Biology Course Research Articles

Society's educational debts due to racism, sexism, and classism in introductory biology student learning

AbstractWe investigated the intersectional relationships between racism, sexism, and classism in inequities in student conceptual knowledge in introductory biology courses using a quantitative critical framework. Using Bayesian hierarchical linear models, we examined students' conceptual knowledge as measured by the Introductory Molecular and Cell Biology Assessment. The data came from the LASSO Platform database and included 6547 students from 87 introductory courses at 11 institutions. The model indicated that students with marginalized identities by race, gender, and class tended to start with lower scores than continuing‐generation, White men. We conceptualized these differences as educational debts society owed these students due to racism, sexism, and classism. Instruction added to these educational debts for most marginalized groups, with the largest increases for students with multiple marginalized identities. After instruction, society owed Black and Hispanic, first‐generation women an educational debt equal to 60–80% of the average learning in the courses. These courses almost all (85/87) used collaborative learning and half (45/87) supported instruction with near‐peer learning assistants. While research shows collaborative learning better serves students than lecture‐based instruction, these results indicate it adds to educational debts due to racism, sexism, and classism in introductory college biology courses.

Enhancing Ecological Education: Utilizing Agent-Based Modeling to Simplify the Impacts of Deforestation on Amphibians

Understanding how deforestation and changes in habitat boundaries affect biodiversity is essential for developing conservation solutions. These topics are central to biology and ecology programs, where students learn to apply their knowledge in real-world conservation efforts. Higher education plays a crucial role in strengthening this understanding, particularly in life sciences programs. Given the complexity of ecological processes in altered landscapes, agent-based modeling provides an interactive and engaging way to simplify and visualize the effects of land use changes. In this study, we integrate Amazonian anurans, highly sensitive to temperature and humidity fluctuations, with an Agent-based model to simulate the impacts of deforestation, habitat restoration, and land abandonment on species survival and movement. Their ectothermic nature and dependence on pulmocutaneous respiration make them especially vulnerable to the drier and more variable conditions caused by deforestation. Integrating this model into conservation biology courses has enhanced learning by encouraging independent exploration, both in and out of the classroom. This tool, an agent-based model, is particularly suited for university-level ecology and conservation courses, and can also serve as an effective awareness tool in environmental education and decision-making workshops, highlighting the negative effects of human-made habitat changes on biodiversity.

College students in the southern US can change their views about evolution

ABSTRACT Students enrolled in two sections of a first-year non-majors biology course at a mid-sized university in the Mid-South were administered an instrument pre- and post-course comprised of the Measure of the Acceptance of the Theory of Evolution (MATE), the Generalized Acceptance of EvolutioN Evaluation (GAENE), 10 items related to pre-existing attitudes towards science and religion, and demographic items. Students in both sections received instruction in evolution, with one section receiving a supplemental presentation on the varying views within creationism. Correlations between MATE and GAENE scores were calculated, and comparisons were made between sections on changes in scores for both measures. We sought to answer these questions: 1) What is the current level of acceptance among first-year students in the Mid-South? 2) Are students amenable to changing their views? 3) Does discussing various creationist views matter? 4) Do demographics or pre-existing attitudes predict students’ acceptance? Students in both sections showed significant increases in acceptance, though no difference in the degree of increase was detected between the supplemented and standard instruction sections. Public high school graduates had higher initial acceptance than non-public school students. Strong correlations between measurement instruments were detected.

The Effect of Using Technology-Assisted Drama Method in Teaching the Central Nervous System Subject on Academic Achievement and Attitude

The aim of this research is to examine the effect of technology-supported drama method applications on students' academic achievements regarding the central nervous system and their attitudes towards biology. In the research, quasi-experimental design with pre-test post-test control group, one of the quantitative research methods, was used. The sample of the research consists of a total of 50 students studying in biology course at a state university, in 2 classes determined by the convenient sampling method. The subjects covered within the scope of the research were taught with the traditional teaching method in the control group and with the technology-supported drama method in the experimental group. As a data collection tool in the research, the "Academic Achievement Test" developed by Akman (2023) and Geban, Ertepınar, Yılmaz, Altın, were used to measure the academic achievements of the students. and the Biology Attitude Scale, developed by Şahbaz (1994) to determine students' attitudes towards chemistry and modified as a biology attitude scale by Pekel (2005), were used. SPSS 22.0 package program was used to analyze the data. As a result of the research, it was determined that the course carried out with the technology-supported drama method generally positively increased the academic success and attitudes of the students.

Tarakan city's marine potential as a teaching material for marine biology: A systematic literature review

This is a Systematic Literature Review (SLR) research that aims to identify the marine potential of Tarakan City which can be used as teaching material in Marine Biology courses. Search using the Publish or Perish 8 application by analyzing articles indexed by Google Scholar and Crossref. After carrying out the process of identification, screening, eligibility, and inclusion, a total of 9 articles were obtained, consisting of 6 Google Scholar articles and 3 Crossref articles. The entire article was analyzed for its suitability with the material content in the marine biology semester learning plan (RPS). Findings of this study show that the marine biota of Tarakan City that can be used as teaching materials for marine biology are seaweed, Signus Jjavus fish, Harpadon nehereus, Ilisha elongate, Protista, and Mangroves Research locations at Amal Beach, Binalatung Beach, Mamburungan, Juata waters, Juata Laut waters, KKMB Tarakan City, and Sadau Island, Indonesia. These articles can be used as teaching material for marine biology regarding the geographical conditions of Indonesian seas, marine animals, marine plants, marine biogeochemical cycles, marine primary productivity, coastal biota, mangrove biota, and research methods for plankton, benthos, and nekton. This research contributes to the planning and preparing of marine biology learning resources based on local potential.

How to make virtual field guides, and use them to bridge field- and classroom teaching

At the University Centre in Svalbard (UNIS), fieldwork is an important part of all courses, but the transition from theory in the classroom to the arctic reality is a challenge. Other common challenges with course-related fieldwork are insufficient preparation, no possibilities to revisit a location to repeat difficult issues or resolve misunderstandings, and lack of suitable assessment methods of field-related learning outcomes. To narrow the gap between theory and practice and improve the alignment between field-related learning outcomes, activities, and assessment, we created a set of virtual field guides (VFG) from different locations in Svalbard based on 360-Degrees photographs collected during summer 2019. The VFGs were intended for use in combination with fieldwork in terrestrial biology courses the following years. Due to COVID-19, all courses were cancelled in 2020, and UNIS had reduced activity in 2021. The VFGs were therefore tested and evaluated by former students that had visited the locations the VFGs represented, but had not used VFGs as an integrated tool to prepare their field course. Evaluation data were collected through an anonymous survey. Eight of 16 students responded. We also collected experiences from arranging a post-fieldwork learning activity (16 students) that required knowledge of “reading landscapes,” a typical field skill. The current feedback indicates that VFGs provide students with a more realistic picture of what awaits them in the field, and aid preparing, planning, and recapitulation activities of fieldwork, but cannot substitute for fieldwork. However, VFGs can be used to practice and assess certain field-related skills. The learning potential in fieldwork is huge, but rarely fully utilized. We provide a “how to” guide for making VFGs, and argue that these rather simple digital tools improve field learning and better utilization of investments in field activities.

The Effects of Writing to Learn Activities on the 10th Grade on Teaching of Ecosystem Ecology

Purpose: The aim of this study is to determine the effect of Writing to Learning (WTL) activities on learning in teaching the subject of Ecosystem Ecology, which is taught in the biology courses in the 10th grade of high school and to examine the course process carried out with WTL activities in terms of student views. Design/Methodology/Approach: In the research, explanatory mixed research design, one of the mixed method research designs, was used. The study group of the research consists of 87 students studying in the 10th grade of a high school in the center of Bayburt in the spring term of the 2021-2022 academic year. As a data collection tool in the research; Preliminary Knowledge Test (PKT), Ecosystem Ecology Achievement Test (EEAT) and Interview Form (IF) were used. Shapiro-Wilk Test, one of the normality tests, was used in the analysis of quantitative data. Since the data obtained from both tests used in the study did not meet the normal distribution conditions, Mann-Whitney U and Kruskal-Wallis H tests were applied as non-parametric tests. On the other hand, content analysis method was used to analyze qualitative data. Findings: As a result of the analysis of the data obtained from the EEAT, it was determined that the letter and the diary from the activities of WTL increased the success of the 10th grade students in Ecosystem Ecology. Considering the letter and diary from these activities, it was determined that the letter writing activity contributed more to academic success than the diary writing activity. According to the analysis of the data obtained from the IF, it was determined that the students' views on the WTL activities were positive. Highlights: As a result of the results obtained from the findings, it is thought that it is important to support the use of WTL activities in secondary level biology courses to increase student outcomes.

The impact of a metacognition-based course on school students’ metacognitive skills and biology comprehension

The fast-paced and intricate nature of the current society, coupled with the ongoing changes in educational requirements, calls for the cultivation of higher-order thinking skills. To that end, adopting metacognitive strategies could be instrumental. This paper aimed to evaluate the effects of a 10-week-long metacognition-based biology course on school students’ metacognition and biology comprehension. Employing a mixed-methods quasi-experimental design, the study involved 120 eighth-graders from two public schools. One group was exposed to metacognitive questioning, while the other one continued with regular classroom activities. The results showed that participants who received metacognition-guided instruction achieved higher scores on the biology test and reported improved metacognition as compared to those who followed the standard curriculum. These outcomes were consistent across genders and regardless of whether a student reported a deep or surface learning approach. Qualitative analysis extracted themes of collaboration and understanding among the students. They appreciated the specificity of tasks, which deepened their comprehension, and valued collaborative learning facilitated by metacognitive prompts. These prompts not only enhanced their understanding but also contributed to fostering a positive classroom environment. This research underscores the effectiveness of metacognitive support in enhancing biology education. It advocates for the integration of metacognitive strategies into classroom practices, emphasizing the positive impact they can have on students’ learning experiences and outcomes.

Identifying factors associated with instructor implementation of three-dimensional assessment in undergraduate biology courses.

Recent national calls to transform undergraduate science education have centered on engaging students in scientific practices as a means to help them develop deeper insights into science. The three-dimensional framework for science education encapsulates the goals of these national calls by recommending that instructors integrate scientific practices, crosscutting concepts, and disciplinary core ideas throughout their courses. Prior research has found that introductory undergraduate biology exams contain few three-dimensional items suggesting that instructors likely face barriers in meeting the goals of national calls. To better understand these putative challenges, we explored factors potentially associated with three-dimensional alignment. Our generalized linear mixed model indicated that instructors who used three-dimensional items on their exams were more likely to use Bloom's Taxonomy when designing their exams and were more likely to write these items using a constructed-response format. We also found that professional development opportunities did not necessarily change the likelihood an instructor would employ three-dimensional items. We previously identified that few items in our sample fully aligned to scientific practices, making scientific practices the limiting dimension for three-dimensional alignment. Our subsequent analysis here revealed that most biology instructors had exam items that were at least partially aligned to scientific practices. Based on our results, we highlight the significant time and resources that instructors likely need to write and grade constructed-response assessments, suggest that instructors build on items that are mostly aligned to scientific practices to increase their three-dimensional alignment, and propose ways that professional development programs and communities might further support instructors in meeting national calls.

Integrating mathematical modeling into synthetic biology education: a comprehensive approach through webinars and syllabus development

Mathematical modeling is a fundamental aspect of synthetic biology, enabling precise design and analysis of biological systems. To enhance students' understanding of this critical topic, we developed a series of webinars aimed at teaching mathematical modeling to iGEM teams. These webinars were initially created to maintain student engagement during a period of restricted lab access but quickly demonstrated their value as an effective educational tool. The success of these webinars highlighted the suitability of mathematical modeling as a topic well-suited to both onsite and online learning environments. Recognizing this, we expanded the content into a comprehensive syllabus for undergraduate courses in synthetic biology at the Universitat Politècnica de Valencia in Spain and Universidad de las Fuerzas Armadas—ESPE in Ecuador. The course now serves as a core component of synthetic biology education, offering students a robust framework for understanding and applying mathematical models. It includes a series of lectures, practical exercises, and case studies, all designed to deepen students' knowledge and skills in this essential area. To support educators and students, we have also developed a deck of slides and example scripts that provide practical examples and reinforce the concepts taught in the course. This manuscript presents the development, implementation, and impact of these educational initiatives, demonstrating how mathematical modeling can be effectively integrated into synthetic biology curricula to prepare students for real-world challenges in the field.

Bones at Home

Remote teaching during the COVID-19 pandemic led to a range of pedagogical challenges for anthropology laboratory courses. In biological anthropology courses such as Human Osteology, hands-on experience is essential to achieving learning outcomes, including basic bone and feature (i.e., landmark) identification, identification from fragmentary remains, and age and sex estimation. To address the need for training that includes object-based, tactile (haptic) learning in fields such as biological anthropology and archaeology, all Human Osteology students at Mount Royal University and the University of Manitoba took home plastic model skeletons. The purpose of this study was to evaluate how well remotely educated undergraduates (REUs) met human osteology learning objectives when supported by plastic model skeletons at home. We present the results of a survey designed to test core osteological skills obtained by REUs in comparison with undergraduates educated with in-person laboratory components (IPUs) and experts in the field (zero to four and five or more years of experience). REU scores did not differ significantly from those of IPU or Junior Experts with less than five years of experience. Students performed well in bone identification but were limited in their ability to apply common sex and age estimation methods and to identify incomplete elements. Our findings reinforce the importance of haptic learning and years of experience in human osteological learning. They support the use of take-home models as valuable resources in both remote and in-person undergraduate teaching. This work is a step toward more inclusive universal instructional design that can be applied across various anthropology laboratory courses.

Utilizing drawings to understand how our backgrounds and experiences change our plant mental models

Societal Impact StatementOur culture, life experiences, and the places we live teach us about the world around us and the plants within it. This information gives each individual distinct mental models. By delving into plant mental models of young adults, this study offers insights into the complex landscape of plant knowledge, with a special emphasis on Indigenous communities. Beyond broadening our understanding, these findings provide valuable resources for educators and researchers striving to bridge the gap in plant literacy. Moreover, the methods used offer a blueprint for similar investigations globally, which will foster a deeper understanding of plant awareness across diverse populations.Summary Plant mental models, or what people think about when they think of a given plant, give insight into a person's knowledge and understanding of plants. However, little to no research has been conducted on plant mental models of young adults or comparing mental models across demographics. This study assessed college students' plant mental models in the demographic categories of race, gender, rurality, and college type (tribal vs. non‐tribal), as well as experience in art, photography, and plant identification, to determine the impact of these factors on plant mental models. A total of 697 students from three tribal and three non‐tribal colleges enrolled in a specific introductory biology course participated. Participants completed four drawings, which represented their mental model of a plant, flower, grass, and tree. They also completed a short survey about demographics and experience with art, photography, and plant identification. Tree drawings had the most detail, and grass drawings had the least. Gender was the only demographic factor that impacted the detail drawn, with females including more detail for flowers and trees and males for grass. Surprisingly, experience with art, photography, and plant identification did not impact the detail included in the drawings. Overall, participants plant mental models across demographics were simplistic and lacked detail, potentially indicating a lack of plant awareness.

6625 Adrenocortical Oncocytoma: Illuminating The Clinical And Biological Behavior Of An Extremely Rare Tumor Of The Adrenal Gland

Abstract Disclosure: H. Usmani: None. M. Arguello, MD: None. Background: Only 120 cases of adrenocortical oncocytoma have been reported in English literature (1). Standardized diagnostic criteria, or a typical clinical or biological course, have yet to be established. 58 yo woman with PMH HTN, COPD, CREST syndrome on chronic prednisone, previous 38-pk yr smoker, pulmonary nodule, current vaper, was incidentally found to have a left adrenal mass when she went for CT abd pelvis with IV and oral contrast to evaluate for suspected diverticulosis and anemia. CT showed a mass in the left adrenal gland measuring 5.6 x 4.4 cm in size, heterogeneous in density, with possible areas of necrosis. It is unclear how long the adrenal mass was there since the patient never had a CT scan before. Patient was asymptomatic except 50 lb wt loss in the last couple of years with a feeble appetite, self-reported abnormal hair growth (no hirsutism on exam), voice deepening attributed to smoking, and HTN- well controlled with nifedipine. Patient has no FHx of endocrinopathy. Adrenal function tests wnl except for plasma free normetanephrines slightly high at 1.64 nmol/L, which was unlikely from tumor considering tumor size. Normal adrenal function tests included 11-deoxycortisol, DHEA-S, plasma-free metanephrine, aldosterone, renin, aldosterone: renin ratio, androstenedione, ACTH, 1 mg overnight dexamethasone suppression test.She underwent left-sided lap adrenalectomy 4 mos after discovery of adrenal mass, with no complications. 6 days after surgery, a left in JP drain caught on a door at patient’s home, causing splenic subcapsular tear requiring emergent splenectomy. The path report shows an encapsulated neoplasm consisting of sheet-like proliferation of eosinophilia polygonal cells with nuclear atypia, low mitotic activity, and no capsular or vascular invasion. Immunohistochemical markers show neoplastic cells positive for SF1, Mart1, inhibin (focal), and synaptophysin (focal); negative for CK-OSCAR, CK7, CK20, chromogranin, HMB45, and TTF-1, Ki67 and pHH3 show low proliferative index. The pathology slides were sent to U of M, where the diagnosis of adrenal cortical oncocytoma was made. Removal of oncocytoma has not affected patient’s weight, blood pressure, deep voice, or hair growth on 4 month follow up. Lin-Wiess-bisceglia system (2) suggests a benign lesion. But, as mutation rate for this rare tumor is unclear, plan for CT abd pelvis in 1 yr. Conclusion: This case elucidates the clinical and biological course and pathologic diagnosis of an exceedingly rare adrenal tumor.

Four decades of Eukaryotic DNA replication: From yeast genetics to high-resolution cryo-EM structures of the replisome

I had my eyes set on DNA replication research when I took my first molecular biology course in graduate school. My election to the National Academy of Sciences came just when I was retiring from active research. It gives me an opportunity to reflect on my personal journey in eukaryotic DNA replication research, which started as a thought experiment and culminated in witnessing the determination of the cryoelectron microscopic structure of the yeast replisome in the act of transferring histone-encoded epigenetic information at the replication fork. I would like to dedicate this inaugural article to my talented trainees and valuable collaborators in gratitude for the joy they gave me in this journey. I also want to thank my mentors who instilled in me the purpose of science. I hope junior scientists will not be disheartened by the marathon nature of research, but mindful enough to integrate and pause for other equally fun and meaningful activities of life into the marathon.

Concept mapping and students’ attitudes towards biology: Analysis of school location differences and attitude toward concept maps

Many secondary school students, especially those in rural settings do not view favorably biology subject. The predominant use of the teacher-centered approach is mostly cited as the determinant. This study, therefore, investigated the effect of Concept Mapping (CM) mapping on students’ attitudes based on school location and how students experienced the CM. The study used a quasi-experimental research with a pre-test and post-test control group design. The research sample consisted of 305 students from lower secondary schools. Data were collected using Biology Attitude and Attitude toward Concept Mapping Questionnaires and were analyzed using Analysis of Covariance, Multivariate Analysis of Variance, and Independent t-student test. The findings showed that the CM is more effective in fostering students' attitudes toward biology than the conventional methods of instruction. Students' attitudes towards biology when taught using the CM did not significantly differ between those in rural and urban areas. Students showed a positive attitude towards using CM as a learning tool regardless of school location. To enhance student attitudes toward biology, schools should integrate Concept Mapping (CM) into the curriculum and provide professional development for teachers to effectively implement this method. Resources and support should be allocated, especially to rural areas, to ensure equitable access to CM tools. Gathering and responding to student feedback will help refine the approach, while continuous assessment will track its effectiveness. Encouraging collaborative learning with CM can further engage students and improve their overall learning experience in biology and other science-related courses.

Changes in Intrinsic Motivation and Self-Efficacy

Grades in introductory STEM courses can impact intrinsic motivation (IM) and self-efficacy (SE). We used an exploratory approach to examine trends in grades and how IM and SE impact students’ grades. It is known that most first-generation (FG) college students are from underrepresented backgrounds (URM), and that these students are least likely to persist in STEM fields. Therefore, gaining a better understanding of motivation in our most underserved students could be critical to improving their success in introductory biology courses and ultimately future persistence in STEM. We found that, on average, URM FG students received the lowest final grades and experienced the greatest declines in IM and SE. This research informs the way we may think about changes in motivation and self-efficacy in our introductory biology courses as these lay the foundation for future learning and success.

Assessing the Impact of an Undergraduate Biology Course for Non-Majors on Students’ Scientific Literacy, Perceptions of Science, and Confidence in Their Ability to Engage in Scientific Inquiry

Assessing the Impact of an Undergraduate Biology Course for Non-Majors on Students’ Scientific Literacy, Perceptions of Science, and Confidence in Their Ability to Engage in Scientific Inquiry

Mendelism in the course of biology of the new ukrainian school

The article draws attention to the discrepancy between the teaching of Mendelism in the secondary school biology course and the level of modern genetics. It is pointed out the shift of emphasis in teaching the laws of inheritance and the simplified understanding of Mendelism by reducing it to three laws. The reason for this can be seen in the unjustified giving to the results obtained by Mendel in the genetic experiment, the status of laws, which, without taking into account modern scientific achievements, uncritically pass from textbook to textbook. It is pointed out the need in the new Ukrainian school, when teaching the basics of classical genetics, to take into account the latest achievements of genetics and suppress Mendelian results not as laws, but as data of a genetic experiment, which became the basis for a paradigm shift in the understanding of the phenomena of heredity – a transition from the idea of fused heredity to the theory of hereditary discreteness material. It is proposed to present Mendel’s achievements to students as one fundamental law of discreteness of heredity, which takes a worthy place in the series of ideas about the discreteness of matter and energy.

Design and practice of integrating artificial intelligence into the teaching of "Synthetic Biology" under the background of discipline crossing

In recent years, artificial intelligence has been employed to empower synthetic biology, demonstrating great potential in the simulation and prediction of protein structures as well as the design and optimization of regulatory elements and metabolic networks. Integrating artificial intelligence into the teaching of Synthetic Biology is in line with the development trends of synthetic biology and can promote the cultivation of interdisciplinary high-level talents and collaborative innovation. This paper expounds the idea of integrating artificial intelligence into the teaching of Synthetic Biology from establishing interdisciplinary course contents and teaching methods, simultaneously considering the fundamentals and application of artificial intelligence in synthetic biology, cultivating independent learning and innovative practice abilities, and enhancing the ethics education related to artificial intelligence. Furthermore, a system integrating artificial intelligence with the teaching contents of Synthetic Biology is designed, which focuses on supplementing fundamentals of artificial intelligence and incorporating artificial intelligence into the classroom and experimental teaching contents of Synthetic Biology. Moreover, with the course of Synthetic Biology in Jiangnan University as an example, this paper presents the pathway of integrating artificial intelligence into the teaching of this course under the background of discipline crossing. Finally, the teaching effects are expected.

Developing a curriculum cluster in "Synthetic Biology" to cultivate inter-disciplinary and innovative talents for biomanufacturing

Synthetic Biology, as an emerging discipline, has gained widespread attention and is developing rapidly, profoundly impacting the fields of life sciences and biotechnology. Concurrently, as emerging engineering education programs take shape, accelerated cultivation of multifaceted innovative talents represents a new mission and imperative for higher education in China. In the context of the flourishing development of Synthetic Biology, East China University of Science and Technology has established a curriculum cluster in Synthetic Biology, focusing on microbiological drug discovery and biomanufacturing. The teaching team initially reviewed the curriculum system related to Synthetic Biology and its upstream and downstream courses. Subsequently, they expanded the core courses in Synthetic Biology, creating a curriculum cluster that encompasses not only the theoretical foundations and cutting-edge technologies but also integrates with related disciplines. Moreover, the curriculum cluster leverages lectures from renowned domestic and international professors in the State Key Laboratory of Bioreactor Engineering, and harnesses the rich resources of the Program of Introducing Talents of Discipline to Universities (the "111 plan"), aiming to enhance students' innovation capabilities. With the support of this curriculum cluster and teaching team, undergraduate students actively participate in international Synthetic Biology competitions like international genetic engineering machine competition (iGEM), consistently achieving gold awards. Furthermore, many students have applied for patents and made contributions to research paper publications. This work stands as a valuable exemplar for cultivating multifaceted talents with exceptional innovative capabilities.