Pub Date : 2024-01-01DOI: 10.1525/abt.2024.86.1.45a
F. Cloud
{"title":"Performance All the Way Down","authors":"F. Cloud","doi":"10.1525/abt.2024.86.1.45a","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.45a","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139540787","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}
{"title":"Connection Points! Building Deeper Links to NABT Through The American Biology Teacher","authors":"Amanda Townley","doi":"10.1525/abt.2024.86.1.3","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.3","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139457593","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 : 2024-01-01DOI: 10.1525/abt.2024.86.1.39
Bryan N. MacNeill, Haley A. Branch, M’Kayla G. Motley, Kaleb K. Heinrich
Abstract Forbidden Botany is a game, modeled after Taboo, that lets students think factually and conceptually about definitions and identify gaps in their botanical vocabulary while building upon the knowledge they have already acquired. Students typically struggle with learning botanical terms because they can be lineage specific and may be novel to students upon introduction. Throughout much of biological education, botanical sections of courses tend to be presented in a much less exciting way than animal counterparts and with relatively less frequency, resulting in less botanical knowledge and appreciation. This interactive game was developed for undergraduate biology to provide greater exposure to botanical terminology, combat plant awareness disparity, and aid in plant identification.
{"title":"Forbidden Botany: A Game to Develop Botanical Lexicon in Biological Science Courses","authors":"Bryan N. MacNeill, Haley A. Branch, M’Kayla G. Motley, Kaleb K. Heinrich","doi":"10.1525/abt.2024.86.1.39","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.39","url":null,"abstract":"Abstract Forbidden Botany is a game, modeled after Taboo, that lets students think factually and conceptually about definitions and identify gaps in their botanical vocabulary while building upon the knowledge they have already acquired. Students typically struggle with learning botanical terms because they can be lineage specific and may be novel to students upon introduction. Throughout much of biological education, botanical sections of courses tend to be presented in a much less exciting way than animal counterparts and with relatively less frequency, resulting in less botanical knowledge and appreciation. This interactive game was developed for undergraduate biology to provide greater exposure to botanical terminology, combat plant awareness disparity, and aid in plant identification.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139537829","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}
Kevin J. Krajcir, Emily K Field, Bradley Fultz, Robin Buff, Jim Gann, Lorin A. Neuman-Lee
Abstract Biological interactions and associations underlie life's processes at every level of organization. Here, we present a classroom activity that allows students to visualize and understand the connections within almost any biological system, from cell functions to ecological relationships. We recommend that instructors implement this activity to review course content and enhance students' system-thinking abilities.
{"title":"Biological Connections: A Classroom Activity to Visualize Complex Systems","authors":"Kevin J. Krajcir, Emily K Field, Bradley Fultz, Robin Buff, Jim Gann, Lorin A. Neuman-Lee","doi":"10.1525/abt.2024.86.1.4","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.4","url":null,"abstract":"Abstract Biological interactions and associations underlie life's processes at every level of organization. Here, we present a classroom activity that allows students to visualize and understand the connections within almost any biological system, from cell functions to ecological relationships. We recommend that instructors implement this activity to review course content and enhance students' system-thinking abilities.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139539594","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 : 2024-01-01DOI: 10.1525/abt.2024.86.1.16
Liane Becker, Daniel C. Dreesmann
Abstract This case study examines students' perception, motivation, and learning gain of a teaching unit featuring wireless sensors as tools to collect scientific data in the classroom. Students analyze data using the corresponding cellphone app, communicate findings to the class, and learn about a changing environment. Wireless sensors are produced for technology-based science lessons and are therefore suitable for our teaching unit to implement into the secondary school curriculum in the context of ecology. We aimed for very simple experimental setups in order to put the focus on handling the modern technical equipment, to make analyzing and learning from the collected data a priority, and to reduce expenses for teachers on busy schooldays. We validated the approach in German school settings with 67 students aged between 16 and 19 years. We found that our practical approach not only leads to high learning gains combined with learning enjoyment, a feeling of competence, and little perceived pressure but also improves students' understanding of scientific data.
{"title":"Ecology Lessons 2.0 – A Wireless Approach: The Impact of Using Wireless Sensors and Mobile Devices in Ecology Instruction","authors":"Liane Becker, Daniel C. Dreesmann","doi":"10.1525/abt.2024.86.1.16","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.16","url":null,"abstract":"Abstract This case study examines students' perception, motivation, and learning gain of a teaching unit featuring wireless sensors as tools to collect scientific data in the classroom. Students analyze data using the corresponding cellphone app, communicate findings to the class, and learn about a changing environment. Wireless sensors are produced for technology-based science lessons and are therefore suitable for our teaching unit to implement into the secondary school curriculum in the context of ecology. We aimed for very simple experimental setups in order to put the focus on handling the modern technical equipment, to make analyzing and learning from the collected data a priority, and to reduce expenses for teachers on busy schooldays. We validated the approach in German school settings with 67 students aged between 16 and 19 years. We found that our practical approach not only leads to high learning gains combined with learning enjoyment, a feeling of competence, and little perceived pressure but also improves students' understanding of scientific data.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139540236","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 : 2024-01-01DOI: 10.1525/abt.2024.86.1.45
Mallory Henderson
{"title":"An Immense World: How Animal Senses Reveal the Hidden Realms around Us","authors":"Mallory Henderson","doi":"10.1525/abt.2024.86.1.45","DOIUrl":"https://doi.org/10.1525/abt.2024.86.1.45","url":null,"abstract":"","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139539367","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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