scholarly journals Efficacy of a Meiosis Learning Module Developed for the Virtual Cell Animation Collection

2017 ◽  
Vol 16 (1) ◽  
pp. ar9 ◽  
Author(s):  
Eric E. Goff ◽  
Katie M. Reindl ◽  
Christina Johnson ◽  
Phillip McClean ◽  
Erika G. Offerdahl ◽  
...  
Keyword(s):  
Active Learning ◽  
Dynamic Environment ◽  
Biology Education ◽  
Introductory Biology ◽  
Traditional Lecture ◽  
Course Structure ◽  
Undergraduate Biology ◽  
Virtual Cell ◽  
Learning Module ◽  
Biology Courses

Recent reports calling for change in undergraduate biology education have resulted in the redesign of many introductory biology courses. Reports on one common change to course structure, the active-learning environment, have placed an emphasis on student preparation, noting that the positive outcomes of active learning in the classroom depend greatly on how well the student prepares before class. As a possible preparatory resource, we test the efficacy of a learning module developed for the Virtual Cell Animation Collection. This module presents the concepts of meiosis in an interactive, dynamic environment that has previously been shown to facilitate learning in introductory biology students. Participants (n = 534) were enrolled in an introductory biology course and were presented the concepts of meiosis in one of two treatments: the interactive-learning module or a traditional lecture session. Analysis of student achievement shows that students who viewed the learning module as their only means of conceptual presentation scored significantly higher (d = 0.40, p < 0.001) than students who only attended a traditional lecture on the topic. Our results show the animation-based learning module effectively conveyed meiosis conceptual understanding, which suggests that it may facilitate student learning outside the classroom. Moreover, these results have implications for instructors seeking to expand their arsenal of tools for “flipping” undergraduate biology courses.

scholarly journals Curriculum Alignment with Vision and Change Improves Student Scientific Literacy

2017 ◽  
Vol 16 (2) ◽  
pp. ar29 ◽  
Author(s):  
Anna Jo Auerbach ◽  
Elisabeth E. Schussler
Keyword(s):  
Active Learning ◽  
Scientific Literacy ◽  
Biology Education ◽  
Curriculum Alignment ◽  
Final Report ◽  
Process Skills ◽  
Student Collaboration ◽  
Undergraduate Biology ◽  
Learning Techniques ◽  
Academic Year

The Vision and Change in Undergraduate Biology Education final report challenged institutions to reform their biology courses to focus on process skills and student active learning, among other recommendations. A large southeastern university implemented curricular changes to its majors’ introductory biology sequence in alignment with these recommendations. Discussion sections focused on developing student process skills were added to both lectures and a lab, and one semester of lab was removed. This curriculum was implemented using active-learning techniques paired with student collaboration. This study determined whether these changes resulted in a higher gain of student scientific literacy by conducting pre/posttesting of scientific literacy for two cohorts: students experiencing the unreformed curriculum and students experiencing the reformed curriculum. Retention of student scientific literacy for each cohort was also assessed 4 months later. At the end of the academic year, scientific literacy gains were significantly higher for students in the reformed curriculum (p = 0.005), with those students having double the scientific literacy gains of the cohort in the unreformed curriculum. Retention of scientific literacy did not differ between the cohorts.

scholarly journals Learning Progressions: An Empirically Grounded, Learner-Centered Framework to Guide Biology Instruction

2019 ◽  
Vol 18 (4) ◽  
pp. es5 ◽  
Author(s):  
Emily E. Scott ◽  
Mary Pat Wenderoth ◽  
Jennifer H. Doherty
Keyword(s):  
Biology Education ◽  
Student Thinking ◽  
Learning Progressions ◽  
Introductory Biology ◽  
Educational Tools ◽  
Undergraduate Biology ◽  
Learner Centered ◽  
Core Concepts ◽  
Key Topics ◽  
Biology Instruction

Vision and Change challenged biology instructors to develop evidence-based instructional approaches that were grounded in the core concepts and competencies of biology. This call for reform provides an opportunity for new educational tools to be incorporated into biology education. In this essay, we advocate for learning progressions as one such educational tool. First, we address what learning progressions are and how they leverage research from the cognitive and learning sciences to inform instructional practices. Next, we use a published learning progression about carbon cycling to illustrate how learning progressions describe the maturation of student thinking about a key topic. Then, we discuss how learning progressions can inform undergraduate biology instruction, citing three particular learning progressions that could guide instruction about a number of key topics taught in introductory biology courses. Finally, we describe some challenges associated with learning progressions in undergraduate biology and some recommendations for how to address these challenges.

scholarly journals Biosensors Show Promise as a Measure of Student Engagement in a Large Introductory Biology Course

2020 ◽  
Vol 19 (4) ◽  
pp. ar50
Author(s):  
Karen S. McNeal ◽  
Min Zhong ◽  
Nick A. Soltis ◽  
Lindsay Doukopoulos ◽  
Elijah T. Johnson ◽  
...  
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Galvanic Skin Response ◽  
The Other ◽  
Learning Approaches ◽  
Introductory Biology ◽  
Traditional Lecture ◽  
Skin Response ◽  
Introductory Biology Course

Skin biosensors were used to measure student engagement in an introductory biology classroom. One section of the class was taught with active-learning approaches, the other with traditional lecture. Results from galvanic skin response devices indicated students in the active-learning classroom were more engaged than those in the traditional lecture.

Molecular Sculpting: Active Learning of Subcellular Systems & Processes

2016 ◽  
Vol 78 (6) ◽  
pp. 482-491
Author(s):  
Peter J. T. White
Keyword(s):  
Active Learning ◽  
Molecular System ◽  
Calvin Cycle ◽  
Krebs Cycle ◽  
Three Dimensional ◽  
Learning Activity ◽  
Introductory Biology ◽  
Post Class ◽  
Biology Courses ◽  
Introductory Biology Course

Students often struggle to understand the complex molecular systems and processes presented in introductory biology courses. These include the Calvin cycle, the Krebs cycle, transcription and translation, and DNA replication, among others. Traditionally, these systems and processes are taught using textbook readings and PowerPoint slides as lecture aids; video animations have also become popular in recent years. Students tend to be passive observers in many of these methods of instruction, relying heavily on “memorization” learning techniques. To address this, I developed an active-learning intervention called “molecular sculpting” in which students construct two-dimensional or three-dimensional versions of an assigned molecular system or process, complete with representations of proteins, chromosomes, electrons, protons, and other molecules (depending on the system). The value of this learning activity was measured in five class sessions in an introductory biology course during the 2014–2015 academic year. Pre- and post-class written assignments showed that students were often able to describe course concepts more completely after sessions in which sculpting was used, compared with sessions without sculpting. Molecular sculpting is a unique, hands-on activity that appears to have significant learning gains associated with it; it can be adapted for use in a variety of K–14 biology courses.

scholarly journals Six Classroom Exercises to Teach Natural Selection to Undergraduate Biology Students

2013 ◽  
Vol 12 (3) ◽  
pp. 483-493 ◽  
Author(s):  
Steven T. Kalinowski ◽  
Mary J. Leonard ◽  
Tessa M. Andrews ◽  
Andrea R. Litt
Keyword(s):  
Sexual Selection ◽  
Natural Selection ◽  
Undergraduate Students ◽  
Complex Traits ◽  
Student Understanding ◽  
Learning Activities ◽  
Introductory Biology ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Biology Courses

Students in introductory biology courses frequently have misconceptions regarding natural selection. In this paper, we describe six activities that biology instructors can use to teach undergraduate students in introductory biology courses how natural selection causes evolution. These activities begin with a lesson introducing students to natural selection and also include discussions on sexual selection, molecular evolution, evolution of complex traits, and the evolution of behavior. The set of six topics gives students the opportunity to see how natural selection operates in a variety of contexts. Pre- and postinstruction testing showed students’ understanding of natural selection increased substantially after completing this series of learning activities. Testing throughout this unit showed steadily increasing student understanding, and surveys indicated students enjoyed the activities.

scholarly journals Demystifying the Meaning of Active Learning in Postsecondary Biology Education

2020 ◽  
Vol 19 (4) ◽  
pp. ar52 ◽  
Author(s):  
Emily P. Driessen ◽  
Jennifer K. Knight ◽  
Michelle K. Smith ◽  
Cissy J. Ballen
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Biology Education ◽  
Undergraduate Biology ◽  
Active Learning Strategies

Active learning is not well-defined in the context of undergraduate biology education. To clarify this term, this study explored how active learning is defined and what active learning strategies are used. This work highlights the importance of elaboration and specificity when using the term "active learning" to characterize teaching.

scholarly journals Improving Academic Performance, Belonging, and Retention through Increasing Structure of an Introductory Biology Course

2019 ◽  
Vol 18 (4) ◽  
pp. ar53 ◽  
Author(s):  
Mike Wilton ◽  
Eduardo Gonzalez-Niño ◽  
Peter McPartlan ◽  
Zach Terner ◽  
Rolf E. Christoffersen ◽  
...  
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Formative Assessments ◽  
Learning Approaches ◽  
Introductory Biology ◽  
Academic Impact ◽  
Discussion Section ◽  
Course Structure ◽  
Final Grade ◽  
Mathematics Majors

Integration of active-learning approaches into increased-structure postsecondary classrooms significantly improves student academic outcomes. We describe here two parallel sections of Introductory Biology that shared learning objectives and content but varied in course structure. The large-enrollment traditional course consisted of four 50-minute lectures coupled with minimal active-learning techniques, while an increased-structure intervention course integrated multiple active-learning approaches, had limited enrollment, and comprised three 50-minute lectures combined with a fourth peer-led team-learning discussion section. Additionally, the intervention course employed weekly review quizzes and multiple in-class formative assessments. The academic impact of these two course formats was evaluated by use of common exam questions, final grade, and student retention. We showed that academic achievement and retention of participants enrolled in the intervention course was significantly improved when compared with the traditional section. Further, we explored whether promoting in-class student–student/student–instructor interactions and peer-led discussion sections fostered a greater sense of belonging. At the end of the course, participants in the intervention course reported greater perceptions of classroom belonging. Therefore, this study begins to characterize the importance of combining pedagogical methods that promote both academic success and belonging to effectively improve retention in science, technology, engineering, and mathematics majors.

scholarly journals Exploratory Activities for Understanding Evolutionary Relationships Depicted by Phylogenetic Trees: United but Diverse

2020 ◽  
Vol 82 (5) ◽  
pp. 333-337
Author(s):  
Erin L. McCullough ◽  
Lauren Verdeflor ◽  
Alaina Weinsztok ◽  
Jason R. Wiles ◽  
Steve Dorus
Keyword(s):  
Active Learning ◽  
Phylogenetic Trees ◽  
Learning Experiences ◽  
Biology Education ◽  
Thinking Skills ◽  
Molecular Data ◽  
Evolutionary Relationships ◽  
Student Centered ◽  
Tree Thinking ◽  
Learning Module

Evolution explains both the unity and the diversity of all organisms, and developing students' ability to represent and communicate evolutionary relationships is an important component of a complete biology education. We present a series of student-centered, exploratory activities to help students develop their tree-thinking skills. In these activities, students use complementary phenotypic and molecular data to explore how to build phylogenetic trees and interpret the evolutionary relationships they represent. This learning module is designed to engage students in the process of science, provide them with active learning experiences using online bioinformatics tools, and foster their appreciation for the evolutionary connections across the tree of life.

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