Biotechnology Course Research Articles

REPRESENTATION OF MUTUAL TERMS AND RESEARCH SKILLS TOWARDS GRADE POINT AVERAGE: EXPLORATION STUDY

Research activities have been studied extensively to improve the quality of learning, especially in higher education. This research aims to explore the mastery of the term of research ( TR or IR ) and research skills (RS or KR) of toward of grade point average (GPA or IPK). This research uses a quantitative approach to the object of students in natural science education program a number of 67 people who follow biotechnology courses academic year 2017/2018. Data collection with tests and aggregation of documentation. Data analysis technique is done by quantitative descriptive analysis. The decision indicates that the exact number of IR is 66.0 (easy category) and KS is 65.8 (short category). The result of correlation analysis shows 𝐹𝑐𝑜𝑢𝑛𝑡 = 6,147˃ 3,140 = 𝐹𝑡𝑎𝑏𝑙𝑒 = (0,05;2;64) or in other words there a relationship of IR and KR collectively to GPA. This study concludes that there is a significant correlation between IR and KR guards in the same period as the GPA. Based on the investigation, it is expected to provide benefits as one of the considerations for the selection and determination of learning mods related to learning. It is expected to be useful as a consideration for the selection and determination of study-related modes for improvement.

A Simulator-Assisted Workshop for Teaching Chemostat Cultivation in Academic Classes on Microbial Physiology.

Understanding microbial growth and metabolism is a key learning objective of microbiology and biotechnology courses, essential for understanding microbial ecology, microbial biotechnology and medical microbiology. Chemostat cultivation, a key research tool in microbial physiology that enables quantitative analysis of growth and metabolism under tightly defined conditions, provides a powerful platform to teach key features of microbial growth and metabolism.Substrate-limited chemostat cultivation can be mathematically described by four equations. These encompass mass balances for biomass and substrate, an empirical relation that describes distribution of consumed substrate over growth and maintenance energy requirements (Pirt equation), and a Monod-type equation that describes the relation between substrate concentration and substrate-consumption rate. The authors felt that the abstract nature of these mathematical equations and a lack of visualization contributed to a suboptimal operative understanding of quantitative microbial physiology among students who followed their Microbial Physiology B.Sc. courses.The studio-classroom workshop presented here was developed to improve student understanding of quantitative physiology by a set of question-guided simulations. Simulations are run on Chemostatus, a specially developed MATLAB-based program, which visualizes key parameters of simulated chemostat cultures as they proceed from dynamic growth conditions to steady state.In practice, the workshop stimulated active discussion between students and with their teachers. Moreover, its introduction coincided with increased average exam scores for questions on quantitative microbial physiology. The workshop can be easily implemented in formal microbial physiology courses or used by individuals seeking to test and improve their understanding of quantitative microbial physiology and/or chemostat cultivation.

Unique Down to Our Microbes-Assessment of an Inquiry-Based Metagenomics Activity.

Metagenomics is an important method for studying microbial life. However, undergraduate exposure to metagenomics is hindered by associated software, computing demands, and dataset access. In this inquiry-based activity designed for introductory life science majors and nonmajors, students perform an investigation of the bacterial communities inhabiting the human belly button and associated metagenomics data collected through a citizen science project and visualized using an open-access bioinformatics tool. The activity is designed for attainment of the following student learning outcomes: defining terms associated with metagenomics analyses, describing the biological impact of the microbiota on human health, formulating a hypothesis, analyzing and interpreting metagenomics data to compare microbiota, evaluating a specific hypothesis, and synthesizing a conceptual model as to why bacterial populations vary. This activity was implemented in six introductory biology and biotechnology courses across five institutions. Attainment of student learning outcomes was assessed through completion of a quiz and students’ presentations of their findings. In presentations, students demonstrated their ability to develop novel hypotheses and analyze and interpret metagenomic data to evaluate their hypothesis. In quizzes, students demonstrated their ability to define key terms and describe the biological impact of the microbiota on human health. Student learning gains assessment also revealed that students perceived gains for all student learning outcomes. Collectively, our assessment demonstrates achievement of the learning outcomes and supports the utility of this inquiry-based activity to engage undergraduates in the scientific process via analyses of metagenomics datasets and associated exploration of a microbial community that lives on the human body.

Bioinformatics approach based research of profile protein carbonic anhydrase II analysis as a potential candidate cause autism for the variation of learning subjects biotechnology

This study aims to determine the needs of learning variations on Biotechnology courses using bioinformatics approaches. One example of applied use of bioinformatics in biotechnology course is the analysis of protein profiles carbonic anhydrase II as a potential cause of autism candidate. This research is a qualitative descriptive study consisted of two phases. The first phase of the data obtained from observations of learning, student questionnaires, and questionnaires lecturer. Results from the first phase, namely the need for variations learning in Biotechnology course using bioinformatics. Collecting data on the second stage uses three webserver to predict the target protein and scientific articles. Visualization of proteins using PyMOL software. 3 based webserver which is used, the candidate of target proteins associated with autism is carbonic anhydrase II. The survey results revealed that the protein carbonic anhydrase II as a potential candidate for the cause of autism classified metaloenzim are able to bind with heavy metals. The content of heavy metals in autistic patients high that affect metabolism. This prediction of protein candidate cause autism is applied use to solve the problem in society, so that can achieve the learning outcome in biotechnology course.

The Role of Blended Learning on Student Performance in Biotechnology Course

The present work aims for evaluating the role of blended learning on student engagement and performance in bioreactor design component of the biotechnology course. Interactive online module covering the main fundamental aspects of the subject was developed and made available to students prior to the class. Students who accessed the online module found to be more active in classroom response participations (p<0.05) and received higher marks in the examination (p<0.05). These data highlight the key role of blended learning in improving the student learning desire and academic performance.

THE ANALYSIS OF STUDENTS’ CREATIVE THINKING ABILITY USING MIND MAP IN BIOTECHNOLOGY COURSE

Process of learning which generally practiced nowadays is mostly in the form of face-to-face (lecturing) and one way communication. Sometimes the students are given tasks to fulfill the material target in one semester such as papers, internet-based summary, and/or other articles. Such things cause learners accustomed to convergent thinking and not to divergent thinking. Mind map is one of creative products which conducted by learners in learning process. Learning with mind map focuses more on the activeness and creative activity of the students. It will improve their ability to memorize and strengthen concept understanding of the student, and improve their creative thinking ability. This research was focused to analysis the creative thinking skills students using mind mapping in biotechnology course. The participant was students of Biology Education (N=55) consisting of two team that was team A (N=25) and team B (N=30). The result showed gain value of each team of creative thinking skills which were: team A (0.62) with three category: low (8%), average (40%), and high (52%). Team B (0,04) with three category: low (80%), average (10%) and high (10%).

DETERMINING PROSPECTIVE BIOLOGY TEACHERS’ COGNITIVE STRUCTURE IN TERMS OF “BIOTECHNOLOGY”

Knowledge concerning continuously improving branches of science such as biotechnology in particular is difficult to be understood properly by students, or they learn it incorrectly. One of the most important reasons for this is that students cannot associate in their mind the relevant concepts. The aim of this research is to determine prospective biology teachers’ conceptual framework of biotechnology, and thus determining their cognitive structure. The data were collected from 34 prospective biology teachers. Considering the fact that these prospective biology teachers had taken biotechnology course previously, they were selected on the basis of volunteering. Word association test and draw-and-write technique were used in collecting the data. The data obtained were organised on the basis of qualitative content analysis. Then the data were grouped into 7 categories (methods/techniques, biotechnology applications, genetics, other branches of science, organisms, meaning attributed to biotechnology, laboratory) according to word association test, and into 4 categories (methods/techniques, biotechnology applications, genetics, organisms) according to draw-and-write technique. According to the research findings, almost half of the prospective teachers had correct and appropriate associations for biotechnology, whereas a considerable part of them did not have adequate conceptual associations. Also, it was found that prospective teachers had misconceptions about biotechnology. Key words: teaching of biotechnology, cognitive structure, draw-and-write technique, word association test.

DEVELOPING THE LEARNING MATERIALS OF BIOTECHNOLOGY SUBJECT BASED ON STUDENTS’ NEED AND CHARACTER OF NUSANTARA PGRI UNIVERSITY OF KEDIRI

Various applications and utilization of biotechnology are very important to be introduced early. Introducing biotechnology through levels of education can be done by transferring science to students. Transferring knowledge through lectures activities are often experience constraints, one of them is that there is no adequate source of learning materials available. The research aimed todevelop a teaching materials of biotechnology course which is suited to the students’ necessary. The method used was 4Ddevelopment model which was adopted from Thiagarajan, et al (1974). The model contains four stages, i.e. define, design, develop, and deploy. Data collection techniques was using validation questionnaires for experts, individual test and small-scale trials. Data analysis results show that the average results of validation and testing were categorized as “eligible” with “good”predicate , based on the Eligibility Level Criteria and Product Revise table. Theproduct has an advantages and disadvantages which still needed to be revised.

Bridging theory with real world research experience: Co-teaching Engineering Biotechnology with R&D professionals

This study examined the usefulness of co-teaching with research and development (R&D) professionals to integrate real world research experience into an Engineering Biotechnology course. This research suggests that the need to expose students to post-graduate engineering careers and to prepare them to enter real world engineering is crucial. Two sessions were team-taught by the course lecturer in collaboration with two R&D professionals from local industries. The course lecturer covered the theoretical parts, whereas practicing R&D engineers exposed students to current R&D works. Quantitative and qualitative data on the usefulness of the co-teaching sessions were collected from students and R&D professionals’ surveys, a student interview and peer observation feedback. It was found that bringing R&D professionals into the Engineering Biotechnology class positively impacted on students’ learning. A comparison was also made between the two co-teaching sessions. The evidence showed that managing the lecture and deliverables, and dividing the tasks along the lines of expertise is the key to providing a successful co-teaching session.

PENGEMBANGAN BAHAN AJAR BERBASIS PENELITIAN KARAKTERISASI PROTEIN MEMBRAN SPERMA PADA MATAKULIAH BIOTEKNOLOGI

The purpose of the research and development is to produce teaching materials such as textbooks supporting course in Biotechnology research based on the characterization of the sperm membrane proteins for students who take a course in Biotechnology. This research is a research and development, where the results of research become the teaching materials developed supporting Biotechnology course. Development models have prepared using ADDIE Model. Sources of data in this research include laboratory research and validation of the results sheet of Biotechnology material experts, instructional design experts, the media, and the trials in students. The analysis is used descriptive analysis and quantitative descriptive exploratory. The results of the research have developed become teaching materials like text books supporting courses and have been validated by the Biotechnology, the biotechnology material experts, instructional design experts, the media, the individual testing, and group trials. Based on the results of the validation material have obtained value of 89.56%, the results of the design validation and media experts to get the value of 93.75%, it means that the teaching materials has been developed which suitable to be used as a teaching material support biotechnology course. While the experiments performed to get a data the percentage of students that are equal to 88.98% and included in the category of “very good”, but still need to be revised based on advices and comments from students.

PENGEMBANGAN BAHAN AJAR MATA KULIAH FISIOLOGI REPRODUKSI DI JURUSAN BIOLOGI UNIVERSITAS NEGERI MALANG

The purpose of the research and development is to produce teaching materials such as textbooks supporting course in Reproduction Physiology research based on the toxicity analysis for students who take a course in Reproduction Physiology. This research is a research and development, where the results of research become the teaching materials developed supporting Reproduction Physiology course. Development models have prepared using ADDIE Model. Sources of data in this research include laboratory research and validation of the results sheet of Biotechnology material experts, instructional design experts, the media, and the trials in students. The analysis is used quantitative and qualitative.The results of the research have developed become teaching materials like text books supporting courses and have been validated by the Reproduction Physiology, the Reproduction Physiology material experts, instructional design experts, the media, the individual testing, and group trials. Based on the results of the validation material have obtained value of 95%, the results of the design validation and media experts to get the value of 93.75%, it means that the teaching materials has been developed which suitable to be used as a teaching material support biotechnology course. While the experiments performed to get a data the percentage of students that are equal to 88,25 % and included in the category of “very good”, but still need to be revised based on advices and comments from students.

Pengembangan Modul Berbasis Riset Pada Matakuliah Bioteknologi

: The purpose of this study is to develop research-based module of techniques and result of antiproliferative particle ZnO examination and In vitro UV radiation towards MCF-7 breast cancer cell for Biotechnology course. This study used a 4D development model suggested by Thiagarajan and was conducted until development stage only. The result of this study showed that the validity percentage of module are 90,91% from content expertise, 95,83 from media and design expertise, and 88,89% from small grouping test. It can be stated that the module is valid and applicable.

Biotechnology labs reinvented through experiential learning: Enhancing student outcomes through the “flipped lab”

This research study involves the use of experiential learning in biotechnology labs to increase student initiative, creativity and problem-solving skills through a “flipped lab” design. A key element for success in undergraduate biotechnology courses is the integration of theory and practice. Biotechnology labs thus require a new synergy of knowledge and experimental implementation. The conventional lab teaching is solely guided by the cookbook–lab manual. Although it is important in science for students to learn how to follow directions, offering only cookbook labs limits students' access to exploration. Since the ultimate goal is to allow students to think and behave like engineers, rather than to solely learn or replicate what other engineers have already done, the apparent disadvantage of this conventional teaching method is that it leaves little room for student initiative, creativity and critical problem solving.Biotechnology lab teaching can therefore be greatly enhanced by the application of experiential learning activities. Since experiential learning adapts a student-centered model of education and integrates themes with real-life applicability, biotechnology lab teaching will be more effective if students can play a more active role in lab design and procedures. This paper describes the design of a novel biotechnology lab teaching method: the “flipped lab”. A one-year assessment study has been conducted to analyze the effects of the “flipped lab” teaching method on learning outcomes as compared to the conventional model. It quantitatively examines whether the new lab design, with its emphasis on biotechnology-specific technical experience, enhanced students’ design lab activities and students’ achievement of skills. The results show moderate to significant improvement in all but one of the assessed skills, indicating that the new “flipped lab” design has been largely successful in achieving its goals.

Biotechnology and Postgraduate Course of Bioethics in the Republic of Turkey: Some Aspects

Biotechnology and Postgraduate Course of Bioethics in the Republic of Turkey: Some Aspects

A modern twist on the beaumont and st. Martin case: encouraging analysis and discussion in the bioethics classroom with reflective writing and concept mapping.

Historical ethical dilemmas are a valuable tool in bioethics courses. However, garnering student interest in reading and discussing the assigned cases in the classroom can be challenging. In an effort to actively engage undergraduate and graduate students in an Ethical Issues in Biotechnology course, an activity was developed to encourage reflection on a classical ethical dilemma between a patient, St. Martin, and his employer/caretaker, Beaumont. Two different texts were used to analyze the ethical ramifications of this relationship: a chapter in a popular press book and a short perspective in a medical journal. Participants read the book chapter for homework and discussed it in class. This easy read highlights the fundamental ethical issues in the relationship between two men. Students were then provided with a second text focusing on the scientific accomplishments achieved through Beaumont’s experimentation on St. Martin. A structured worksheet prompted participants to reflect on their feelings after reading each text and create a concept map depicting the dilemma. Student-generated concept maps and written reflections indicate participants were able to list the ethical issues, analyze the situation, and evaluate the information provided. This activity not only encouraged higher-level thinking and reflection, it also mirrored the course’s structured approach of using concept mapping and reflection to dissect ethical dilemmas.

Xplant: entrepreneurship challenges for student entrepreneurs

Subject area The case is aimed at pointing out the basic nuances of entrepreneurship without a profit motive and the challenges faced in the course of achieving the same. Study level/applicability This case could be a part of the Entrepreneurship course in a Post-Graduate Program in Business Management. In case of an Executive Education Program, this case can be used to facilitate issues in Entrepreneurship Development and Non-Profit Marketing. Case overview The present case is a field-based illustrative study on Xplant, a unit set up by Xavier Research Foundation to promote production and selling of seasonal and ornamental plants with accessories to prospective buyers. The uniqueness about the organization was that it was solely governed and run by the students of Biotechnology Course at Xaviers College, Ahmedabad, India. However, in early 2012, it was found that the organization was facing a lot of issues such as competition, lesser demand and lack of motivation of the employees (students). All of which were taking the unit away from achieving sustainability. Expected learning outcomes Understanding the basics of a new venture and entrepreneurship; understanding the role of the team members in promoting the entrepreneurship venture; role of leadership in entrepreneurship; impact of independence of the entrepreneur and transference of business vision on long-term success of the venture; role of environment in success/failure or entrepreneurial ventures; and problems faced by entrepreneurship ventures. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email subhadip.roy@iimu.ac.in to request teaching notes.

Studies of patents in biotechnological areas: empirical study on technological alerts to product development process and academic institutes

In Brazil only 50% of research and development activities in the technological alert study (alert system on certain patents depositors for different themes) of stem cells, biodiesel, nanotechnology and nano-biotechnology are fulfilled within the country by individuals, public institutions and national companies. In biotechnology, an area of knowledge well closer to the basic research, it is expected even a greater participation of the public sector. This study aims to make a quantitative study of the areas mention above, linking the patent applications by Brazilian State, in addition to make a comparison between universities with biotechnology courses or related field with these companies, and companies which practice the product development process (PDP). The data was raised in 5 institutions. The universities were responsible for the largest number of patents between Jan. /2008 to Feb. /2010. In Sao Paulo State has concentrated the greatest number of patent applications, with 51% of technological alert deposits. The Nanotechnology and Biodiesel patents predominated largely over others, reaching 51% and 38% respectively of the total deposits for the period and in the product development process.

Assessment of a novel group‐centered testing schema in an upper‐level undergraduate molecular biotechnology course

Providing students with assignments that focus on critical thinking is an important part of their scientific and intellectual development. However, as class sizes increase, so does the grading burden, prohibiting many faculty from incorporating critical thinking assignments in the classroom. In an effort to continue to provide our students with meaningful critical thinking exercises, we implemented a novel group-centered, problem-based testing scheme. We wanted to assess how performing critical thinking problem sets as group work compares to performing the sets as individual work, in terms of student attitudes and learning outcomes. During two semesters of our recombinant DNA course, students had the same lecture material and similar assessments. In the Fall semester, student learning was assessed by two collaborative take-home exams, followed immediately by individual, closed-book in-class exams on the same content, as well as a final cumulative exam. Student teams on the take-home exams were instructor-assigned, and each team turned in one collaborative exam. In the Spring semester, the control group of students were required to turn in their own individual take-home exams, followed by the in-class exams and final cumulative exam. For the majority of students, learning outcomes were met, regardless of whether they worked in teams. In addition, collaborative learning was favorably received by students and grading was reduced for instructors. These data suggest that group-centered, problem-based learning is a useful model for achievement of student learning outcomes in courses where it would be infeasible to provide feedback on individual critical thinking assignments due to grading volume.

Perspectives of Science Communication Training Held by Lecturers of Biotechnology and Science Communication

Science communication training for undergraduate science students has been recommended to improve future scientists' ability to constructively engage with the public. This study examined biotechnology lecturers' and science communication lecturers' views of science communication training and its possible inclusion in a biotechnology degree course at an Australian university. The results indicate that biotechnology courses that have yet to integrate this training into their curriculum may require significant support for its delivery. In particular, lecturers will need to reprioritise science communication, suitable teaching materials will need to be developed, and space will need to be found in a curriculum that is already perceived to be overcrowded.

“Recombinant protein of the day”: Using daily student presentations to add real‐world aspects to a biotechnology course

“Recombinant protein of the day”: Using daily student presentations to add real‐world aspects to a biotechnology course