Introductory Biology Classrooms Research Articles

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.

Pairing a bioinformatics-focused course-based undergraduate research experience with specifications grading in an introductory biology classroom.

Introducing bioinformatics-focused concepts and skills in a biology classroom is difficult, especially in introductory biology classrooms. Course-based Undergraduate Research Experiences (CUREs) facilitate this process, introducing genomics and bioinformatics through authentic research experiences, but the many learning objectives needed in scientific research and communication, foundational biology concepts, and bioinformatics-focused concepts and skills can make the process challenging. Here, the pairing of specifications grading with a bioinformatics-focused CURE developed by the Genomics Education Partnership is described. The study examines how the course structure with specifications grading facilitated scaffolding of writing assignments, group work, and metacognitive activities; and describes the synergies between CUREs and specifications grading. CUREs require mastery of related concepts and skills for working through the research process, utilize common research practices of revision and iteration, and encourage a growth mindset to learning-all of which are heavily incentivized in assessment practices focused on specifications grading.

A Multistep Science Literacy Training Framework in an Introductory Biology Classroom: Teaching How to Find, Evaluate, Comprehend, and Cite Scientific Evidence.

Today's undergraduates are tomorrow's decision makers. Many of these decisions in biological sciences can influence whether the vaccines for the next pandemic will be effective, whether the mitigation efforts will have any impact on climate change, or whether we can produce enough food for the rapidly increasing human population while fighting the next pest outbreak. These informed decisions will need to be made by scientifically literate humans, including health professionals, politicians, and media personalities, who are currently undergraduates in our courses. Students in introductory biology classes can build a strong science literacy foundation by learning how to find, evaluate, read, discuss, and cite scientific evidence. An interconnected, multistep framework that uses library guides, active learning methods, group discussions, and collaborative learning is being used for nearly a decade in Investigative Biology and has been shown to significantly improve students' perceived science literacy and science communication skills. In this article, we share basic guidelines about how to implement this framework in one long laboratory session or in consecutive lectures. The flow of the proposed exercises has been tested and adjusted based on students' feedback and the authors' experiences, and a wide variety of resources are being shared to help the successful implementation of this framework in courses that would like to train the next generation of science-literate biologists.

Small Organisms with Big Consequences: Understanding the Microbial World Around Us

Creating a hands-on lab that conveys important information while simultaneously allowing for student autonomy can be difficult. This is particularly true for the field of microbiology, in which labs often rely on &ldquo;recipe-style&rdquo; instructions and materials that can be difficult to scale up for larger class sizes. For these reasons, microbiology concepts are often left out&nbsp;of introductory biology labs, the ramifications of which have been made apparent during the recent COVID-19 virus pandemic. Fundamental microbiology concepts, e.g., the prevention of communicable diseases, are important to teach in introductory biology classrooms &ndash; often a student&#39;s&nbsp;only exposure to biology in their academic careers &ndash;&nbsp;in order to create a healthier community as a whole. Therefore, this general biology lab introduces an active-learning microbiology lab that&nbsp;teaches&nbsp;students about the microbial world. Students are first introduced to the three major types of symbioses and apply these concepts to microbial organisms on a&nbsp;symbiotic continuum. Next, the students are given examples of mutualistic bacteria, i.e., the human microbiome, through a mini lecture prepared by the instructor. The students are then introduced to examples of parasitic/pathogenic microbes that can interfere with human health and cause relatable diseases (e.g., diarrhea, STDs, and athlete&rsquo;s foot). Students then apply this information through a short matching game before learning&nbsp;common practices used to prevent the spread of these pathogens, including an active learning exercise and video on how to wash their hands like healthcare professionals. Finally, students are asked to generate their own questions about microbes before working through a handout that guides&nbsp;the students through using the scientific method to&nbsp;address&nbsp;their questions. This exercise thus provides students with the autonomy to ask their own questions about microbes, design their own experiments, prepare growth media their own way, and present their findings in a way that is both scalable for large class sizes and reduces the burden of lab prep common for microbiology labs.&nbsp; <em>Primary image:</em>&nbsp;Microbes sampled from the iPhone of a curious individual. Fungal colonies can be seen as fuzzy, white or colorful mounds while bacteria appear as opaque, smooth streaks on the media.

Understanding Differences in Underrepresented Minorities and First-Generation Student Perceptions in the Introductory Biology Classroom.

ABSTRACTWe used quantitative methods to better understand the perceptions of students in an introductory biology course (Biology 101) at a small, liberal arts college (SLAC) that is also a primarily white institution (PWI). In pre/post surveys, we asked students questions related to their attitudes and beliefs about their professor, classmates, and Biology 101. We were especially interested in the responses and outcomes of underrepresented minorities (URM) and first-generation (FG) students. Our findings suggest URM and FG students have a decreased sense of belonging and increased perceptions of exclusion and differential treatment due to race. These findings can explain, in part, the disparity in Biology 101 grade and STEM (science, technology, engineering, and math) attrition.

A comparison study of human examples vs. non-human examples in an evolution lesson leads to differential impacts on student learning experiences in an introductory biology course

BackgroundInstructors can teach evolution using any number of species contexts. However, not all species contexts are equal, and taxa choice can alter both cognitive and affective elements of learning. This is particularly true when teaching evolution using human examples, a promising method for evolution instruction that nevertheless comes with unique challenges. In this study, we tested how an evolution lesson focused on a human example may impact students’ engagement, perceived content relevance, learning gains, and level of discomfort, when compared to the same lesson using a non-human mammal example. We use this isomorphic lesson and a pre-post study design administered in a split-section introductory biology classroom to isolate the importance of the species context.ResultsFor two of the four measurements of interest, the effect of using human examples could not be understood without accounting for student background. For learning gains, students with greater pre-class content knowledge benefited more from the human examples, while those with low levels of knowledge benefited from the non-human example. For perceived relevance, students who were more accepting of human evolution indicated greater content relevance from the human example. Regardless of condition, students with lower evolution acceptance reported greater levels of discomfort with the lesson.ConclusionsOur results illustrate the complexities of using human examples to teach evolution. While these examples were beneficial for many students, they resulted in worse outcomes for students that were less accepting of evolution and those who entered the course with less content knowledge. These findings demonstrate the need to consider diverse student backgrounds when establishing best practices for using human examples to teach evolution.

Engaging in science practices in classrooms predicts increases in undergraduates' STEM motivation, identity, and achievement: A short‐term longitudinal study

AbstractOur short‐term longitudinal study explored undergraduate students' experiences with performing authentic science practices in the classroom in relation to their science achievement and course grades. In addition, classroom experiences (felt recognition as a scientist and perceived classroom climate) and changes over a 10‐week academic term in STEM (science, technology, engineering, and mathematics) identity and motivation were tested as mediators. The sample comprised 1,079 undergraduate students from introductory biology classrooms (65.4% women, 37.6% Asian, 30.2% White, 25.1% Latinx). Using structural equation modeling (SEM), our hypothesized model was confirmed while controlling for class size and GPA. Performing science practices (e.g., hypothesizing or explaining results) positively predicted students' felt recognition as a scientist; and felt recognition positively predicted perceived classroom climate. In turn, felt recognition and classroom climate predicted increases over time in students' STEM motivation (expectancy‐value beliefs), STEM identity, and STEM career aspirations. Finally, these factors predicted students' course grade. Both recognition as a scientist and positive classroom climate were more strongly related to outcomes among underrepresented minority (URM) students. Findings have implications for why large‐format courses that emphasize opportunities for students to learn science practices are related to positive STEM outcomes, as well as why they may prove especially helpful for URM students. Practical implications include the importance of recognition as a scientist from professors, teaching assistants, and classmates in addition to curriculum that engages students in the authentic practices of science.

Guided Homework Assignments Prepare Students for Flipped Introductory Biology Classroom.

Guided Homework Assignments Prepare Students for Flipped Introductory Biology Classroom.

The First Line of Contact: How Course Syllabi Can Be Used to Gauge &amp; Reform Learner-Centeredness in a College Classroom

While learner-centeredness is important to quantify, education researchers disagree on how best to measure it. The overall aim of this research was to measure the learner-centeredness of introductory biology classrooms with a valid and reliable instrument that offers a different perspective than self-reported faculty surveys or expert observation protocols – Palmer et al.'s (2014) syllabus scoring rubric. We investigated whether syllabus rubric scores aligned with both faculty self-reports and expert observations of learner-centeredness from the same classrooms, and whether these other metrics predict an instructor's total syllabus score better than instructor gender or years of teaching experience. Course syllabi from eight instructors who taught the same nonmajors biology course were scored independently using this syllabus scoring rubric. Our results suggest that syllabus learning objectives link to learner-centeredness and, interestingly, that other external metrics of learner-centeredness may predict syllabus rubric scores derived from Palmer et al.'s instrument.

Student anxiety in introductory biology classrooms: Perceptions about active learning and persistence in the major.

Many researchers have called for implementation of active learning practices in undergraduate science classrooms as one method to increase retention and persistence in STEM, yet there has been little research on the potential increases in student anxiety that may accompany these practices. This is of concern because excessive anxiety can decrease student performance. Levels and sources of student anxiety in three introductory biology lecture classes were investigated via an online survey and student interviews. The survey (n = 327) data revealed that 16% of students had moderately high classroom anxiety, which differed among the three classes. All five active learning classroom practices that were investigated caused student anxiety, with students voluntarily answering a question or being called on to answer a question causing higher anxiety than working in groups, completing worksheets, or answering clicker questions. Interviews revealed that student anxiety seemed to align with communication apprehension, social anxiety, and test anxiety. Additionally, students with higher general anxiety were more likely to self-report lower course grade and the intention to leave the major. These data suggest that a subset of students in introductory biology experience anxiety in response to active learning, and its potential impacts should be investigated.

Variation in external representations as part of the classroom lecture:An investigation of virtual cell animations in introductory photosynthesis instruction.

The use of external representations (ERs) to introduce concepts in undergraduate biology has become increasingly common. Two of the most prevalent are static images and dynamic animations. While previous studies comparing static images and dynamic animations have resulted in somewhat conflicting findings in regards to learning outcomes, the benefits of each have been shown individually. Using ERs developed by the Virtual Cell Animation project, we aim to further investigate student learning using different ERs as part of an introductory biology lecture. We focus our study on the topic of photosynthesis as reports have noted that students struggle with a number of basic photosynthesis concepts. Students (n = 167) in ten sections of introductory biology laboratory were introduced to photosynthesis concepts by instructional lectures differing only in the format of the embedded ERs. Normalized gain scores were calculated, showing that students who learned with dynamic animations outperformed students who learned from static images on the posttest. The results of this study provide possible instructional guidelines for those delivering photosynthesis instruction in the introductory biology classroom. © 2016 by The International Union of Biochemistry and Molecular Biology, 45(3):226-234, 2017.

22nd Annual ASM Conference for Undergraduate Educators (ASMCUE)

Retention and performance in introductory biology classes is a challenge for many institutions, particularly at two-year schools. Active learning, practice, peer lead workshops and structure have all been shown to increase performance in these classes. A meta-analysis by Freeman et al. (2014) showed that science courses that incorporate active learning increase exam scores and the chance of passing the course. Arbruster et al. (2009) showed an increase in exam scores and student engagement in introductory biology courses specifically. Retrieval and practice have also been shown to increase learning (Karpicke and Blunt 2011, Freeman et al. 2007). In 2009, Ralph Preszler demonstrated that peer lead workshops increase student learning and engagement in introductory biology courses.In teaching past courses I used lecture combined with questioning of the entire class, sometimes with clickers sometimes using the traditional raised hand method, and case studies; however, students did not come to class prepared, leading to repetition of the basic material in the text during lecture and leaving little time for active learning exercises. This lead to a major reorganization of all my classes in the summer of 2013. The reorganized classes included Bio 101, a first semester biology course for nonmajors ranging from pre-nursing to business to art majors. Bio 101 covers basic chemistry, the cell, energy transfer, genetics, and evolution, and has a high drop rate, similar to other institutions. A modified Team Based Learning (TBL) format, with built-in increased active learning, recall, structure and peer lead work, was expected to give an increase in retention and exam scores in introductory biology courses. The modified team-learning method used combined TBL, as outlined in Michaelson et al. (2003), with various lecture lengths and application types. Teams were formed at the beginning of the semester and remained for the entire semester. Readiness assessment tests (RATs) were based on readings and other supplementary material provided on Blackboard. RATs were taken first individually (iRAT) then as a team (tRAT). RATs were evaluated for areas of confusion and followed by lecture on these topics. After lecture, various types of applications were implemented including case studies, problem sets, or discussion/acting. Four tests were given during each semester.Retention and average exam scores in introductory biology courses taught by the same instructor were compared between the 2012 and 2013 academic years. In 2012, lecture combined with moderate use of case studies and other types of active learning (clickers) were used. Two sections of Bio 101 were taught in the fall of 2012 and three sections in the spring of 2013, for a total of 170 students. The modified TBL approach was implemented in 2013 as described above. One section was taught in each semester of the 2013 academic year for a total of 42 students. Implementing the modified TBL format lead to a 10% decrease in student withdrawals from the course. The average final grade was 0.20 grade points higher after implementation. In addition there was a 14% increase in students passing the course (D or above) and a modest (6%) increase in students earning a C or higher. There was a small, but statistically significant increase in overall average exam scores and for exam one (t-test, p<0.05). However, this was not significant for the other three exams (t-test, p>0.05). These data support work that has been done in other introductory biology classrooms and demonstrate that the above changes in course format can benefit students enrolled in two-year institutions.ASM Curriculum Guideline Concept(s): Advancing STEM education and researchPedagogical Category(ies): Course design, Teaching approaches

Correction for Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

Correction for Gender Gaps in Achievement and Participation in Multiple Introductory Biology Classrooms

Cellular adaptation to low oxygen availability by a switch in the protein synthesis machinery

Protein synthesis is a classic molecular mechanism of cell biology that is taught in introductory biology classrooms. It involves the translation of messenger ribonucleic acid (mRNA) information into proteins, the building blocks of life. The initial step of protein synthesis consists of the eu¬karyotic translation initiation factor 4E (eIF4E) binding to the 5’cap of mRNAs. A variety of stress¬es repress translation to conserve energy because protein synthesis requires over half of a cell’s energy supply. An important stress for multicellular animals is low oxygen availability (hypoxia). This causes a repression of cap-directed translation by inhibiting eIF4E. This raises a fundamental question in cell biology as to how proteins are synthesized in periods of oxygen scarcity and eIF4E inhibition. Here, we describe an oxygen-regulated translation initiation complex that mediates selective cap-dependent protein synthesis. Hypoxia stimulates the formation of a complex that in¬cludes the oxygen-regulated hypoxia-inducible factor 2α (HIF-2α), the RNA binding protein RBM4 and the cap-binding eIF4E2, an eIF4E homologue. We also identified an RNA hypoxia response ele¬ment (rHRE) that recruits this complex to a wide array of mRNAs, including the epidermal growth factor receptor (EGFR), which plays a role in growth signaling and proliferation. Once assembled at the rHRE, HIF-2α/RBM4/eIF4E2 captures the 5’cap and targets mRNAs for active translation thereby evading hypoxia-induced repression of protein synthesis. These findings demonstrate that cells have evolved a program whereby oxygen availability switches the basic translation initiation machinery.

Gender gaps in achievement and participation in multiple introductory biology classrooms.

Although gender gaps have been a major concern in male-dominated science, technology, engineering, and mathematics disciplines such as physics and engineering, the numerical dominance of female students in biology has supported the assumption that gender disparities do not exist at the undergraduate level in life sciences. Using data from 23 large introductory biology classes for majors, we examine two measures of gender disparity in biology: academic achievement and participation in whole-class discussions. We found that females consistently underperform on exams compared with males with similar overall college grade point averages. In addition, although females on average represent 60% of the students in these courses, their voices make up less than 40% of those heard responding to instructor-posed questions to the class, one of the most common ways of engaging students in large lectures. Based on these data, we propose that, despite numerical dominance of females, gender disparities remain an issue in introductory biology classrooms. For student retention and achievement in biology to be truly merit based, we need to develop strategies to equalize the opportunities for students of different genders to practice the skills they need to excel.

Context matters: increasing understanding with interactive Clicker Case studies

Although interactive technology is presumed to increase student understanding in large classes, no previous research studies have empirically explored the effects of Clicker Cases on students’ performance. A Clicker Case is a story (e.g., a problem someone is facing) that uses clickers (student response systems) to engage students in understanding the meaning of the science contained within the story. Using an experimental randomized Solomon design across 11 institutions, we found that Clicker Cases increased student understanding more than PowerPoint lectures in large introductory biology classrooms, although there was variation across institutions and topics. By examining student performance in conjunction with faculty experience, we found that strong Clicker Cases created dissonance, captured attention and involved students in interpreting data or making decisions. This study provides a model for collaborative research across multiple institutions and demonstrates the need for using multiple institutions and topics in research on education.

1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology

Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students' development of important quantitative skills.

"Virtual Inquiry" in the Science Classroom

The article examines prior research on students’ difficulties with inquiry learning and outlines research-based decisions for the consideration of software-based scaffolds for inquiry teaching and learning. The objective is to detail research findings in a way that assists teachers in their development of pedagogical content knowledge as relevant to the selection and use of technological tools for classroom inquiry in the high school biology or college introductory biology classrooms. Employing a worked-out-example in the popular domain of DNA science, the article illustrates the research-based integration of instructional design decisions coordinated with the features of selected software tools. The coordination of software-design with instructional design has the potential of significantly enhancing students’ learning while also supporting the development of teachers’ technological pedagogical content knowledge.

Technology Instead of a Textbook Alternatives for the Introductory Biology Classroom

Technology is playing an increasingly important role as a teaching and learning supplement in modern classrooms. Potential benefits of the Internet, CDROMs, course web sites and other computer-based resources include increased communication among students and between instructor and students (Dowden & Humphries 1997; Hedges & Mania-Famell 1998-9), enhanced explanation of difficult concepts through multimedia (Fifield & Peifer 1994; Dori et. al. 1994-5), and exposure of students to the World Wide Web as a research tool (Baggott et. al. 1999). Biology in particular benefits from the application of technology in the classroom since rapid advancements in the field make it nearly impossible for textbooks to remain current. This is especially true when teaching introductory biology to nonsciencemajor students. Instructors can often engage this potentially hard-to-reach audience by discussing the most current events in biology-cloning, DNA fingerprinting, reproductive technologies, genetically modified foods, AIDS, etc.-subjects that are most relevant to students' lives and interests. Additionally, technology such as a content-heavy course web site offers the opportunity to focus the curriculum from the full range of possibilities to the specific subset appropriate to that introductory course. Many biology instructors are seeking to take advantage of these benefits by using technology as an increasingly integral part of the teaching experience (King & Hildreth 2001). This raises the question of how far this process can go. Can technology in fact replace more traditional modes? Or, on the other hand, can too much technology harm the learning experience? This paper describes a series of classes wherein technology usage was taken to its ultimate degree: as a replacement for, rather than a supplement to, a traditional textbook. First, the development and implementation of the technologies will be discussed. Data will be presented on student opinions of their effectiveness: what advantages and disadvantages the technology offered compared to more traditional media. The shortcomings of this technology will be addressed along with practical suggestions for reducing these obstacles.

Microscopic Procedures for Plant Meiosis

Research Article| October 01 1997 Microscopic Procedures for Plant Meiosis James P. Braselton James P. Braselton Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1997) 59 (8): 502–506. https://doi.org/10.2307/4450365 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation James P. Braselton; Microscopic Procedures for Plant Meiosis. The American Biology Teacher 1 October 1997; 59 (8): 502–506. doi: https://doi.org/10.2307/4450365 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search This content is only available via PDF. Copyright 1997 The National Association of Biology Teachers Article PDF first page preview Close Modal You do not currently have access to this content.