ABSTRACT Bioelectricity is an interdisciplinary concept that encompasses the fields of chemistry, physics, and biology. It is the scientific study of membrane transport mechanisms that govern the formation and dissipation of ion gradients. Teaching and learning across disciplines, such as bioelectricity, are known among science teachers to be challenging and complex. One of the critical problems is that only a few teaching materials and learning resources specifically support interdisciplinary teaching, especially in science. This paper described the development of an improvised microbial fuel cell (iMFC) as an alternative activity that addresses scientific concepts of cellular respiration, reduction-oxidation reaction, and electricity generation in an interdisciplinary approach. In this activity, students designed, constructed, and tested their iMFCs. The learning gains of the students were measured using parallel pretest/post-test and analyzed using descriptive statistics and dependent t-tests. The perceptions of teachers and students on using the iMFC activity in teaching-learning bioelectricity were obtained from a survey questionnaire and interviews. Results revealed that the iMFC activity significantly improved students’ learning gains in bioelectricity, for the topics cellular respiration (t(239)=45.03; P < 0.01), reduction-oxidation reaction (t(239)=39.85; P < 0.01), and electricity (t(239)=31.1; P < 0.01), with computed normalized gains of 0.45, 0.50, and 0.39, respectively. Furthermore, seven subthemes emerged from the teachers’ and students’ perceptions, namely, knowledge acquisition, student engagement, academic emotions, affordability, student satisfaction, distractions, and cleanliness. Overall results indicated that the iMFC activity can be an effective teaching material for providing an authentic learning experience in a multidisciplinary topic like bioelectricity. Future investigations on the iMFC activity and its impact on other aspects of learning, such as students’ motivation, self-efficacy, and engagement, are recommended.
摘要 生物电是一个跨学科概念，涵盖化学、物理学和生物学领域。它是对支配离子梯度的形成和消散的膜传输机制的科学研究。理科教师都知道，生物电等跨学科的教学具有挑战性和复杂性。其中一个关键问题是，只有少数教材和学习资源专门支持跨学科教学，尤其是科学领域的跨学科教学。本文介绍了简易微生物燃料电池（iMFC）的开发情况，这是一种以跨学科方法解决细胞呼吸、还原-氧化反应和发电等科学概念的替代活动。在这项活动中，学生们设计、建造并测试了他们的 iMFC。通过平行的前测/后测对学生的学习收获进行了测量，并使用描述性统计和因果 t 检验进行了分析。通过调查问卷和访谈，了解了教师和学生对在生物电教学中使用 iMFC 活动的看法。结果显示，iMFC 活动显著提高了学生在生物电方面的学习收获，在细胞呼吸（t(239)=45.03; P < 0.01）、还原氧化反应（t(239)=39.85; P < 0.01）和电（t(239)=31.1; P < 0.01）方面，计算的归一化收获分别为 0.45、0.50 和 0.39。此外，从教师和学生的感知中还发现了七个次主题，即知识获取、学生参与、学术情绪、可负担性、学生满意度、注意力分散和清洁度。总体结果表明，iMFC 活动可以作为一种有效的教学材料，为生物电这样的多学科课题提供真实的学习体验。建议今后对 iMFC 活动及其对学生学习动机、自我效能感和参与度等其他方面的影响进行调查。
{"title":"Power of microbes: utilization of improvised microbial fuel cell (IMFC) as an interdisciplinary learning activity in teaching bioelectricity","authors":"D. Robledo, L. Roleda","doi":"10.1128/jmbe.00146-23","DOIUrl":"https://doi.org/10.1128/jmbe.00146-23","url":null,"abstract":"ABSTRACT Bioelectricity is an interdisciplinary concept that encompasses the fields of chemistry, physics, and biology. It is the scientific study of membrane transport mechanisms that govern the formation and dissipation of ion gradients. Teaching and learning across disciplines, such as bioelectricity, are known among science teachers to be challenging and complex. One of the critical problems is that only a few teaching materials and learning resources specifically support interdisciplinary teaching, especially in science. This paper described the development of an improvised microbial fuel cell (iMFC) as an alternative activity that addresses scientific concepts of cellular respiration, reduction-oxidation reaction, and electricity generation in an interdisciplinary approach. In this activity, students designed, constructed, and tested their iMFCs. The learning gains of the students were measured using parallel pretest/post-test and analyzed using descriptive statistics and dependent t-tests. The perceptions of teachers and students on using the iMFC activity in teaching-learning bioelectricity were obtained from a survey questionnaire and interviews. Results revealed that the iMFC activity significantly improved students’ learning gains in bioelectricity, for the topics cellular respiration (t(239)=45.03; P < 0.01), reduction-oxidation reaction (t(239)=39.85; P < 0.01), and electricity (t(239)=31.1; P < 0.01), with computed normalized gains of 0.45, 0.50, and 0.39, respectively. Furthermore, seven subthemes emerged from the teachers’ and students’ perceptions, namely, knowledge acquisition, student engagement, academic emotions, affordability, student satisfaction, distractions, and cleanliness. Overall results indicated that the iMFC activity can be an effective teaching material for providing an authentic learning experience in a multidisciplinary topic like bioelectricity. Future investigations on the iMFC activity and its impact on other aspects of learning, such as students’ motivation, self-efficacy, and engagement, are recommended.","PeriodicalId":502898,"journal":{"name":"Journal of Microbiology and Biology Education","volume":"50 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139386574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Liam H. Walsh, Samuel Breselge, José Guilherme Prado Martin, Mairéad Coakley, Eimear Ferguson, Aimee Stapleton, F. Crispie, Paul W. O'Toole, Paul D. Cotter
ABSTRACT Microorganisms are ubiquitous in nature and are central to human, animal, environmental, and planetary health. They play a particularly important role in the food chain and the production of high-quality, safe, and health-promoting foods, especially fermented foods. This important role is not always apparent to members of the public. Here, we describe Kefir4All, a citizen science project designed to provide the general public with an opportunity to expand their awareness, knowledge, and practical skills relating to microbiology, introduced through the medium of producing fermented food, i.e., milk kefir or water kefir. During the course of Kefir4All, 123 citizen scientists, from second-level school and non-school settings, participated in a study to track changes in the microbial composition of kefirs, by performing and recording details of milk kefir or water kefir fermentations they performed in their homes or schools over the 21-week project. At the start of the study, the citizen scientists were provided with milk or water kefir grains to initiate the fermentations. Both types of kefir grain are semi-solid, gelatinous-like substances, composed of exopolysaccharides and proteins, containing a symbiotic community of bacteria and yeast. The experimental component of the project was complemented by a number of education and outreach events, including career talks and a site visit to our research center (Kefir Day). At the end of the study, a report was provided to each citizen scientist, in which individualized results of their fermenting activities were detailed. A number of approaches were taken to obtain feedback and other insights from the citizen scientists. Evaluations took place before and after the Kefir4All project to gauge the citizen scientist’s self-reported awareness, knowledge, and interest in microbiology and fermented foods. Further insights into the level of citizen science participation were gained through assessing the number of samples returned for analysis and the level of participation of the citizen scientists throughout the project. Notably, the survey results revealed a self-reported, increased interest in, and general knowledge of, science among the Kefir4All citizen scientists after undertaking the project and a willingness to take part in further citizen science projects. Ultimately, Kefir4All represents an example of the successful integration of citizen science into existing education and research systems.
{"title":"Kefir4All, a citizen science initiative to raise awareness of the roles that microbes play in food fermentation","authors":"Liam H. Walsh, Samuel Breselge, José Guilherme Prado Martin, Mairéad Coakley, Eimear Ferguson, Aimee Stapleton, F. Crispie, Paul W. O'Toole, Paul D. Cotter","doi":"10.1128/jmbe.00155-23","DOIUrl":"https://doi.org/10.1128/jmbe.00155-23","url":null,"abstract":"ABSTRACT Microorganisms are ubiquitous in nature and are central to human, animal, environmental, and planetary health. They play a particularly important role in the food chain and the production of high-quality, safe, and health-promoting foods, especially fermented foods. This important role is not always apparent to members of the public. Here, we describe Kefir4All, a citizen science project designed to provide the general public with an opportunity to expand their awareness, knowledge, and practical skills relating to microbiology, introduced through the medium of producing fermented food, i.e., milk kefir or water kefir. During the course of Kefir4All, 123 citizen scientists, from second-level school and non-school settings, participated in a study to track changes in the microbial composition of kefirs, by performing and recording details of milk kefir or water kefir fermentations they performed in their homes or schools over the 21-week project. At the start of the study, the citizen scientists were provided with milk or water kefir grains to initiate the fermentations. Both types of kefir grain are semi-solid, gelatinous-like substances, composed of exopolysaccharides and proteins, containing a symbiotic community of bacteria and yeast. The experimental component of the project was complemented by a number of education and outreach events, including career talks and a site visit to our research center (Kefir Day). At the end of the study, a report was provided to each citizen scientist, in which individualized results of their fermenting activities were detailed. A number of approaches were taken to obtain feedback and other insights from the citizen scientists. Evaluations took place before and after the Kefir4All project to gauge the citizen scientist’s self-reported awareness, knowledge, and interest in microbiology and fermented foods. Further insights into the level of citizen science participation were gained through assessing the number of samples returned for analysis and the level of participation of the citizen scientists throughout the project. Notably, the survey results revealed a self-reported, increased interest in, and general knowledge of, science among the Kefir4All citizen scientists after undertaking the project and a willingness to take part in further citizen science projects. Ultimately, Kefir4All represents an example of the successful integration of citizen science into existing education and research systems.","PeriodicalId":502898,"journal":{"name":"Journal of Microbiology and Biology Education","volume":"81 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139388116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Grace I. Borlee, Traci L. Kinkel, Bettina Broeckling, B. Borlee, Christie Mayo, C. Mehaffy
ABSTRACT Course-based undergraduate research experiences (CUREs) provide opportunities for undergraduate students to engage in authentic research and generally increase the participation rate of students in research. Students’ participation in research has a positive impact on their science identity and self-efficacy, both of which can predict integration of students in Science, Technology, Engineering, and Math (STEM), especially for underrepresented students. The main goal of this study was to investigate instructor-initiated CUREs implemented as upper-level elective courses in the Biomedical Sciences major. We hypothesized that these CUREs would (i) have a positive impact on students’ scientific identity and self-efficacy and (ii) result in gains in students’ self-assessed skills in laboratory science, research, and science communication. We used Likert-type surveys developed by Estrada et al. (14) under the Tripartite Integration Model of Social Influence to measure scientific identity, self-efficacy, and scientific value orientation. When data from all CUREs were combined, our results indicate that students’ self-efficacy and science identity significantly increased after completion. Students’ self-assessment of research and lab-related skills was significantly higher after completion of the CUREs. We also observed that prior to participation in the CUREs, students’ self-assessment of molecular and bioinformatic skills was low, when compared with microbiological skills. This may indicate strengths and gaps in our curriculum that could be explored further.
{"title":"Upper-level inter-disciplinary microbiology CUREs increase student’s scientific self-efficacy, scientific identity, and self-assessed skills","authors":"Grace I. Borlee, Traci L. Kinkel, Bettina Broeckling, B. Borlee, Christie Mayo, C. Mehaffy","doi":"10.1128/jmbe.00140-23","DOIUrl":"https://doi.org/10.1128/jmbe.00140-23","url":null,"abstract":"ABSTRACT Course-based undergraduate research experiences (CUREs) provide opportunities for undergraduate students to engage in authentic research and generally increase the participation rate of students in research. Students’ participation in research has a positive impact on their science identity and self-efficacy, both of which can predict integration of students in Science, Technology, Engineering, and Math (STEM), especially for underrepresented students. The main goal of this study was to investigate instructor-initiated CUREs implemented as upper-level elective courses in the Biomedical Sciences major. We hypothesized that these CUREs would (i) have a positive impact on students’ scientific identity and self-efficacy and (ii) result in gains in students’ self-assessed skills in laboratory science, research, and science communication. We used Likert-type surveys developed by Estrada et al. (14) under the Tripartite Integration Model of Social Influence to measure scientific identity, self-efficacy, and scientific value orientation. When data from all CUREs were combined, our results indicate that students’ self-efficacy and science identity significantly increased after completion. Students’ self-assessment of research and lab-related skills was significantly higher after completion of the CUREs. We also observed that prior to participation in the CUREs, students’ self-assessment of molecular and bioinformatic skills was low, when compared with microbiological skills. This may indicate strengths and gaps in our curriculum that could be explored further.","PeriodicalId":502898,"journal":{"name":"Journal of Microbiology and Biology Education","volume":"235 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139177858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT Self-regulated learning (SRL) is the process of utilizing effective strategies to acquire knowledge or skills and is influenced by motivation, metacognitive processing, and study-related behaviors. We hypothesized that by using survey tools that allow reflection on and refinement of students’ study strategies, we could nurture metacognitive skill development, encourage positive motivation and study-related behaviors, and hence promote academic success. Undergraduate students in a semester-long, second-year biology course were provided with resources to promote SRL and three survey instruments that encouraged them to create study plans and reflect on the effectiveness of their study strategies. Using a student-partnered approach, we sought to investigate the role of metacognition, motivation, and study-related behaviors on academic performance by (i) identifying the self-regulated learning strategies most utilized by students, (ii) investigating the role of reflection in enhancing metacognitive processing and academic performance, and (iii) understanding whether students created and/or modified their study strategies as an outcome of self-regulation. Survey responses allowed us to understand the repertoire of study strategies used by students. Our analyses suggest that students demonstrated metacognitive skill development through the use of the resources and reflection instruments, as they accurately reported on the effectiveness of their study strategies and indicated future plans to shift study-related behaviors from passive to active reviewing techniques. Students across the grade spectrum perceived the reflection instruments as beneficial in identifying areas of improvement and developing long-term study habits, suggesting that these instruments were effective in promoting metacognitive skill development for a variety of student learners. We conclude that supporting students with resources that promote SRL and providing opportunities for timely reflection can promote metacognitive skill development, a key feature of academic success.
{"title":"All “wrapped” up in reflection: supporting metacognitive awareness to promote students’ self-regulated learning","authors":"Ayuni Ratnayake, Aditi Bansal, Natalie Wong, Theluckshan Saseetharan, Sapolnach Prompiengchai, Amy Jenne, Jeneni Thiagavel, Aarthi Ashok","doi":"10.1128/jmbe.00103-23","DOIUrl":"https://doi.org/10.1128/jmbe.00103-23","url":null,"abstract":"ABSTRACT Self-regulated learning (SRL) is the process of utilizing effective strategies to acquire knowledge or skills and is influenced by motivation, metacognitive processing, and study-related behaviors. We hypothesized that by using survey tools that allow reflection on and refinement of students’ study strategies, we could nurture metacognitive skill development, encourage positive motivation and study-related behaviors, and hence promote academic success. Undergraduate students in a semester-long, second-year biology course were provided with resources to promote SRL and three survey instruments that encouraged them to create study plans and reflect on the effectiveness of their study strategies. Using a student-partnered approach, we sought to investigate the role of metacognition, motivation, and study-related behaviors on academic performance by (i) identifying the self-regulated learning strategies most utilized by students, (ii) investigating the role of reflection in enhancing metacognitive processing and academic performance, and (iii) understanding whether students created and/or modified their study strategies as an outcome of self-regulation. Survey responses allowed us to understand the repertoire of study strategies used by students. Our analyses suggest that students demonstrated metacognitive skill development through the use of the resources and reflection instruments, as they accurately reported on the effectiveness of their study strategies and indicated future plans to shift study-related behaviors from passive to active reviewing techniques. Students across the grade spectrum perceived the reflection instruments as beneficial in identifying areas of improvement and developing long-term study habits, suggesting that these instruments were effective in promoting metacognitive skill development for a variety of student learners. We conclude that supporting students with resources that promote SRL and providing opportunities for timely reflection can promote metacognitive skill development, a key feature of academic success.","PeriodicalId":502898,"journal":{"name":"Journal of Microbiology and Biology Education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT The COVID-19 pandemic has underscored the urgent need for microbiology literacy in society. Microbiology knowledge, and its dissemination, can help inform and increase the objectivity of important decisions, such as treatment or vaccination. A microbiology learning experience titled “What you can’t see can hurt you” was delivered as part of a larger outreach event where children were exposed to various aspects of medicine and health care fields. The activity involved an introduction to and a discussion of bacteria of clinical importance and the use of a smartphone-attachable paper-based foldable microscope. To explore the impact of this activity on participants’ interest in science and microbiology, a pre- and post-activity survey of five questions on an emoji-based Likert scale was completed by the participants. A statistically significant increase in their interest in microbes and where to find them, as well as in microscopy, was observed after the event. Making microbes visible to children and allowing them to capture images of microbes exposes them directly and personally to microscopy and microbiology. An affordable low-cost paper-based microscope can become an alternative approach to teaching and learning to deliver clinical microbiology information to a wide audience range.
{"title":"Igniting children’s enthusiasm for microbes with an origami paper microscope","authors":"Joshua Gardner, Cynthia Perry, J. Cervantes","doi":"10.1128/jmbe.00151-23","DOIUrl":"https://doi.org/10.1128/jmbe.00151-23","url":null,"abstract":"ABSTRACT The COVID-19 pandemic has underscored the urgent need for microbiology literacy in society. Microbiology knowledge, and its dissemination, can help inform and increase the objectivity of important decisions, such as treatment or vaccination. A microbiology learning experience titled “What you can’t see can hurt you” was delivered as part of a larger outreach event where children were exposed to various aspects of medicine and health care fields. The activity involved an introduction to and a discussion of bacteria of clinical importance and the use of a smartphone-attachable paper-based foldable microscope. To explore the impact of this activity on participants’ interest in science and microbiology, a pre- and post-activity survey of five questions on an emoji-based Likert scale was completed by the participants. A statistically significant increase in their interest in microbes and where to find them, as well as in microscopy, was observed after the event. Making microbes visible to children and allowing them to capture images of microbes exposes them directly and personally to microscopy and microbiology. An affordable low-cost paper-based microscope can become an alternative approach to teaching and learning to deliver clinical microbiology information to a wide audience range.","PeriodicalId":502898,"journal":{"name":"Journal of Microbiology and Biology Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139212597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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