scholarly journals Undergraduates lived experience of project-/problem-based learning in Introductory Biology

2022 ◽  
Author(s):  
Audrey Webster ◽  
Alana Metcalf ◽  
Lauren Kelly ◽  
Ave Bisesi ◽  
Miranda Marnik-Said ◽  
...  
Keyword(s):  
Lived Experience ◽  
Scientific Literacy ◽  
Causal Reasoning ◽  
Culture Shock ◽  
Problem Based Learning ◽  
Learning Approaches ◽  
Internal Resources ◽  
Learner Centered ◽  
Initial Expectation ◽  
Quantitative Analyses

Recommendations for enhancing scientific literacy, inclusivity, and the ecosystem for innovation call for transitioning from teacher-centered to learner-centered science classrooms, particularly at the introductory undergraduate level. Yet, little is documented about the challenges that undergraduates perceive in such classrooms and on students' ways of navigating them. Via mixed methods, we studied undergraduates' lived experience in one form of learner-centered teaching, hybrid project-/problem-based learning (PBL), in introductory organismal biology at a baccalaureate institution. Prominent in qualitative analyses of student interviews and written reflections were undergraduates' initial expectation of and longing for an emphasis on facts and transmission of them. The prominence diminished from semester's middle to end, as students came to value developing ideas, solving problems collaboratively, and engaging in deep ways of learning. Collaboration and personal resources such as belief in self emerged as supports for these shifts. Quantitative analyses corroborated that PBL students transformed as learners, moving toward informed views on nature of science, advancing in multi-variable causal reasoning, and more frequently adopting deep approaches for learning than did students in lecture-based sections. The qualitative and quantitative findings portray the PBL classroom as an intercultural experience in which culture shock yields over time to acceptance in a way supported by students' internal resources and peer collaboration. The findings have value to those seeking to implement PBL and other complex-learning approaches in a manner responsive to the lived experience of the learner.

scholarly journals KECAKAPAN SISWA BERMATEMATIKA MELALUI PENGUATAN PENDIDIKAN KARAKTER ABAD 21

2018 ◽  
Vol 1 (1) ◽  
pp. 9-14
Author(s):  
Hartadi Gatot
Keyword(s):  
Learning Strategies ◽  
Causal Reasoning ◽  
Analogical Reasoning ◽  
Problem Based Learning ◽  
Case Based Reasoning ◽  
Learning Approaches ◽  
Mutual Cooperation ◽  
Work Related ◽  
Innovative Learning ◽  
Five Phases

Mathematics is one of the subjects that is unique in terms of problem solving. This is based on solving problems related to mathematics can be passed in various ways. This requires a spirit of creativity so that students can develop themselves into creative and innovative people in solving problems. In the learning process, teachers can use innovative learning approaches, strategies, models, or methods in the form of problem-based learning, one of the learning that reflects 21st century learning is PBL4C, is one of the innovative learning models that can provide learning conditions independently to students by directing students to work together (mutual cooperation) to solve a problem and of course the end result of this learning students are able to represent a work related to various problems in Mathematics. The application of PBL4C instructional activities is based on learning strategies involving semantic reasoning, case-based reasoning, analogical reasoning, causal reasoning, and inquiry reasoning. There are five phases of the implementation of problem-based learning, namely (1) orienting students to problems, (2) organizing students to learn, (3) guiding individual or group investigations, (4) developing and presenting work and (5) analyzing and evaluating processes solution the problem.

scholarly journals Quantitative analysis questions the role of MeCP2 as a global regulator of alternative splicing

2020 ◽  
Author(s):  
Kashyap Chhatbar ◽  
Justyna Cholewa-Waclaw ◽  
Ruth Shah ◽  
Adrian Bird ◽  
Guido Sanguinetti
Keyword(s):  
Alternative Splicing ◽  
Dna Sequences ◽  
Molecular Mechanisms ◽  
Data Sets ◽  
Learning Approaches ◽  
Global Regulator ◽  
Major Function ◽  
Quantitative Analyses ◽  
Different Levels

AbstractMeCP2 is an abundant protein in mature nerve cells, where it binds to DNA sequences containing methylated cytosine. Mutations in the MECP2 gene cause the severe neurological disorder Rett syndrome (RTT), provoking intensive study of the underlying molecular mechanisms. Multiple functions have been proposed, one of which involves a regulatory role in splicing. Here we leverage the recent availability of high-quality transcriptomic data sets to probe quantitatively the potential influence of MeCP2 on alternative splicing. Using a variety of machine learning approaches that can capture both linear and non-linear associations, we show that widely different levels of MeCP2 have a minimal effect on alternative splicing in three different systems. Alternative splicing was also apparently indifferent to developmental changes in DNA methylation levels. Our results suggest that regulation of splicing is not a major function of MeCP2. They also highlight the importance of multi-variate quantitative analyses in the formulation of biological hypotheses.

scholarly journals Potential 2019-nCoV 3C-like Protease Inhibitors Designed Using Generative Deep Learning Approaches

2020 ◽  
Author(s):  
Alex Zhavoronkov ◽  
Vladimir Aladinskiy ◽  
Alexander Zhebrak ◽  
Bogdan Zagribelnyy ◽  
Victor Terentiev ◽  
...  
Keyword(s):  
Homology Modelling ◽  
Drug Repurposing ◽  
Hiv Protease ◽  
Learning Approaches ◽  
Protein Targets ◽  
Chemical Libraries ◽  
Internal Resources ◽  
Novel Coronavirus ◽  
Approved Drugs ◽  
Novel Drug

<div> <div> <div> <p>The emergence of the 2019 novel coronavirus (2019-nCoV), for which there is no vaccine or any known effective treatment created a sense of urgency for novel drug discovery approaches. One of the most important 2019-nCoV protein targets is the 3C-like protease for which the crystal structure is known. Most of the immediate efforts are focused on drug repurposing of known clinically-approved drugs and virtual screening for the molecules available from chemical libraries that may not work well. For example, the IC50 of lopinavir, an HIV protease inhibitor, against the 3C-like protease is approximately 50 micromolar. In an attempt to address this challenge, on January 28th, 2020 Insilico Medicine decided to utilize a part of its generative chemistry pipeline to design novel drug-like inhibitors of 2019-nCoV and started generation on January 30th. It utilized three of its previously validated generative chemistry approaches: crystal-derived pocked- based generator, homology modelling-based generation, and ligand-based generation. Novel druglike compounds generated using these approaches are being published at www.insilico.com/ncov-sprint/ and will be continuously updated. Several molecules will be synthesized and tested using the internal resources; however, the team is seeking collaborations to synthesize, test, and, if needed, optimize the published molecules. </p> </div> </div> </div>

scholarly journals Learning Cultures and Multiculturalism

2014 ◽  
pp. 197-217 ◽  
Author(s):  
Hanna Teräs ◽  
Irja Leppisaari ◽  
Marko Teräs ◽  
Jan Herrington
Keyword(s):  
Learning Environments ◽  
Knowledge Society ◽  
Culture Shock ◽  
Learning Culture ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Cultural Backgrounds ◽  
Online Programs ◽  
Learning Framework ◽  
E Learning

In the rapidly globalizing 21st century knowledge society, multicultural understanding plays a major role. However, what do we mean by “culture” in the educational context, what aspects have or should have an impact on our learning environments, and might some of these assumptions direct the development of our learning environments in an unintended and possibly undesirable way? New learning models that differ from traditional learning approaches might cause a type of a “learning culture shock” for some learners. What are the best ways to avoid and overcome cultural clashes in online learning? This chapter discusses the experiences of two cases from multicultural and multidisciplinary online programs for teacher education and professional development. Both of the programs are based on the principles of authentic e-learning framework described by Herrington, Reeves, and Oliver (2010). The aim of the study was to find out how learners with different cultural backgrounds experience the authentic e-learning process, as well as to find out what impact the authentic e-learning model has on the development of the learning culture.

Adoption of PBL to Online Environments

2012 ◽  
pp. 170-184
Author(s):  
Fatih Gursul ◽  
Hafize Keser ◽  
Sevinc Gulsecen
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Problem Based Learning ◽  
Statistical Technique ◽  
Learning Approaches ◽  
Instructional Technologies ◽  
Face To Face ◽  
Learning Group ◽  
The Face ◽  
Faculty Of Education

This study’s aim is to find out student’s perspectives on online and face-to-face problem-based learning approaches. The study was conducted at the Department of Computer Education and Instructional Technologies, Faculty of Education, Hacettepe University. Participants were 42 freshman students attending the department during fall of 2006-2007. These students were put into two groups—the online problem-based learning group and the face-to-face problem-based learning group. The research was conducted on Mathematics-I while implementing the topic of ‘derivation’. The content analysis statistical technique is used, as well as a questionnaire consisting of open-ended questions, which perform as a data collection tool to find out the views of the students in context to the process.

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