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Climate change education in U.S. middle schools: changes over five pivotal years. 美国中学的气候变化教育:关键五年的变化。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 Epub Date: 2024-06-25 DOI: 10.1128/jmbe.00015-24
Eric Plutzer, Glenn Branch, Amanda L Townley

Climate change education is both important and challenging. Prior research suggests that many secondary school science teachers in the United States were conveying "mixed messages" to students that legitimized scientifically unwarranted explanations of recent global warming. In this paper, we focus on US climate education at the middle school level and assess whether teacher attention to recent global warming, and whether the messages conveyed to students, changed between 2014 and 2019. Pooling data from two nationally representative probability surveys of middle school science teachers, we show significant advances on several key criteria, but the prevalence of mixed messages remained high. Exploratory analysis suggests that improvements were spurred partly by the adoption of the Next Generation Science Standards by many states and by partly by shifts in the personal views of science educators.

气候变化教育既重要又具有挑战性。先前的研究表明,美国许多中学科学教师向学生传达了 "混合信息",使对近期全球变暖的不合科学的解释合法化。在本文中,我们关注美国中学阶段的气候教育,并评估教师对近期全球变暖的关注以及向学生传达的信息在 2014 年至 2019 年间是否发生了变化。通过汇集两项具有全国代表性的中学科学教师概率调查的数据,我们发现在几个关键标准上取得了显著进步,但混合信息的普遍性仍然很高。探索性分析表明,进步的部分原因是许多州采用了《下一代科学标准》,部分原因是科学教育者个人观点的转变。
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引用次数: 0
Fungi: friends or foes-an outreach science initiative for the collection of airborne fungal spores by high school students. 真菌:朋友还是敌人--中学生收集空气中真菌孢子的外展科学活动。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 Epub Date: 2024-05-01 DOI: 10.1128/jmbe.00198-23
Daryna Piontkivska, João M P Jorge, Rita Neves, Pedro Crespo, Renata Ramalho, Cristina Silva Pereira

Fungi mostly reproduce through spores that are adapted for airborne dispersal; hence, fungal spores (and fungi) are found virtually everywhere. Fungi can be "friends or foes." Our friends include fungi used in the food and biotech industries, fungi that contribute to the cycling of carbon and nutrients, and those involved in the decontamination of polluted soils and/or water, to mention just a few examples. Many species, however, are foes-they are detrimental to plants, animals, and/or humans. Annually, >1.5 million people die due to invasive fungal infections. With the aim of enhancing microbiology literacy and the understanding of microbial concepts, we set up a project for the collection of airborne spores (the principal agent through which human airways are exposed to fungi). Students from five high schools in the Oeiras municipality partnered with us as citizen scientists; they carried out sampling by collecting fungal spores on adhesive stickers. The fungal spores collected by the students were subsequently processed in the schools and our research laboratory. Results obtained by the students themselves revealed a large variety of fungal species capable of growing in a rich medium at 30°C. In the research laboratory, using selective isolation conditions, 40 thermotolerant fungi were isolated, 32 of which were taxonomically identified as aspergilla, mostly from within the Aspergillus fumigatus taxa, yet exhibiting high genetic heterogeneity. The protocols and results were presented to the students, who were made aware of the local dispersal of airborne fungal spores, including some from potentially pathogenic fungi. Through carrying out scientific activities, the students developed both the interest and the self-confidence needed to implement future environmental investigations.

真菌大多通过孢子繁殖,孢子适合在空气中传播;因此,真菌孢子(和真菌)几乎随处可见。真菌可以是 "朋友,也可以是敌人"。我们的朋友包括食品和生物技术产业中使用的真菌、促进碳和养分循环的真菌以及参与净化受污染土壤和/或水的真菌,这里仅举几个例子。然而,许多物种是敌人--它们对植物、动物和/或人类有害。每年有超过 150 万人死于入侵性真菌感染。为了提高微生物学素养和对微生物概念的理解,我们设立了一个收集空气传播孢子(人体呼吸道接触真菌的主要媒介)的项目。来自埃拉斯市五所高中的学生作为公民科学家与我们合作;他们在不干胶贴纸上收集真菌孢子,进行采样。学生们收集的真菌孢子随后在学校和我们的研究实验室进行处理。学生们自己获得的结果显示,能够在 30°C 的富含培养基中生长的真菌种类繁多。在研究实验室中,利用选择性分离条件,分离出 40 种耐高温真菌,其中 32 种在分类学上被确定为曲霉,它们大多来自烟曲霉类群,但表现出高度的遗传异质性。向学生们介绍了实验方案和结果,使他们了解到空气中真菌孢子在当地的传播情况,其中包括一些可能致病的真菌孢子。通过开展科学活动,学生们培养了开展未来环境调查所需的兴趣和自信心。
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引用次数: 0
The utilization of an unconventional approach to introduce basic bacteriology in a medical school bridge program. 在医学院桥梁课程中采用非常规方法介绍基础细菌学。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 Epub Date: 2024-05-24 DOI: 10.1128/jmbe.00185-22
Henna Iqbal, Kenneth Onyedibe

Bacteria form an intense portion of reading and learning for students enrolled in microbiology education. As a part of the foundational course outline of bacteriology, bacterial classification is a significant topic of discussion. The purpose of our study was to analyze whether bacterial classification can be taught with a phylogenetic tree approach that might be more engaging and beneficial to student learners of microbiology. This methodology is unique compared to the conventional approach applied in introductory lectures of bacteriology that relies on morphology and Gram-staining to classify bacteria. The participants of this study were students enrolled in a two-semester medical school bridge program that offers a Master's degree in Pre-clinical Sciences. We presented bacterial origin and classification in the light of evolution and used a phylogenetic tree to signify clinically relevant groups of bacteria. Students were also taught the traditional bacterial classification using Gram stains and morphology. Both methods of classification were delivered in a didactic classroom session considering equal time spent and utilizing the same format. An online survey was distributed to the students after the session to collect their feedback. The results from the survey showed that 74% of participants would prefer learning bacterial classification using a combined approach that includes both Gram-staining and morphology as well as the phylogenetic tree. When asked if the study of bacterial classification through an evolutionary tree diagram is a clear and concise way of understanding bacteria, 79% of the students either agreed or strongly agreed with this statement. Interestingly, the alternative phylogenetic tree approach was considered more engaging and regarded as a means to expand the clinical knowledge of bacteria by 78% and 71% of the students, respectively. Overall, our study strongly supports the use of tree-based classification as an additional method to improve the learning of medically important groups of bacteria at varying levels of education.

细菌是微生物学专业学生阅读和学习的重要内容。作为细菌学基础课程大纲的一部分,细菌分类是一个重要的讨论主题。我们研究的目的是分析是否可以采用系统发生树的方法来教授细菌分类,这种方法可能更有吸引力,也更有利于微生物学的学生学习。与细菌学入门讲座中采用的依靠形态学和革兰氏染色来进行细菌分类的传统方法相比,这种方法是独一无二的。本研究的参与者是医学院桥梁课程的学生,该课程为期两个学期,提供临床前科学硕士学位。我们从进化的角度介绍了细菌的起源和分类,并使用系统发生树来标示与临床相关的细菌群。我们还向学生传授了使用革兰氏染色法和形态学进行细菌分类的传统方法。两种分类方法都是在课堂讲授中进行的,所用时间相同,形式也相同。课后向学生分发了一份在线调查,以收集他们的反馈意见。调查结果显示,74% 的学员更愿意采用包括革兰氏染色法、形态学和系统发生树在内的综合方法来学习细菌分类。当被问及通过进化树状图学习细菌分类是否是一种简洁明了的了解细菌的方法时,79% 的学生表示同意或非常同意这一说法。有趣的是,分别有 78% 和 71% 的学生认为另一种系统进化树方法更有吸引力,并认为它是扩展细菌临床知识的一种手段。总之,我们的研究有力地支持了使用基于树的分类法作为一种额外的方法,以提高不同教育水平的学生对医学上重要的细菌群的学习。
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引用次数: 0
Bacttle: a microbiology educational board game for lay public and schools. Bacttle:面向普通公众和学校的微生物教育棋盘游戏。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 Epub Date: 2024-07-31 DOI: 10.1128/jmbe.00097-24
Tania Miguel Trabajo, Eavan Dorcey, Jan Roelof van der Meer

Inspired by the positive impact of serious games on science understanding and motivated by personal interests in scientific outreach, we developed "Bacttle," an easy-to-play microbiology board game with adaptive difficulty, targeting any player from 7 years old onward. Bacttle addresses both the lay public and teachers for use in classrooms as a way of introducing microbiology concepts. The layout of the game and its mechanism are the result of multiple rounds of trial, feedback, and re-design. The final version consists of a deck of cards, a 3D-printed board, and tokens (with a paper-based alternative), with all digital content open source. Players in Bacttle take on the character of a bacterial species. The aim for each species is to proliferate under the environmental conditions of the board and the interactions with the board and with other players, which vary as the play evolves. Players start with a given number of lives that will increase or decrease based on the traits they play for different environmental scenarios. Such bacterial traits come in the form of cards that can be deployed strategically. To assess the impact of the game on microbiological knowledge, we scored differences in the understanding of general concepts before and after playing the game. We assessed a total of 169 visitors at two different university open-day science fairs. Players were asked to fill out a brief survey before and after the game with questions targeting conceptual advances. Results show that Bacttle increases general microbiology knowledge on players as young as 5 years old and with the highest impact on those who have no a priori microbiology comprehension.

受到严肃游戏对科学理解产生的积极影响的启发,并出于对科学推广的个人兴趣,我们开发了 "Bacttle",这是一款简单易玩的微生物学棋盘游戏,难度自适应,适合 7 岁以上的任何玩家。Bacttle 既面向普通大众,也面向教师,是一种在课堂上介绍微生物学概念的方法。游戏的布局和机制是多轮试验、反馈和重新设计的结果。最终版本由一副扑克牌、3D 打印的棋盘和代币(纸质替代品)组成,所有数字内容均开源。玩家在 Bacttle 中扮演一个细菌物种。每个物种的目标都是在棋盘的环境条件下增殖,并与棋盘和其他玩家互动。玩家一开始会有一定数量的生命,这些生命会根据玩家在不同环境下发挥的特性而增减。这些细菌特性以卡片的形式出现,可以进行战略部署。为了评估游戏对微生物知识的影响,我们对玩游戏前后对一般概念的理解差异进行了评分。我们在两个不同的大学开放日科学展上对总共 169 名参观者进行了评估。玩家需要在游戏前后填写一份简短的调查问卷,其中包含针对概念进展的问题。结果表明,Bacttle 增加了年仅 5 岁的玩家的微生物学常识,对那些没有先验微生物学理解能力的玩家影响最大。
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引用次数: 0
CRISPR/Cas9 gene targeting plus nanopore DNA sequencing with the plasmid pBR322 in the classroom. 在课堂上使用质粒 pBR322 进行 CRISPR/Cas9 基因打靶和纳米孔 DNA 测序。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 Epub Date: 2024-05-10 DOI: 10.1128/jmbe.00187-23
Röbbe Wünschiers, Robert Maximilian Leidenfrost, Hauke Holtorf, Bernd Dittrich, Thomas Dürr, Jürgen Braun

Both nanopore-based DNA sequencing and CRISPR/Cas-based gene editing represent groundbreaking innovations in molecular biology and genomics, offering unprecedented insights into and tools for working with genetic information. For students, reading, editing, and even writing DNA will be part of their everyday life. We have developed a laboratory procedure that includes (i) the biosynthesis of a guide RNA for, (ii) targeting Cas9 to specifically linearize the pBR322 plasmid, and (iii) the identification of the cutting site through nanopore DNA sequencing. The protocol is intentionally kept simple and requires neither living organisms nor biosafety laboratories. We divided the experimental procedures into separate activities to facilitate customization. Assuming access to a well-equipped molecular biology laboratory, an initial investment of approximately $2,700 is necessary. The material costs for each experiment group amount to around $130. Furthermore, we have developed a freely accessible website (https://dnalesen.hs-mittweida.de) for sequence read analysis and visualization, lowering the required computational skills to a minimum. For those with strong computational skills, we provide instructions for terminal-based data processing. With the presented activities, we aim to provide a hands-on experiment that engages students in modern molecular genetics and motivates them to discuss potential implications. The complete experiment can be accomplished within half a day and has been successfully implemented by us at high schools, in teacher training, and at universities. Our tip is to combine CRISPR/Cas gene targeting with nanopore-based DNA sequencing. As a tool, we provide a website that facilitates sequence data analysis and visualization.

基于纳米孔的 DNA 测序和基于 CRISPR/Cas 的基因编辑都是分子生物学和基因组学领域的突破性创新,提供了前所未有的洞察力和处理遗传信息的工具。对于学生来说,阅读、编辑甚至书写 DNA 将成为他们日常生活的一部分。我们开发了一套实验室程序,其中包括:(i) 引导 RNA 的生物合成;(ii) 以 Cas9 为靶标对 pBR322 质粒进行特异性线性化;(iii) 通过纳米孔 DNA 测序确定切割位点。该方案有意保持简单,既不需要生物体,也不需要生物安全实验室。我们将实验程序分为不同的活动,以方便定制。假设有一个设备齐全的分子生物学实验室,初始投资大约需要 2,700 美元。每个实验组的材料成本约为 130 美元。此外,我们还开发了一个可免费访问的网站(https://dnalesen.hs-mittweida.de),用于序列读数分析和可视化,从而将所需的计算技能降至最低。对于计算能力较强的人,我们提供了基于终端的数据处理说明。通过所介绍的活动,我们旨在提供一个动手实验,让学生参与现代分子遗传学,并激发他们讨论潜在的影响。整个实验可在半天内完成,我们已在高中、教师培训和大学成功实施了该实验。我们的秘诀是将 CRISPR/Cas 基因打靶与基于纳米孔的 DNA 测序相结合。作为一种工具,我们提供了一个便于序列数据分析和可视化的网站。
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引用次数: 0
Expanding science skills: teaching tissue culture, data analysis, and reporting through imaging the actin cytoskeleton. 拓展科学技能:通过肌动蛋白细胞骨架成像教学组织培养、数据分析和报告。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 Epub Date: 2024-05-09 DOI: 10.1128/jmbe.00190-23
Adrian Harrison, Gareth Evans, Gonzalo Blanco

Within the eukaryotic cell, the actin cytoskeleton is a crucial structural framework that maintains cellular form, regulates cell movement and division, and facilitates the internal transportation of proteins and organelles. External cues induce alterations in the actin cytoskeleton primarily through the activation of Rho GTPases, which then bind to a diverse array of effector proteins to promote the local assembly or disassembly of actin. We have harnessed the extensively studied functions of RhoA in the dynamics of the actin cytoskeleton to craft a practical series for Stage 2 Biology students. This series not only imparts essential tissue culture laboratory skills but also reinforces them through repetition. These activities are presented in a scenario designed for students to explore the function of a hypothetical RhoA family member. Students produce slides from transfected cells, undertake fluorescence microscopy, process the images using ImageJ, and compile their findings in a comprehensive scientific report. The composition of the report requires independent acquisition of new knowledge and synoptic learning. According to student feedback, this early experience greatly aids in solidifying and honing the skills required to report on more extensive and intricate research projects, such as capstone projects.

在真核细胞内,肌动蛋白细胞骨架是维持细胞形态、调节细胞运动和分裂以及促进蛋白质和细胞器内部运输的重要结构框架。外部线索主要通过激活 Rho GTP 酶诱导肌动蛋白细胞骨架的改变,然后 Rho GTP 酶与各种效应蛋白结合,促进肌动蛋白的局部组装或解体。我们利用研究广泛的 RhoA 在肌动蛋白细胞骨架动力学中的功能,为生物第二阶段的学生精心设计了一个实用系列。该系列不仅传授了基本的组织培养实验技能,还通过反复练习强化了这些技能。这些活动在一个情景中呈现,旨在让学生探索假想的 RhoA 家族成员的功能。学生制作转染细胞的切片,进行荧光显微镜检查,使用 ImageJ 处理图像,并将他们的研究结果汇编成一份综合科学报告。报告的撰写要求学生独立获取新知识并进行综合学习。根据学生的反馈,这种早期经验大大有助于巩固和磨练报告更广泛、更复杂的研究项目(如毕业设计项目)所需的技能。
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引用次数: 0
Climate change and plant rhizosphere microbiomes: an experiential course-embedded research project. 气候变化与植物根瘤微生物群:体验式课程嵌入研究项目。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 Epub Date: 2024-06-18 DOI: 10.1128/jmbe.00046-24
James A Parejko

The current and ongoing challenges brought on by climate change will require future scientists who have hands-on experience using advanced molecular techniques, can work with large data sets, and can make correlations between metadata and microbial diversity. A course-embedded research project can prepare students to answer complex research questions that might help plants adapt to climate change. The project described herein uses plants as a host to study the impact of climate change-induced drought on host-microbe interactions through next-generation DNA sequencing and analysis using a command-line program. Specifically, the project studies the impact of simulated drought on the rhizosphere microbiome of Fast Plants rapid cycling Brassica rapa using inexpensive greenhouse supplies and 16S rRNA V3/V4 Illumina sequencing. Data analysis is performed with the freely accessible Python-based microbiome bioinformatics platform QIIME 2.

气候变化带来的当前和持续挑战需要未来的科学家拥有使用先进分子技术的实践经验,能够处理大型数据集,并能将元数据与微生物多样性联系起来。课程中的研究项目可以帮助学生回答复杂的研究问题,从而帮助植物适应气候变化。本文介绍的项目以植物为宿主,通过使用命令行程序进行下一代 DNA 测序和分析,研究气候变化引起的干旱对宿主与微生物相互作用的影响。具体来说,该项目利用廉价的温室用品和 16S rRNA V3/V4 Illumina 测序技术,研究模拟干旱对快速植物快速循环 Brassica rapa 根瘤微生物组的影响。数据分析使用可免费访问的基于 Python- 的微生物组生物信息学平台 QIIME 2 进行。
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引用次数: 0
Mini Winnies: scaled down and transparent Winogradsky columns for microscopy in microbiology education. 迷你 Winnies:用于微生物学教学显微镜的缩小透明 Winogradsky 柱。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 Epub Date: 2024-05-30 DOI: 10.1128/jmbe.00212-23
Mara R Fink, Tyler Z Sodia, Kevin J Cash

Winogradsky columns were invented by Sergei Winogradsky in the 1880s and have commonly been used as a microbiology classroom learning tool in K-12 and collegiate education. However, they can be challenging to examine with microscopy. We scaled down Winogradsky columns into nuclear magnetic resonance (NMR) tubes and replaced the natural sediment with a transparent soil substitute toward the goal of observing the microbial growth under a bright-field microscope without column disassembly. Using this "Mini Winnie" approach, students can practice their microscopy skills while observing microbial growth inside the column after only days of incubation on the laboratory windowsill. Overall, we believe that the Mini Winnies provide a simple method for maximizing student engagement while giving them a greater understanding of how microorganisms interact in the environment.

Winogradsky 柱由 Sergei Winogradsky 于 19 世纪 80 年代发明,在 K-12 和大学教育中通常被用作微生物课堂学习工具。然而,用显微镜检查它们却很困难。我们将 Winogradsky 柱缩小到核磁共振(NMR)管中,并用透明的土壤替代物取代天然沉积物,目的是在明视野显微镜下观察微生物的生长,而无需拆卸柱子。使用这种 "迷你温尼 "方法,学生们可以在实验室窗台上培养几天后,一边观察柱内微生物的生长情况,一边练习显微镜技能。总之,我们相信,"迷你小熊 "提供了一种简单的方法,可以最大限度地提高学生的参与度,同时让他们更深入地了解微生物如何在环境中相互作用。
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引用次数: 0
Non-STEM majors COVID-19 vaccine impressions improve, and misconceptions resolve, after podcast assignment. 非科学、技术和工程学专业 COVID-19 在播客任务之后,对疫苗的印象有所改善,误解有所消除。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 Epub Date: 2024-06-14 DOI: 10.1128/jmbe.00034-23
Christina N Morra, Sarah J Adkins, M Elizabeth Barnes, Obadiah J Pirlo, Ryleigh Fleming, Bianca J Convers, Sarah P Glass, Michael L Howell, Samiksha A Raut

Misinformation regarding vaccine science decreased the receptiveness to COVID-19 vaccines, exacerbating the negative effects of the COVID-19 pandemic on society. To mitigate the negative societal impact of the COVID-19 pandemic, impactful and creative science communication was needed, yet little research has explored how to encourage COVID-19 vaccine acceptance and address misconceptions held by non-Science, Technology, Engineering and Mathematics majors (referred to as non-majors). We have previously demonstrated that including expert guest lectures in the vaccine module in the non-major introductory biology course helps combat students' vaccine hesitancy. In the present study, we further address how learning about vaccines impacts student knowledge and impressions of the COVID-19 vaccines through a podcast assignment. As a part of this assignment, non-majors created podcasts to address COVID-19 vaccine misconceptions of their choice. We coded pre and post, open-ended essay reflections (n = 40) to assess non-majors' knowledge and impressions of the COVID-19 vaccines. Non-majors' impressions of the vaccines improved following the podcast assignment with more than three times as many students reporting a positive view of the assignment than negative views. Notably, eight of the nine interviewed students still ended the course with misconceptions about the COVID-19 vaccines, such as the vaccines being unnecessary or causing fertility issues. In a post semi-structured interview following this assignment, students (n = 7) discussed the impact of looking into the specific misconceptions related to COVID-19 vaccines themselves, including improved science communication skills and understanding of different perspectives. Thus, podcasts can provide opportunities for students to improve engagement in valuable societal topics like vaccine literacy in the non-majors classroom.

有关疫苗科学的错误信息降低了人们对 COVID-19 疫苗的接受度,加剧了 COVID-19 大流行对社会的负面影响。为了减轻 COVID-19 流行病对社会的负面影响,需要进行有影响力和创造性的科学传播,但很少有研究探讨如何鼓励非科学、技术、工程和数学专业(简称非专业)学生接受 COVID-19 疫苗并消除他们的误解。我们之前已经证明,在非专业生物入门课程的疫苗模块中加入专家客座讲座有助于消除学生对疫苗的犹豫。在本研究中,我们将通过播客作业进一步探讨学习疫苗知识如何影响学生对 COVID-19 疫苗的了解和印象。作为这项作业的一部分,非专业学生制作了播客,以解决他们对 COVID-19 疫苗的误解。我们对前后的开放式论文反思(n = 40)进行了编码,以评估非专业学生对 COVID-19 疫苗的认识和印象。在完成播客任务后,非专业学生对疫苗的印象有所改善,对任务持积极看法的学生是持消极看法的学生的三倍多。值得注意的是,九名受访学生中有八名在课程结束时仍对 COVID-19 疫苗存在误解,如认为疫苗没有必要或会导致生育问题。在作业完成后的半结构式访谈中,学生(n = 7)讨论了研究与 COVID-19 疫苗相关的特定误解本身所带来的影响,包括提高科学交流技能和对不同观点的理解。因此,播客可以为学生提供机会,让他们在非专业课堂上更好地参与疫苗知识普及等有价值的社会话题。
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引用次数: 0
Open Resources for Biology Education (ORBE): a resource collection. 生物教育开放资源(ORBE):资源集。
IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Pub Date : 2024-08-29 Epub Date: 2024-05-06 DOI: 10.1128/jmbe.00203-23
Sanah Ahmed, Tiffany Adjei-Opong, Ashley B Heim, Keenan Noyes, Kelly Schmid, Brian A Couch, MacKenzie R Stetzer, Lillian G Senn, Erin Vinson, Michelle K Smith, Kira Treibergs

In undergraduate life sciences education, open educational resources (OERs) increase accessibility and retention for students, reduce costs, and save instructors time and effort. Despite increasing awareness and utilization of these resources, OERs are not centrally located, and many undergraduate instructors describe challenges in locating relevant materials for use in their classes. To address this challenge, we have designed a resource collection (referred to as Open Resources for Biology Education, ORBE) with 89 unique resources that are primarily relevant to undergraduate life sciences education. To identify the resources in ORBE, we asked undergraduate life sciences instructors to list what OERs they use in their teaching and curated their responses. Here, we summarize the contents of the ORBE and describe how educators can use this resource as a tool to identify suitable materials to use in their classroom context. By highlighting the breadth of unique resources openly available for undergraduate biology education, we intend for the ORBE to increase instructors' awareness and use of OERs.

在本科生生命科学教育中,开放教育资源(OER)提高了学生的可获取性和保留率,降低了成本,并节省了教师的时间和精力。尽管人们对这些资源的认识和利用率不断提高,但开放式教育资源的位置并不集中,许多本科生导师都表示在查找相关材料供其课堂使用时遇到了挑战。为了应对这一挑战,我们设计了一个资源库(称为 "生物学教育开放资源",ORBE),其中包含 89 种主要与本科生生命科学教育相关的独特资源。为了确定 ORBE 中的资源,我们请本科生生命科学教师列出他们在教学中使用的开放教育资源,并对他们的回答进行了整理。在此,我们总结了 ORBE 的内容,并介绍了教育工作者如何将该资源作为一种工具来识别适合其课堂环境使用的材料。通过强调本科生生物学教育可公开获得的独特资源的广度,我们希望 ORBE 能够提高教师对开放式教育资源的认识和使用。
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Journal of Microbiology & Biology Education
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