Pub Date : 2024-04-01DOI: 10.1525/abt.2024.86.4.205
Linda Hämmerle, Daniela Hlavka, Michael Kiehn, P. Pany, Peter Lampert
Especially within the light of the current loss of biodiversity, we want our students to gain a better understanding of the issues at stake in order to take action and support plants and their pollinators. Many educational approaches focus on honeybees, disregarding the vast diversity in the context of pollination systems and the complex (co-)adaptations on both plants and pollinators that evolved over time. This article tries to remedy this by providing scientific background and two practical teaching approaches including legumes (Fabaceae s. s., Faboideae) as one of the largest plant families worldwide, containing many well-known crop species. Legume flowers show specializations regarding pollination and are therefore excellent examples to teach not only about pollination and adaptations, but also conservation. The main elements of both teaching approaches are functional flower models. The first approach was developed for learners with little background knowledge on pollination, whereas the second approach is more elaborate.
{"title":"Interacting with Legumes—Teaching About Pollination and Adaptations Using Functional Flower Models of Fabaceae","authors":"Linda Hämmerle, Daniela Hlavka, Michael Kiehn, P. Pany, Peter Lampert","doi":"10.1525/abt.2024.86.4.205","DOIUrl":"https://doi.org/10.1525/abt.2024.86.4.205","url":null,"abstract":"Especially within the light of the current loss of biodiversity, we want our students to gain a better understanding of the issues at stake in order to take action and support plants and their pollinators. Many educational approaches focus on honeybees, disregarding the vast diversity in the context of pollination systems and the complex (co-)adaptations on both plants and pollinators that evolved over time. This article tries to remedy this by providing scientific background and two practical teaching approaches including legumes (Fabaceae s. s., Faboideae) as one of the largest plant families worldwide, containing many well-known crop species. Legume flowers show specializations regarding pollination and are therefore excellent examples to teach not only about pollination and adaptations, but also conservation. The main elements of both teaching approaches are functional flower models. The first approach was developed for learners with little background knowledge on pollination, whereas the second approach is more elaborate.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"93 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140791489","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 : 2024-04-01DOI: 10.1525/abt.2024.86.4.257
James Morris
{"title":"We are Family","authors":"James Morris","doi":"10.1525/abt.2024.86.4.257","DOIUrl":"https://doi.org/10.1525/abt.2024.86.4.257","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"122 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140778928","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 : 2024-04-01DOI: 10.1525/abt.2024.86.4.228
Rachel T. Bolus, R. M. Ogburn, C. Bucklin
Pedagogical research has demonstrated the effectiveness of authentic, inquiry-based research experiences in a classroom context for improving both cognitive and noncognitive learning outcomes for a broad range of students. Ecology labs are especially suitable for authentic classroom research experiences because they can be designed to integrate a number of important scientific skills. Here we describe a scaffolded, semester-long Course-based Undergraduate Research Experience (CURE) for an introductory ecology lab intended for sophomore-level university students who have completed introductory biology coursework. Learning objectives and skills emphasized by this project cover the gamut of activities involved in implementing a multi-part, collaborative scientific project. These include scientific thinking, proper collection and curation of data, analytical skills (e.g., statistical reasoning, using statistical Geographic Information System [GIS] software), and communicating project results in both written and oral format. We emphasize the larger-scale collaborative framework as an approach that students are unlikely to have encountered previously, despite being applied commonly among practicing scientists. We also discuss ways this project could be scaled for different grade levels, access to field sites, and access to computing and other resources.
{"title":"Ecology in Action","authors":"Rachel T. Bolus, R. M. Ogburn, C. Bucklin","doi":"10.1525/abt.2024.86.4.228","DOIUrl":"https://doi.org/10.1525/abt.2024.86.4.228","url":null,"abstract":"Pedagogical research has demonstrated the effectiveness of authentic, inquiry-based research experiences in a classroom context for improving both cognitive and noncognitive learning outcomes for a broad range of students. Ecology labs are especially suitable for authentic classroom research experiences because they can be designed to integrate a number of important scientific skills. Here we describe a scaffolded, semester-long Course-based Undergraduate Research Experience (CURE) for an introductory ecology lab intended for sophomore-level university students who have completed introductory biology coursework. Learning objectives and skills emphasized by this project cover the gamut of activities involved in implementing a multi-part, collaborative scientific project. These include scientific thinking, proper collection and curation of data, analytical skills (e.g., statistical reasoning, using statistical Geographic Information System [GIS] software), and communicating project results in both written and oral format. We emphasize the larger-scale collaborative framework as an approach that students are unlikely to have encountered previously, despite being applied commonly among practicing scientists. We also discuss ways this project could be scaled for different grade levels, access to field sites, and access to computing and other resources.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"548 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140775414","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 : 2024-04-01DOI: 10.1525/abt.2024.86.4.191
Jim Lane
{"title":"Creating a Focus on Nature with Strategies for Outdoor Learning","authors":"Jim Lane","doi":"10.1525/abt.2024.86.4.191","DOIUrl":"https://doi.org/10.1525/abt.2024.86.4.191","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"297 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140756786","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 : 2024-04-01DOI: 10.1525/abt.2024.86.4.219
Daihu Yang, Minghui Zhou
The Next Generation Science Standards regard biological structures at both the micro and macro levels as a core idea of life sciences and expect students to understand animals have external structures that perform diverse functions. Using the common creature of bees as a case, this study aimed to ascertain teenage students’ ideas of bees through their visual representations. A total of 73 seventh-grade students aged approximately 13 years from two classes took part in a draw-bee(s) test (DBT), which requests them to create a drawing of a bee or bees. Then their completed drawings were scored against a tentative rubric of bees’ basic external structures. The results highlight that many students hold alternative ideas about bees. Notably, a high number of students fail to depict bees’ external structures scientifically, with some morphological features being most often missing, inaccurately numbered, inappropriately shaped, or disproportionately sized in their drawings. Based on these results, some implications are elucidated for improving students’ understanding of bees in biological teaching.
{"title":"Exploring Teenage Students’ Ideas of Bees Through Visual Representations","authors":"Daihu Yang, Minghui Zhou","doi":"10.1525/abt.2024.86.4.219","DOIUrl":"https://doi.org/10.1525/abt.2024.86.4.219","url":null,"abstract":"The Next Generation Science Standards regard biological structures at both the micro and macro levels as a core idea of life sciences and expect students to understand animals have external structures that perform diverse functions. Using the common creature of bees as a case, this study aimed to ascertain teenage students’ ideas of bees through their visual representations. A total of 73 seventh-grade students aged approximately 13 years from two classes took part in a draw-bee(s) test (DBT), which requests them to create a drawing of a bee or bees. Then their completed drawings were scored against a tentative rubric of bees’ basic external structures. The results highlight that many students hold alternative ideas about bees. Notably, a high number of students fail to depict bees’ external structures scientifically, with some morphological features being most often missing, inaccurately numbered, inappropriately shaped, or disproportionately sized in their drawings. Based on these results, some implications are elucidated for improving students’ understanding of bees in biological teaching.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"82 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140788762","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 : 2024-04-01DOI: 10.1525/abt.2024.86.4.213
Caitlin Beebe, W. D. Robinson
The sounds of birds form the outdoor playlist of our lives. Birds appeal to the public, in part because of the wide variety of interesting sounds they make. This popularity has led to a long history of amateur participation in ornithology, which has recently produced rapid increases in freely available online databases with hundreds of thousands of bird sounds recorded by birdwatchers. These databases provide unique opportunities for teachers to guide students through processes to learn to identify bird species by their sounds. The techniques we summarize here include combining the auditory components of recognizing different types of sounds birds make with visual components of reading sonograms, widely available visual representations of sounds.
{"title":"Techniques and Resources for Teaching and Learning Bird Sounds","authors":"Caitlin Beebe, W. D. Robinson","doi":"10.1525/abt.2024.86.4.213","DOIUrl":"https://doi.org/10.1525/abt.2024.86.4.213","url":null,"abstract":"The sounds of birds form the outdoor playlist of our lives. Birds appeal to the public, in part because of the wide variety of interesting sounds they make. This popularity has led to a long history of amateur participation in ornithology, which has recently produced rapid increases in freely available online databases with hundreds of thousands of bird sounds recorded by birdwatchers. These databases provide unique opportunities for teachers to guide students through processes to learn to identify bird species by their sounds. The techniques we summarize here include combining the auditory components of recognizing different types of sounds birds make with visual components of reading sonograms, widely available visual representations of sounds.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"142 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140785853","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 : 2024-03-01DOI: 10.1525/abt.2024.86.3.183
D. Allchin
{"title":"The Gendered Lessons of Women Primatologists","authors":"D. Allchin","doi":"10.1525/abt.2024.86.3.183","DOIUrl":"https://doi.org/10.1525/abt.2024.86.3.183","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"8 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140087901","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 : 2024-03-01DOI: 10.1525/abt.2024.86.3.179a
K. Milks, F. Cloud, Dianna Ochoa Lynch
{"title":"The Heart and the Chip","authors":"K. Milks, F. Cloud, Dianna Ochoa Lynch","doi":"10.1525/abt.2024.86.3.179a","DOIUrl":"https://doi.org/10.1525/abt.2024.86.3.179a","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"112 39","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140091054","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 : 2024-03-01DOI: 10.1525/abt.2024.86.3.175
Min-Ken Liao, Gregory P. Lewis
Using the epidemiologic triangle framework (i.e., agent, host, environment), this early-semester activity was designed to help students both understand the multifaceted nature of COVID-19 and relax their tendency to compartmentalize knowledge. Specifically, the activity asked students to categorize the titles of 24 COVID-related research papers into the three categories (agent, host, environment) and 12 arbitrary subcategories. Instead of giving lectures and making students read research papers, we engaged them in reviewing and categorizing the titles to better understand the epidemiologic triangle. Students’ content knowledge about COVID-related jargon was significantly improved and their attitude toward reading research papers was improved in some cases. Their responses toward the activity were overwhelmingly positive. Therefore, in this paper, we also provide additional suggestions for applications.
{"title":"Using Titles of COVID-19 Publications to Learn the Epidemiologic Triangle of Infectious Disease","authors":"Min-Ken Liao, Gregory P. Lewis","doi":"10.1525/abt.2024.86.3.175","DOIUrl":"https://doi.org/10.1525/abt.2024.86.3.175","url":null,"abstract":"Using the epidemiologic triangle framework (i.e., agent, host, environment), this early-semester activity was designed to help students both understand the multifaceted nature of COVID-19 and relax their tendency to compartmentalize knowledge. Specifically, the activity asked students to categorize the titles of 24 COVID-related research papers into the three categories (agent, host, environment) and 12 arbitrary subcategories. Instead of giving lectures and making students read research papers, we engaged them in reviewing and categorizing the titles to better understand the epidemiologic triangle. Students’ content knowledge about COVID-related jargon was significantly improved and their attitude toward reading research papers was improved in some cases. Their responses toward the activity were overwhelmingly positive. Therefore, in this paper, we also provide additional suggestions for applications.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":"3 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140280208","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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