Biology Course Research Articles

Teaching evolution: attitudes & strategies of educators in Utah – an update 20 years later

ABSTRACT Previous research on evolution education in Utah college biology courses highlighted how frequently professors faced student challenges to evolution and examined the strategies they used to deal with those challenges. In the twenty years since that study, the population of Utah has become less religious and more diverse. Meanwhile, the US population has become more accepting of evolution. To investigate college biology evolution education in Utah’s current demographic and ideological climate, we repeated research completed in 2002. Statistical analysis of group differences between the 2002 sample (N = 78) and the 2022 sample (N = 135) suggests that current college biology instructors experience fewer challenges to evolution. Strategies for dealing with student challenges also shifted. The 2022 sample reported greater reliance on presenting religion and science as not mutually exclusive and highlighting evolution as science, while reporting reduced emphasis on presenting evolution and religion as distinct concepts. The recent sample had more than double the proportion of women as the previous sample, reflecting a nationwide trend of stronger representation by women in STEM fields. Our findings suggest that instructors who teach evolution should periodically examine their methods to ensure they are teaching in a way that connects with current students.

Applications and opportunities for immune cell CAR engineering in comparative oncology.

Chimeric antigen receptor (CAR) T adoptive cell therapy has transformed the treatment of human hematologic malignancies. However, its application for the treatment of solid tumors remains challenging. An exciting avenue for advancing this field lies in the use of pet dogs, in which cancers that recapitulate the biology, immunological features, and clinical course of human malignancies arise spontaneously. Moreover, their large size, outbred genetic background, shared environment with humans, and immunocompetency make dogs ideal for investigating and optimizing CAR therapies before human trials. Here, we will outline how challenges in early clinical trials in canine lymphoma patients, including issues related to autologous CAR-T cell manufacturing, limited CAR-T cell persistence, and tumor antigen escape, mirrored challenges observed in human CAR-T trials. We will then highlight emerging adoptive cell therapy strategies currently under investigation in dogs with hematological and solid cancers, that will provide crucial safety and efficacy data on novel CAR-T regimens that can be used to support clinical trials. By drawing from ongoing studies, we will illustrate how canine patients with spontaneous cancer may serve as compelling screening platforms to establish innovative CAR-therapy approaches and identify predictive biomarkers of response, with a specific emphasis on solid tumors. With increased funding for canine immunotherapy studies, multi-institutional investigations are poised to generate highly impactful clinical data that should translate into more effective human trials, ultimately benefiting both human and canine cancer patients.

Whole-Mount Histochemical Protocols in Zebrafish for a Hands-On Developmental Biology Practical Course in Ecuador.

Research-based education at the undergraduate level is ideal for fostering the training of future scientists. In an undergraduate Developmental Biology course, this learning strategy requires the availability of model species and enough research reagents, not only for technique training but also for the development of student original projects. This might be challenging in most countries, where resources are limited. Hence, there is a need to develop low-cost solutions for use in the classroom. In this study, we describe the optimization and use of two low-cost protocols in zebrafish embryos for hands-on practical sessions and project-based learning in a Developmental Biology undergraduate course in Ecuador. These protocols were designed for the practical and experimental learning of vertebrate meroblastic cleavage, gastrulation, and neural crest differentiation. The proposed protocols have been previously described in the literature and use silver nitrate and alcian blue, two relatively inexpensive reagents, to label cell membranes and cartilage. The silver nitrate protocol allows the study of cell contact formation during cleavage and the identification of cellular changes during gastrulation, including yolk internalization and epiboly. The alcian blue staining allows the analysis of cranial mesenchymal differentiation into cartilage. These protocols are ideal for practical sessions due to their ease of application, quick results, adaptability to the class schedule, and robustness in the hands of beginning researchers. Finally, these protocols are adaptable for research-based class projects.

Shifting our attention earlier in the multiple sclerosis disease course.

Revisions of multiple sclerosis (MS) diagnostic criteria enable clinicians to diagnose patients earlier in the biologic disease course. Prompt initiation of therapy correlates with improved clinical outcomes. This has led to increased attention on the earliest stages of MS, including the MS prodrome and radiologically isolated syndrome (RIS). Here, we review current understanding and approach to patients with preclinical MS. MS disease biology often begins well before the onset of typical MS symptoms, and we are increasingly able to recognize preclinical and prodromal stages of MS. RIS represents the best characterized aspect of preclinical MS, and its diagnostic criteria were recently revised to better capture patients at highest risk of conversion to clinical MS. The first two randomized control trials evaluating disease modifying therapy use in RIS also found that treatment could delay or prevent onset of clinical disease. Despite progress in our understanding of the earliest stages of the MS disease course, additional research is needed to systematically identify patients with preclinical MS as well as capture those at risk for developing clinical disease. Recent data suggests that preventive immunomodulatory therapies may be beneficial for high-risk patients with RIS; though management remains controversial.

"They helped me through the semester": electronic instructor messages can foster the instructor-student relationship.

Building rapport between instructors and students is a challenge, especially in large classes and in online environments. Previous work has shown that non-content Instructor Talk can foster positive student-teacher relationships, but less is known about non-content talk in electronic instructor messages. Here, we used the established Instructor Talk framework to craft positively phrased electronic messages that were sent through the course's learning management system to students enrolled in an introductory biology course at a large public institution. We examined both close- and open-ended survey responses (n = 226) to assess students' perceptions of the electronic messages, the course, and their instructor. Of the established Instructor Talk categories, the building student/instructor relationship category was most memorable to students. Encouragingly, 61% of students indicated they "liked the course more" and 88% indicated they "liked the instructor more" in response to the electronic messages. This demonstrates that implementing positively phrased Instructor Talk into electronic communication is an effective way to build rapport between instructors and students.

Development of the Quantitative Modelling Observation Protocol (QMOP) for undergraduate biology courses: validity evidence for score interpretation and uses

ABSTRACT Educational reform priorities such as emphasis on quantitative modelling (QM) have positioned undergraduate biology instructors as designers of QM experiences to engage students in authentic science practices that support the development of data-driven and evidence-based reasoning. Yet, little is known about how biology instructors adapt to the pedagogical movement towards incorporating QM opportunities for students in the courses they teach. This study presents the development of the Quantitative Modelling Observation Protocol (QMOP), a classroom observation instrument designed to support the need to characterise various approaches that instructors use to implement QM instruction in undergraduate biology. QMOP provides information about the breadth and depth of QM implementation across three dimensions – authentic instruction, teaching for understanding, and quantitative approach to teaching biology. We present an interpretive argument, the chain of assumptions we made in relation to the intended use of the instrument, and evidence to assess the validity of our assumptions and inferences about observation scores generated using the instrument. Strengths and weaknesses of evidence pertaining to assumptions about scoring, generalisability, extrapolation, and implications will be discussed to build a validity argument for observations and demonstrate how the instrument can be used for investigating QM instruction in undergraduate biology courses.

Structure and flexibility: systemic and explicit assignment extensions foster an inclusive learning environment

Many educators strive to create inclusive classrooms where students receive not only knowledge but also empathy from their instructors. When students face unexpected challenges due to illness, academic pressure, or exhaustion, they often seek extensions on assignments. Instructors insert their own biases when they decide who is eligible for an extension. An explicitly communicated penalty-free extension system can eliminate this bias, create an inclusive learning environment, and disinter extension requests from the hidden curriculum. Students used an “extension without penalty” system (EWP) in a large introductory biology course. Mid-semester qualitative data collection helped design an end-of-the-semester quantitative survey about students’ perceived benefits. Assignment submission data, EWP use frequency and grades were directly extracted from the learning management system. Students preferred a two-tier extension system with ideal and extension due dates. The EWP system was used by 78% of the students, but half of them only used it once. Students reported benefits in stress reduction, handling of sickness and emergencies, and improved performance in other courses. Exploratory results indicate there were additional benefits in some areas for first-generation college students. Using the extension due dates did not impact student grades. This study uses evidence to debunk common misconceptions about assignment extensions.

Evolution of an introductory undergraduate biology course through collaborative action research

Over the past few decades, we have witnessed an increasing emphasis on the significance of restructuring and revolutionizing undergraduate science education in achieving the goal of preparing a scientifically literate population and safeguarding our democracy and the future of STEM workforce. This paper reports on a collaborative action research conducted to reform and modify an introductory undergraduate biology course taught by the third author with professional support and feedback provided by the other authors. The findings will be discussed in the form of a case study focusing on the initial features of the course, continual feedback and professional growth, modifications to the course, and future plans for further revising the course.

A Qualitative Content Analysis to Investigate 21st Century Skills in Learning Outcomes of High School Biology Course Curriculum

21st century skills combine accessing information and employing it in solving problems faced in daily life, employing advanced thinking skills, working with others in harmony, effectively using technology, and being aware of global and local economic and social events. Parallel to recent educational trends in the world and in accordance with the 21st century skills, curricula in many countries have gone through substantial changes. There is an obvious need to determine how compatible learning outcomes of course curricula are with the 21st century skills. The objective of this study is to analyze learning outcomes of high school biology course curriculum within the framework of 21st century skills. The data were collected through document analysis and analyzed by the content analysis methods. In the study, each learning outcome and explanations in the biology course curriculum was analyzed in terms of their compatibility within the framework of the basic 21st century skills and related sub-skills. Results have shown that learning outcomes of the biology course curriculum are in accordance with the 21st century skills, but the distribution of the 21st century skills show different distribution (learning and innovation skills, 59%; media and technology skills, 23%; life and career skills, 18%), within the curriculum. There is no study in the literature that covers all grade levels and 21st century skills for the biology courses at the high school. This work intends to fill this gap.
  
 Received: 2 December 2023 / Accepted: 16 February 2024 / Published: 5 March 2024

Abstract IA008: Rare ovarian cancers: the sequelae of specific interactions between cell contexts mutations and microenvironments

Abstract IA008: Rare ovarian cancers: the sequelae of specific interactions between cell contexts mutations and microenvironments

Effective Learning Through a Remote Lab Kit in an Undergraduate Invertebrate Biology Course

Effective Learning Through a Remote Lab Kit in an Undergraduate Invertebrate Biology Course

It’s About Time: Exploring the Dose-Dependent Effects of Active Learning on Students of Different Social Personalities in an Upper-Level Biology Course

It’s About Time: Exploring the Dose-Dependent Effects of Active Learning on Students of Different Social Personalities in an Upper-Level Biology Course

Christian Student Experiences During Peer Interactions in Undergraduate Biology Courses.

The tension between religion and science as a long-standing barrier to science education has led researchers to explore ways of improving the experiences of Christian students in biology who can experience their Christianity as stigmatized in academic biology environments. As undergraduate science classes become student-centered, interactions among students increase, and Christians may feel a need to conceal their religious identities during peer discussions. In this interview study, we used the social psychology framework of concealable stigmatized identities to explore 30 Christian students' experiences during peer interactions in undergraduate biology courses to find potential ways to improve those experiences. We found that students felt their religious identity was salient during peer interactions in biology, and students thought revealing their religious identity to peers in their biology courses could be beneficial, yet few actually did so. Additionally, though most students anticipated stigma, comparatively few had experienced stigma from other students in their biology courses, despite the prior documented cultural stigma against Christians in biology. These results indicate a need for future studies exploring the impact of learning environments in which students are given the opportunity to share their religious identities with one another, which could reduce their anticipated and perceived stigma.

Abstract 1684 Exploring metabolic pathways to central dogma in undergraduate curriculum with structural visualization and insight in Biochemistry and Molecular Biology courses using PyMol

Abstract 1684 Exploring metabolic pathways to central dogma in undergraduate curriculum with structural visualization and insight in Biochemistry and Molecular Biology courses using PyMol

Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms.

Preparing for exams in introductory biology classrooms is a complex metacognitive task. Focusing on lower achieving students (those with entering ACT scores below the median at our institution), we compared the effect of two different assignments distributed ahead of exams by dividing classes in half to receive either terms to define or open-ended metacognitive questions. Completing metacognitive assignments resulted in moderately higher exam scores for students on the second and third exams. Metacognitive assignments also improved accuracy (difference between predicted and actual exam scores) for the second and third exam in lower ACT students, but that improvement was driven largely by higher exam scores in the metacognitive group. Thus, despite the fact that the metacognitive assignments specifically asked students to reflect on their previous exam performance, their previous estimates and predict how well they expected to perform on the exam they were preparing for, there was little evidence that these assignments influenced lower achieving students' confidence levels any more than assignments where students defined terms. While understanding relevant terms was certainly important in this course, these results highlight that open-ended metacognitive prompts may improve exam scores in some students in introductory biology classrooms.

Abstract 1206 Lessons learned creating an Open Education Resource for a Cell & Molecular Biology course

Abstract 1206 Lessons learned creating an Open Education Resource for a Cell & Molecular Biology course

Guiding Students in Constructing and Revising Models Rationally

Modeling is a core practice in science and is a meaningful way to learn the subject. This article introduces a modeling-based approach that highlights the idea that modeling is an iterative process and integrates the fundamental parts of scientists’ work and key suggestions for teaching through modeling. The lesson “The Structure and Function of Kidneys” from a middle school biology course serves as an example of how to conduct the suggested modeling-based approach. By the end of the lesson, almost all students demonstrated a scientific understanding of the structure of nephrons and their functions. On the basis of the implementation of this lesson, we also provide further suggestions for modeling-based teaching.

Abstract 1655 Lessons Learned from the First Implementation of Malate Dehydrogenase CUREs in Biochemistry, Biology, and Chemistry Lab Courses

Abstract 1655 Lessons Learned from the First Implementation of Malate Dehydrogenase CUREs in Biochemistry, Biology, and Chemistry Lab Courses

Development of an integrated and project-based laboratory course in upper-level biochemistry and molecular biology.

An integrated and projected-based laboratory course was described, integrating interconnected knowledge points and biochemistry and molecular biology techniques on a research project-based system. The program, which served as an essential extension of theoretical courses to practice, was conducted with a sophomore of basic medical science who had completed the course in medical biochemistry and molecular biology. This course engaged students in learning "genetic manipulation" and "recombinant DNA technology" to understand the target gene's role in disease mechanics, thus altering evaluation and treatment for clinical disease. Students could master applied and advanced techniques, such as cell culture, transfection, inducing exogenous fusion protein expression, purifying protein and its concentration assay, quantitative polymerase chain reaction, and western bot analysis. This laboratory exercise links laboratory practices with the methods of current basic research. Students need to complete the experimental design report and laboratory report, which could be advantageous for improving their ability to write lab summaries and scientific papers in the future. The reliability and validity analyses were conducted on the questionnaire, and we examined students' satisfaction with the course and their gains from the course. The student feedback was generally positive, indicating that the exercise helped consolidate theoretical knowledge, increase scientific research enthusiasm, and provide a powerful tool to be a better person and make informed decisions.

Students’ perceptions of social issues in biology courses

ABSTRACT Students’ scientific literacy may be improved by the integration of social issues into biology courses, enabling them to make informed decisions on social issues in the context of their scientific knowledge. Additionally, this may allow students to recognize the connection between science and society. Although there are a number of benefits with having students learn about social issues in biology courses, most undergraduate courses may follow a traditional curriculum, which emphasizes the scientific content without framing it in a social context. Here, we investigated whether undergraduate students have been exposed to social issues in previous biology courses and examined how their perceptions changed before and after taking a biology course that incorporated social issues. In surveys, most students reported having no exposure to social issues in biology courses. Most students, especially females and persons excluded because of their ethnicity or race (PEERs), agreed with the integration of social issues in biology courses before taking the course. Students found reflection essays to be a useful tool in allowing them to think and share their thoughts on social issues as well as relate the course content to their personal lives. These results highlight students’ interest in learning about social issues from a scientific perspective and how reflection essays may be used to practice applying their knowledge to real-world issues.