Pub Date : 2024-05-01DOI: 10.1525/abt.2024.86.5.307
Mustafa Derman
Smartphones are used universally in many areas due to their advanced features. Smartphones are also widely used by teachers and students in education. This research aims to design low-cost and easy experiments for biology lessons using smartphones. Colorimetric measurement was made with a smartphone. Mobile applications were used to read color change values. The amount of sugar in beverages was calculated with the students. They could create standard curves, measure with a smartphone, organize the data, and determine sugar concentration. It was determined that the students had positive thoughts about the activity. Self-confidence results indicated that the activity had a positive effect on students’ self-confidence. Although there was a decrease in the mean scores of difficulty, it was revealed that the mean scores were over the “moderate” level. As a result, it can be said that the activity may be easily practiced by teachers and students in biology lessons.
{"title":"Using Students’ Smartphones as Tools to Determine Total Carbohydrates in Beverages","authors":"Mustafa Derman","doi":"10.1525/abt.2024.86.5.307","DOIUrl":"https://doi.org/10.1525/abt.2024.86.5.307","url":null,"abstract":"Smartphones are used universally in many areas due to their advanced features. Smartphones are also widely used by teachers and students in education. This research aims to design low-cost and easy experiments for biology lessons using smartphones. Colorimetric measurement was made with a smartphone. Mobile applications were used to read color change values. The amount of sugar in beverages was calculated with the students. They could create standard curves, measure with a smartphone, organize the data, and determine sugar concentration. It was determined that the students had positive thoughts about the activity. Self-confidence results indicated that the activity had a positive effect on students’ self-confidence. Although there was a decrease in the mean scores of difficulty, it was revealed that the mean scores were over the “moderate” level. As a result, it can be said that the activity may be easily practiced by teachers and students in biology lessons.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141054885","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}
Pub Date : 2024-05-01DOI: 10.1525/abt.2024.86.5.315
Amelia L. Abrie
Some topics are controversial and, as a consequence, difficult to teach. I describe a cooperative teaching and learning strategy that combines the “Jigsaw method” with the “Six thinking hats” of de Bono. This allows students to work together in expert groups while investigating the topic from different perspectives. Students then provide feedback to each other, where all perspectives are shared in the home group.
有些话题具有争议性，因此很难教授。我介绍了一种将 "拼图法 "与 de Bono 的 "六顶思考帽 "相结合的合作教学策略。这样，学生们就能以专家小组的形式开展合作，从不同的角度探究课题。然后，学生相互提供反馈，所有观点都在本小组内共享。
{"title":"Utilizing the Power of Cooperative Learning to Teach Controversial Topics such as Genetically Modified Organisms","authors":"Amelia L. Abrie","doi":"10.1525/abt.2024.86.5.315","DOIUrl":"https://doi.org/10.1525/abt.2024.86.5.315","url":null,"abstract":"Some topics are controversial and, as a consequence, difficult to teach. I describe a cooperative teaching and learning strategy that combines the “Jigsaw method” with the “Six thinking hats” of de Bono. This allows students to work together in expert groups while investigating the topic from different perspectives. Students then provide feedback to each other, where all perspectives are shared in the home group.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141038484","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}
Pub Date : 2024-05-01DOI: 10.1525/abt.2024.86.5.289
Kevin M. Bonney
Online learning is a well-established and growing, yet controversial and widely criticized, component of higher education. In this study, in-person and online versions of an undergraduate introductory biology class were compared to determine whether the online version of the course promoted student performance as well as the in-person course. Student survey responses were also analyzed to identify which teaching modality students perceived to be most effective at promoting learning, and to determine which components of the course were perceived by students to be most effective. No statistically significant difference was observed in exam scores or course grades between the two course modalities. Interestingly, some course components, such as completing virtual labs, were perceived to be more effective in the online version of the course, while others, such as participating in class discussions, were ranked as more effective for the in-person course offering; other components were ranked as similarly effective in both versions of the course. Therefore, this study provides evidence that online education can be effective if appropriately designed and implemented, and it provides a framework for strengthening the effectiveness of online education in the future.
{"title":"An Investigation of the Impact of Online and In-Person Delivery of Undergraduate Biology Instruction","authors":"Kevin M. Bonney","doi":"10.1525/abt.2024.86.5.289","DOIUrl":"https://doi.org/10.1525/abt.2024.86.5.289","url":null,"abstract":"Online learning is a well-established and growing, yet controversial and widely criticized, component of higher education. In this study, in-person and online versions of an undergraduate introductory biology class were compared to determine whether the online version of the course promoted student performance as well as the in-person course. Student survey responses were also analyzed to identify which teaching modality students perceived to be most effective at promoting learning, and to determine which components of the course were perceived by students to be most effective. No statistically significant difference was observed in exam scores or course grades between the two course modalities. Interestingly, some course components, such as completing virtual labs, were perceived to be more effective in the online version of the course, while others, such as participating in class discussions, were ranked as more effective for the in-person course offering; other components were ranked as similarly effective in both versions of the course. Therefore, this study provides evidence that online education can be effective if appropriately designed and implemented, and it provides a framework for strengthening the effectiveness of online education in the future.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141033365","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}
Pub Date : 2024-05-01DOI: 10.1525/abt.2024.86.5.274
Kara C. Oatman, Nancy A. Price
The Next Generation Science Standards (NGSS) engage students in the epistemic, or knowledge building, components of science through three-dimensional learning. Each scientific domain has its own epistemic aspects that result from different social groups going about science in different ways to conceptualize different bodies of knowledge; education researchers recommend that these be included in science education. While the Science & Engineering Practices and Crosscutting Concepts of the NGSS apply to all sciences, they can be combined in ways that reflect the domain-specific aspects of the life sciences. In this paper, we define and describe simplified epistemic themes, or ways of knowing, within the life sciences for educators to use as a guide when creating lessons and units. Then, we outline example Practice-Crosscutting Concept pairs and groups that curriculum developers can use in learning performance statements to reflect these ways of knowing.
{"title":"Ways of Knowing in the Life Sciences and Connections to the NGSS Practice-Crosscutting Concept Pairs and Groups","authors":"Kara C. Oatman, Nancy A. Price","doi":"10.1525/abt.2024.86.5.274","DOIUrl":"https://doi.org/10.1525/abt.2024.86.5.274","url":null,"abstract":"The Next Generation Science Standards (NGSS) engage students in the epistemic, or knowledge building, components of science through three-dimensional learning. Each scientific domain has its own epistemic aspects that result from different social groups going about science in different ways to conceptualize different bodies of knowledge; education researchers recommend that these be included in science education. While the Science & Engineering Practices and Crosscutting Concepts of the NGSS apply to all sciences, they can be combined in ways that reflect the domain-specific aspects of the life sciences. In this paper, we define and describe simplified epistemic themes, or ways of knowing, within the life sciences for educators to use as a guide when creating lessons and units. Then, we outline example Practice-Crosscutting Concept pairs and groups that curriculum developers can use in learning performance statements to reflect these ways of knowing.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141042028","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}
Pub Date : 2024-05-01DOI: 10.1525/abt.2024.86.5.265
Caryn Babian, Sudhir Kumar
The emerging field of genomic medicine offers an opportunity for biology and anatomy teachers to bring the topics of DNA, genetics, molecular processes, and evolution together into one experience. Through the genomic medicine paradigm, students see the unbroken connection between small biological topics such as mutations and their potential connection to disease phenotypes. In this paper, we present as a main example cystic fibrosis, which is an often-studied genetic disease in general biology class, for examination through the genomic medicine lens. Concepts such as genes, the plasma membrane, variation, mutations, the nucleus, and chromosomes can be used in a narrative and visual approach to genetics through the genomic medicine standpoint to engage and connect students with next-generation genomics and with the fundamental unit of life—the cell. It is through the genomic medicine lens that the cell’s context and relationship to the evolving world takes place.
{"title":"Visualizing Genomic Medicine","authors":"Caryn Babian, Sudhir Kumar","doi":"10.1525/abt.2024.86.5.265","DOIUrl":"https://doi.org/10.1525/abt.2024.86.5.265","url":null,"abstract":"The emerging field of genomic medicine offers an opportunity for biology and anatomy teachers to bring the topics of DNA, genetics, molecular processes, and evolution together into one experience. Through the genomic medicine paradigm, students see the unbroken connection between small biological topics such as mutations and their potential connection to disease phenotypes. In this paper, we present as a main example cystic fibrosis, which is an often-studied genetic disease in general biology class, for examination through the genomic medicine lens. Concepts such as genes, the plasma membrane, variation, mutations, the nucleus, and chromosomes can be used in a narrative and visual approach to genetics through the genomic medicine standpoint to engage and connect students with next-generation genomics and with the fundamental unit of life—the cell. It is through the genomic medicine lens that the cell’s context and relationship to the evolving world takes place.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141026361","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}
Pub Date : 2024-05-01DOI: 10.1525/abt.2024.86.5.281
A. Hasley, Kristin P. Jenkins, Hayley Orndorf, J. P. Gibson
Phylogenetic trees are used throughout biology to represent evolutionary relationships and communicate ideas about evolutionary processes. Dedicated instruction in how to read and interpret phylogenetic trees (i.e., tree thinking) is necessary for students to be able to access this information. There are many cognitive barriers to mastering tree-thinking skills, and for some students, such as students who are blind or low-vision, there are physical barriers. We used a Universal Design for Learning (UDL) approach to increase the accessibility of the Great Clade Race, an effective activity for teaching tree-thinking skills. Here we provide an example of how applying a UDL approach reduced not only known barriers, but also barriers that were undetected until they were removed, providing benefits to all students.
{"title":"Tactile Trees","authors":"A. Hasley, Kristin P. Jenkins, Hayley Orndorf, J. P. Gibson","doi":"10.1525/abt.2024.86.5.281","DOIUrl":"https://doi.org/10.1525/abt.2024.86.5.281","url":null,"abstract":"Phylogenetic trees are used throughout biology to represent evolutionary relationships and communicate ideas about evolutionary processes. Dedicated instruction in how to read and interpret phylogenetic trees (i.e., tree thinking) is necessary for students to be able to access this information. There are many cognitive barriers to mastering tree-thinking skills, and for some students, such as students who are blind or low-vision, there are physical barriers. We used a Universal Design for Learning (UDL) approach to increase the accessibility of the Great Clade Race, an effective activity for teaching tree-thinking skills. Here we provide an example of how applying a UDL approach reduced not only known barriers, but also barriers that were undetected until they were removed, providing benefits to all students.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141037150","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}
Pub Date : 2024-05-01DOI: 10.1525/abt.2024.86.5.318
Amber D. Fraley, ChulHee Kang, V. H. Vilchiz, Cathy Lee
Understanding the body’s homeostasis through interactions among the eleven organ systems is an essential foundation for pre-professional undergraduate students studying human anatomy and physiology. This knowledge enables students to understand the pathophysiology of various disease states that result from non homeostatic conditions. We created an organ systems-based applied learning module containing the signs and symptoms of diabetic ketoacidosis (DKA), which can assist in increasing student engagement while making connections between normal conditions and disease states. The purpose of this module was to encourage students to use critical thinking skills and apply what they have learned in the classroom to real-world situations. Anatomy and Physiology II students at Gordon State College first learned about four major organ systems: endocrine, cardiovascular, respiratory, and urinary. Students completed each lesson and the corresponding assignment containing the basic functions of each organ system. Students then identified the organ systems’ physiological contributions to the signs and symptoms of DKA, such as hyperglycemia, ketoacidosis, ketonuria, hypokalemia, and osmotic diuresis. At the end of the semester, the students presented posters summarizing their overall understanding of the eleven organ systems’ involvement with the signs and symptoms of DKA. This learning module with the DKA poster project offered an innovative way for students to apply their classroom learning to real-world situations relevant to their potential future careers.
通过十一个器官系统之间的相互作用来了解人体的平衡状态，是学习人体解剖学和生理学的本科预科学生的重要基础。这些知识使学生能够理解非平衡状态导致的各种疾病的病理生理学。我们创建了一个基于器官系统的应用学习模块，其中包含糖尿病酮症酸中毒（DKA）的体征和症状，这有助于提高学生的参与度，同时将正常情况与疾病状态联系起来。该模块的目的是鼓励学生运用批判性思维技能，将课堂所学应用到实际情况中。戈登州立学院解剖生理学 II 的学生首先学习了四大器官系统：内分泌、心血管、呼吸和泌尿系统。学生们完成了每节课和相应的作业，其中包含每个器官系统的基本功能。然后，学生们确定了器官系统对 DKA 症状和体征（如高血糖、酮症酸中毒、酮尿、低血钾和渗透性利尿）的生理作用。学期末，学生们展示了海报，总结了他们对十一个器官系统参与 DKA 症状和体征的总体理解。这一学习模块和 DKA 海报项目为学生提供了一种创新的方式，使他们能够将课堂所学应用到与未来潜在职业相关的实际情况中。
{"title":"The Power of Linking Organ Systems","authors":"Amber D. Fraley, ChulHee Kang, V. H. Vilchiz, Cathy Lee","doi":"10.1525/abt.2024.86.5.318","DOIUrl":"https://doi.org/10.1525/abt.2024.86.5.318","url":null,"abstract":"Understanding the body’s homeostasis through interactions among the eleven organ systems is an essential foundation for pre-professional undergraduate students studying human anatomy and physiology. This knowledge enables students to understand the pathophysiology of various disease states that result from non homeostatic conditions. We created an organ systems-based applied learning module containing the signs and symptoms of diabetic ketoacidosis (DKA), which can assist in increasing student engagement while making connections between normal conditions and disease states. The purpose of this module was to encourage students to use critical thinking skills and apply what they have learned in the classroom to real-world situations.\u0000 Anatomy and Physiology II students at Gordon State College first learned about four major organ systems: endocrine, cardiovascular, respiratory, and urinary. Students completed each lesson and the corresponding assignment containing the basic functions of each organ system. Students then identified the organ systems’ physiological contributions to the signs and symptoms of DKA, such as hyperglycemia, ketoacidosis, ketonuria, hypokalemia, and osmotic diuresis. At the end of the semester, the students presented posters summarizing their overall understanding of the eleven organ systems’ involvement with the signs and symptoms of DKA. This learning module with the DKA poster project offered an innovative way for students to apply their classroom learning to real-world situations relevant to their potential future careers.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141046925","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}
Pub Date : 2024-05-01DOI: 10.1525/abt.2024.86.5.300
Lou Hirsch, Gabrielle Crouse, Gabrielle Scolpino, Kari Peter
Most consumers dispose of rotten food without a second thought; however, they also throw away a dynamic group of plant pathogens that can be utilized for inquiry-driven investigations into host/pathogen interactions. Botrytis cinerea is a common necrotrophic fungus that can infect most plants but causes substantial losses to the grape and fresh berry industries. Because most store-bought strawberries eventually succumb to this pathogen (due to the presence of spores from the field or packing facility), they are a dependable source of fungal inoculum to test novel hypotheses about the nature of disease. Across the produce aisle, apples are a diverse, well-characterized, and susceptible host population that enables students to construct individualized experiments about the nature of disease with adequate replication for meaningful analysis. This experimental protocol will outline how to conduct an infection assay with B. cinerea and commercially available apple varieties for students to develop their own experiments, inoculate their own plants, and analyze their own data to answer important questions about how pathogens cause disease.
大多数消费者都会不假思索地丢弃腐烂的食物；然而，他们也会丢弃一组充满活力的植物病原体，这些病原体可用于宿主/病原体相互作用的探究性研究。灰葡萄孢菌（Botrytis cinerea）是一种常见的坏死性真菌，可感染大多数植物，但会给葡萄和新鲜浆果产业造成巨大损失。由于大多数商店购买的草莓最终都会感染这种病原体（由于存在来自田间或包装设施的孢子），因此它们是测试有关疾病性质的新假设的可靠真菌接种体来源。在农产品货架上，苹果是一个多样化、特性良好且易感的宿主群体，学生可以利用它来构建有关疾病本质的个性化实验，并进行充分的复制以进行有意义的分析。本实验方案将概述如何使用 B. cinerea 和市售苹果品种进行感染试验，以便学生开发自己的实验、接种自己的植物并分析自己的数据，从而回答有关病原体如何致病的重要问题。
{"title":"An Apple a Day Keeps the Gray Mold Away","authors":"Lou Hirsch, Gabrielle Crouse, Gabrielle Scolpino, Kari Peter","doi":"10.1525/abt.2024.86.5.300","DOIUrl":"https://doi.org/10.1525/abt.2024.86.5.300","url":null,"abstract":"Most consumers dispose of rotten food without a second thought; however, they also throw away a dynamic group of plant pathogens that can be utilized for inquiry-driven investigations into host/pathogen interactions. Botrytis cinerea is a common necrotrophic fungus that can infect most plants but causes substantial losses to the grape and fresh berry industries. Because most store-bought strawberries eventually succumb to this pathogen (due to the presence of spores from the field or packing facility), they are a dependable source of fungal inoculum to test novel hypotheses about the nature of disease. Across the produce aisle, apples are a diverse, well-characterized, and susceptible host population that enables students to construct individualized experiments about the nature of disease with adequate replication for meaningful analysis. This experimental protocol will outline how to conduct an infection assay with B. cinerea and commercially available apple varieties for students to develop their own experiments, inoculate their own plants, and analyze their own data to answer important questions about how pathogens cause disease.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141037205","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}
Pub Date : 2024-05-01DOI: 10.1525/abt.2024.86.5.323
Kirstin Milks, Frank Brown Cloud, Jonathan Morris
{"title":"Cave Biodiversity","authors":"Kirstin Milks, Frank Brown Cloud, Jonathan Morris","doi":"10.1525/abt.2024.86.5.323","DOIUrl":"https://doi.org/10.1525/abt.2024.86.5.323","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141050267","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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