biology. This consensus will aid biochemistry and molecular biology educators in the development of assessment tools for the new ASBMB recommended curriculum. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(5):289-296, 2013 [ABSTRACT FROM AUTHOR]

This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give them a more active role in the classroom. At the end of the semester, student performance in an active learning environment is compared with that of a lecture-based course. The results show improved student performance in an active learning studio classroom. End-of-semester evaluations also show the positive response of students to the change in the way of learning. [ABSTRACT FROM AUTHOR]

The article presents a case study on ways to engage freshmen students of non-science majors in writing case studies. It is noted that the students were asked to submit a case as a part of a research product in a mandatory molecular biology class. The students were informed that the best cases would be used in courses and would be submitted to the National Center for Case Study Teaching in Science (NCCSTS), a a database of peer-reviewed cases. Also noted is the importance of peer-review.

Recent studies indicated that the aberrant gene expression of peroxiredoxin-6 (prdx6) was found in various kinds of cancers. Because of its biochemical function and gene expression pattern in cancer cells, the association between genetic polymorphism of Prdx6 and cancer onset is interesting. In this report, we have developed and implemented a serial experiment in molecular biology laboratory course to teach single nucleotide polymorphism (SNP) to undergraduate students majoring in molecular biology or genetics. The flanking sequence of rs4382766 was located in Prdx6 gene, which contained a restriction site of SspI, and was used as a target in this lab course. The students could mimic real research by integrating different techniques, such as database retrieving, genomic DNA isolation, PCR, and restriction enzyme assay. This serial experiment of PCR-RFLP helps students set up intact idea of molecular biology and understand the relation among individual experiments. Students were found to be more enthusiastic during the laboratory classes than those in the former curriculum. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(4):262-266, 2013 [ABSTRACT FROM AUTHOR]

As biochemists, one of our most captivating teaching tools is the use of molecular visualization. It is a compelling medium that can be used to communicate structural information much more effectively with interactive animations than with static figures. We have conducted a survey to begin a systematic evaluation of the current classroom usage of molecular visualization. Participants ( n = 116) were asked to complete 11 multiple choice and 3 open ended questions. To provide more depth to these results, interviews were conducted with 12 of the participants. Many common themes arose in the survey and the interviews: a shared passion for the use of molecular visualization in teaching, broad diversity in software preference, the lack of uniform standards for assessment, a desire for more quality resources, and the challenge of enabling students to incorporate visualization in their learning. The majority of respondents had used molecular visualization for more than 5 years and mentioned 32 different visualization tools used, with Jmol and PyMOL clearly standing out as the most frequently used programs at the present time. The most common uses of molecular visualization in teaching were lecture and lab illustrations, followed by exam questions, in-class or in-laboratory exercises, and student projects, which frequently included presentations. While a minority of instructors used a grading rubric/scoring matrix for assessment of student learning with molecular visualization, many expressed a desire for common use assessment tools. © 2013 by The International Union of Biochemistry and Molecular Biology, 41(3):193-205, 2013 [ABSTRACT FROM AUTHOR]

Research on external representations in biochemistry has uncovered student difficulties in comprehending and interpreting external representations. This project focuses on students' understanding of three external representations of the potassium ion channel protein. This is part I of a two-part study, which focuses on the affordances and limitations of representations of the potassium ion channel according to students across the chemistry and biochemistry curriculum. Analysis showed that if the students do not possess the required prior knowledge then they are stymied in their interpretations of the representations. Students were able to easily interpret the familiar ribbon diagram representation; however, they found the vines and hydrophobic/polar representations to be less informative. Suggestions for instruction are to probe student understanding and to help students activate prior knowledge to build a more connected set of concepts pertaining to protein structure. © 2012 by The International Union of Biochemistry and Molecular Biology [ABSTRACT FROM AUTHOR]