A Model Inquiry-Based Genetics Experiment for Introductory Biology Students

2015 ◽  
Vol 77 (1) ◽  
pp. 41-47 ◽  
Author(s):  
Sumana Setty ◽  
Melissa S. Kosinski-Collins
Keyword(s):  
Drosophila Melanogaster ◽  
Scientific Research ◽  
Student Understanding ◽  
Introductory Biology ◽  
Research Project ◽  
Biology Students ◽  
Genetics Research ◽  
Laboratory Techniques ◽  
Biological Concepts ◽  
Biology Laboratory

It has been noted that undergraduate project-based laboratories lead to increased interest in scientific research and student understanding of biological concepts. We created a novel, inquiry-based, multiweek genetics research project studying Ptpmeg, for the Introductory Biology Laboratory course at Brandeis University. Ptpmeg is a protein involved in axon formation in Drosophila melanogaster. In order to better understand Ptpmeg’s functionality, students sought to find Ptpmeg’s enhancers and suppressors by engaging in either a 4- or a 7-week modular research project. By the end of the semester, students were able to learn various laboratory techniques and acquire a deeper understanding of Drosophila genetics in both versions of the course.

scholarly journals An invitation to modeling: building a community with shared explicit practices

2017 ◽  
Author(s):  
Kam D Dahlquist ◽  
Melissa L Aikens ◽  
Joseph T Dauer ◽  
Samuel S Donovan ◽  
Carrie Diaz Eaton ◽  
...  
Keyword(s):  
Scientific Inquiry ◽  
Biological Models ◽  
Introductory Biology ◽  
Small Shift ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Hardy Weinberg Equilibrium ◽  
Biological Concepts ◽  
Use Of Models ◽  
Models And Modeling

Models and the process of modeling are fundamental to the discipline of biology, and therefore should be incorporated into undergraduate biology courses. In this essay, we draw upon the literature and our own teaching experiences to provide practical suggestions for how to introduce models and modeling to introductory biology students. We begin by demonstrating the ubiquity of models in biology, including representations of the process of science itself. We advocate for a model of the process of science that highlights parallel tracks of mathematical and experimental modeling investigations. With this recognition, we suggest ways in which instructors can call students’ attention to biological models more explicitly by using modeling language, facilitating metacognition about the use of models, and employing model-based reasoning. We then provide guidance on how to begin to engage students in the process of modeling, encouraging instructors to scaffold a progression to mathematical modeling. We use the Hardy-Weinberg Equilibrium model to provide specific pedagogical examples that illustrate our suggestions. We propose that by making even a small shift in the way models and modeling are discussed in the classroom, students will gain understanding of key biological concepts, practice realistic scientific inquiry, and build quantitative and communication skills.

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 Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding

2017 ◽  
Vol 16 (3) ◽  
pp. ar40 ◽  
Author(s):  
Jaime L. Sabel ◽  
Joseph T. Dauer ◽  
Cory T. Forbes
Keyword(s):  
Undergraduate Students ◽  
Higher Learning ◽  
Introductory Biology ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Individual Concepts ◽  
Regulated Learning ◽  
Biological Concepts ◽  
Introductory Biology Course ◽  
Support Students

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts.

scholarly journals An invitation to modeling: building a community with shared explicit practices

2017 ◽  
Author(s):  
Kam D Dahlquist ◽  
Melissa L Aikens ◽  
Joseph T Dauer ◽  
Samuel S Donovan ◽  
Carrie Diaz Eaton ◽  
...  
Keyword(s):  
Scientific Inquiry ◽  
Biological Models ◽  
Introductory Biology ◽  
Small Shift ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Hardy Weinberg Equilibrium ◽  
Biological Concepts ◽  
Use Of Models ◽  
Models And Modeling

Models and the process of modeling are fundamental to the discipline of biology, and therefore should be incorporated into undergraduate biology courses. In this essay, we draw upon the literature and our own teaching experiences to provide practical suggestions for how to introduce models and modeling to introductory biology students. We begin by demonstrating the ubiquity of models in biology, including representations of the process of science itself. We advocate for a model of the process of science that highlights parallel tracks of mathematical and experimental modeling investigations. With this recognition, we suggest ways in which instructors can call students’ attention to biological models more explicitly by using modeling language, facilitating metacognition about the use of models, and employing model-based reasoning. We then provide guidance on how to begin to engage students in the process of modeling, encouraging instructors to scaffold a progression to mathematical modeling. We use the Hardy-Weinberg Equilibrium model to provide specific pedagogical examples that illustrate our suggestions. We propose that by making even a small shift in the way models and modeling are discussed in the classroom, students will gain understanding of key biological concepts, practice realistic scientific inquiry, and build quantitative and communication skills.

scholarly journals Developing Information Fluency in Introductory Biology Students in the Context of an Investigative Laboratory

2005 ◽  
Vol 4 (1) ◽  
pp. 58-96 ◽  
Author(s):  
Gary J. Lindquester ◽  
Romi L. Burks ◽  
Carolyn R. Jaslow
Keyword(s):  
Confidence Level ◽  
Scientific Method ◽  
Independent Study ◽  
Introductory Biology ◽  
Biology Students ◽  
Confidence Levels ◽  
Information Fluency ◽  
Biology Laboratory

Students of biology must learn the scientific method for generating information in the field. Concurrently, they should learn how information is reported and accessed. We developed a progressive set of exercises for the undergraduate introductory biology laboratory that combine these objectives. Pre- and postassessments of approximately 100 students suggest that increases occurred, some statistically significant, in the number of students using various library-related resources, in the numbers and confidence level of students using various technologies, and in the numbers and confidence levels of students involved in various activities related to the scientific method. Following this course, students should be better prepared for more advanced and independent study.

scholarly journals Developing a Virtual Lab to Teach Essential Biology Laboratory Techniques

2019 ◽  
Vol 43 (1) ◽  
Author(s):  
Mao Miyamoto ◽  
Deborah M. Milkowski ◽  
Christine D. Young ◽  
Leah A. Lebowicz
Keyword(s):  
Group Testing ◽  
Poor Performance ◽  
Scientific Content ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Laboratory Techniques ◽  
Virtual Lab ◽  
The University ◽  
Biology Laboratory ◽  
Phosphate Buffered Saline

Laboratory classes have consistently played a crucial role in science education for many years. Common to all labs is the need to understand essential lab techniques. Students often lack this foundational understanding, and this can lead to poor performance or confidence (Gallagher et al. 2008).Virtual labs have been found to be effective in promoting active learning and increasing performance (Lewis 2014). In this project, a virtual lab for preparing a phosphate-buffered saline solution (PBS) was created to educate undergraduate biology students on essential laboratory techniques. The virtual lab included animations and interactive elements to visually communicate each step.Content experts provided input on the accuracy of the scientific content throughout development. Focus group testing with biology teaching assistants (TAs) at the University of Illinois at Chicago was conducted to assess the potential effectiveness of the virtual lab.

The Formation of a Communal Identity among West Syrian Christians: Results and Conclusions of the Leiden Project

2009 ◽  
Vol 89 (1) ◽  
pp. 1-52
Author(s):  
Jan van Ginkel ◽  
Naures Atto ◽  
Bas Snelders ◽  
Mat Immerzeel ◽  
Bas ter Haar Romeny
Keyword(s):  
The Netherlands ◽  
Scientific Research ◽  
Historical Consciousness ◽  
Ethnic Community ◽  
Communal Identity ◽  
The West ◽  
Research Project ◽  
Syriac Orthodox

AbstractAmong those who opposed the Council of Chalcedon in 451, the West Syrian (or Syriac Orthodox) Christians were probably least likely to form a national or ethnic community. Yet a group emerged with its own distinctive literature and art, its own network, and historical consciousness. In an intricate process of adoption and rejection, the West Syrians selected elements from the cultures to which they were heirs, and from those with which they came into contact, thus defining a position of their own. In order to study this phenomenon, scholars from various disciplines, and affiliated to two different faculties, were brought together in a programme financed by the Netherlands Organization for Scientific Research NWO. This essay introduces their research project and methodology, and presents their results and conclusions.

Research and Safety Design on the Scientific Research Project Management System Based on J2EE

2015 ◽  
Vol 743 ◽  
pp. 633-640
Author(s):  
Sheng Ju Yang ◽  
Shao Ting Shi ◽  
Jie Meng
Keyword(s):  
Project Management ◽  
Scientific Research ◽  
Fast Response ◽  
Gansu Province ◽  
Research Project ◽  
Project Management System ◽  
Dynamic Propagation ◽  
Scientific Research Project ◽  
J2ee Architecture ◽  
Series Of Functions

Starting from the introduction of the management of scientific research project, and then gives a detailed description based on J2EE architecture, the lightweight composite framework involving Spring, Struts and iBATIS and an iterative method is employed in project management. With a series of functions such as application, recommendation, processing, approval, assessment and management of scientific research project and so on, the system has the characteristics of easy maintenance, dynamic propagation and strong expansibility. Finally the safety of the system is discussed from two perspectives, namely its design and environment. Years’ of application in the management of scientific research project in Gansu Province has proved its good stability, fast response and high safety.

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