Demonstrating the Role of Osmosis in Diabetes Using Growing Spheres

“Hands-on inquiry” has become a buzzword in science education but does not have an exact definition for most practitioners. This leads to many different ideas of what inquiry should look like in the classroom, and researchers have discovered that just doing hands-on activities does not lead to deeper understanding. This is why it is important to incorporate the scientific practices of the Next Generation Science Standards into activities in the classroom, particularly designing an investigation and analyzing data. A new twist on a classic high school biology lab demonstrates how students can design and analyze their scientific investigation to draw conclusions and apply their new understanding to the human body. This activity also demonstrates how teachers can incorporate instructional material into an inquiry activity, since time constraints are a particular concern in the high school classroom.

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Beads and ‘Biomes

The American Biology Teacher ◽

10.1525/abt.2021.83.9.594 ◽

2021 ◽

Vol 83 (9) ◽

pp. 594-599

Author(s):

Chequita N. Brooks ◽

Tamara A. Poles

Keyword(s):

High School ◽

Antibiotic Resistance ◽

Real Time ◽

Real World ◽

Bacterial Pathogens ◽

Positive Change ◽

Next Generation Science Standards ◽

Next Generation ◽

Science Standards ◽

Hands On

The issue of antibiotic resistance among bacterial pathogens is often misunderstood. Here, we present an activity that debunks misconceptions regarding microorganisms, such as bacterial pathogens, and addresses how antibiotics work. We propose this activity be incorporated into middle or high school classrooms addressing both this real-world issue and elements from the Next Generation Science Standards. Students are encouraged to use hands-on experiences toward hypothesis development and testing to better understand how antibiotic resistance is spread among bacterial pathogens and commensals. Over half of the students who participated in this activity self-reported that they were likely to share the information they learned outside of their classroom, reflecting real-time impacts on science stewardship in students. This activity also presents students with an issue that has clear action items they can undertake to effect positive change.

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Plastic Pollution

The American Biology Teacher ◽

10.1525/abt.2021.83.5.320 ◽

2021 ◽

Vol 83 (5) ◽

pp. 320-324

Author(s):

Tessa-Marie Baierl ◽

Franz X. Bogner

Keyword(s):

Learning Experience ◽

Next Generation Science Standards ◽

Science Standards ◽

Plastic Pollution ◽

Inquiry Based Learning ◽

The Public ◽

School Settings ◽

Hands On ◽

School Classroom ◽

Research Findings

Plastic pollution is ubiquitous and there is growing concern about its consequences. Given that current research findings often reach the public insufficiently, the issue should be addressed at school. To create a fruitful learning experience, we propose three associated hands-on, inquiry-based learning activities that require little equipment. Students learn about the origins and properties of plastics, investigate everyday sources, learn about recycling, address and reflect upon the material’s (dis)advantages, and are encouraged to consider solutions. All activities align with the Next Generation Science Standards and are primarily designed for the middle school classroom; we further provide modifications for elementary and high school settings.

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