Students In Biological Sciences Research Articles

Support without Status: Inequities in Student–Advisor Relational Dynamics between First-Generation and Continuing-Generation Doctoral Students

One of the most important developmental relationships in the doctoral student experience is that of the faculty advisor, and yet we know little about whether and how advisor relationships vary between first-generation and continuing-generation doctoral students. Drawing on qualitative interviews with 83 late-stage doctoral students in biological sciences, we explore differences in student perceptions of their relationships with advisors. Narratives reveal a continuum of relationship types, including strained, evolving, supportive, and equal. In equal relationships, doctoral students feel more like collegial partners working alongside their advisors. While continuing-generation and first-generation students are similarly represented among strained and evolving relationships, first-generation students rarely attain equal relationship status. The presented findings offer implications for understanding how inequality shapes student–advisor relationships, the role of collegiality in doctoral education’s hidden curriculum, and the supports needed to foster equity for first-generation students in graduate programs.

Viés Alternativo Para a Compreensão do Mundo? Uma Análise da Percepção de Graduandos em Ciências Biológicas Sobre Pseudociência

Pseudoscience is able to deceive even the most skeptical individuals due to its tactic of mimicking the processes of science, from simulating a methodology and a scientific language, to inducing a rationality. Therefore, considering this trick of pseudoscience, this study aimed to analyze the perception of undergraduate students in Biological Sciences about the general characteristics of pseudoscience, since these students are in the process of training and may act to combat the anti-science front. To achieve our goal, we applied a questionnaire of agreement with a Likert-type scale, and its results were analyzed from the average ranking of the answers obtained. In total, 56 undergraduate and 32 bachelor students participated. The results of the research show that students do not differentiate scientific denialism from pseudoscience and remain in a field of neutrality, when dealing with the criterion of falsifiability to characterize the Sciences.

Semiótica de história em quadrinhos: o processo criativo como tradução de uma ecologia de saberes na divulgação científica

The use of comics goes beyond the universe of leisure and entertainment, they are used successfully by teachers within the classroom. Currently, there is a growing increase in comics being used as scientific dissemination material (CD).This work aims to investigate, through semiotic analysis, the creative process of Biological Sciences students in the production of comics, configuring an Ecology of Knowledge in CD.In this sense, some examples of comics produced during classes in a subject of a degree course in biological sciences were chosen to be analyzed. Therefore, the analytical framework chosen was Peircean Semiotics. The results demonstrated a mobilization of previous knowledge and others acquired in the process; In addition to sharing this knowledge in favor of maintaining the group, denoting knowledge that is specific to the group in the production of comics, (codes and symbols belonging to the area of Biology combined with the language of comics), the ability to handle digital technologies; cultural knowledge, suggesting an Ecology of Knowledge specific to the group.

The Neuromyth of learning styles

In recent years, neuroscience has gained prominence in the field of education. However, those who seek to learn about neuroscience on their own may encounter inaccurate information or misconceptions about neuroscientific findings, known as neuromyths. One of the most widespread myths among educators is the one about Learning Styles (LS), which suggests that students learn best when information is presented according to their preferred style. This study aimed to investigate the perception of Biological Sciences students at the University of Brasília (UnB) regarding this neuromyth. To achieve this, an online questionnaire was administered to the participants. The results indicated that students have a positive view of Learning Styles. Therefore, it is necessary to debunk this neuromyth in the academic environment by integrating the study of neuroscience and educational neuromyths into initial teacher education through courses, research projects, and extension activities.

An interdisciplinary course on computer-aided drug discovery to broaden student participation in original scientific research.

We present a new highly interdisciplinary project-based course in computer aided drug discovery (CADD). This course was developed in response to a call for alternative pedagogical approaches during the COVID-19 pandemic, which caused the cancellation of a face-to-face summer research program sponsored by the Louisiana Biomedical Research Network (LBRN). The course integrates guided research and educational experiences for chemistry, biology, and computer science students. We implement research-based methods with publicly available tools in bioinformatics and molecular modeling to identify and prioritize promising antiviral drug candidates for COVID-19. The purpose of this course is three-fold: I. Implement an active learning and inclusive pedagogy that fosters student engagement and research mindset; II. Develop student interdisciplinary research skills that are highly beneficial in a broader scientific context; III. Demonstrate that pedagogical shifts (initially incurred during the COVID-19 pandemic) can furnish longer-term instructional benefits. The course, which has now been successfully taught a total of five times, incorporates four modules, including lectures/discussions, live demos, inquiry-based assignments, and science communication.

Creative challenge to stimulate student engagement in natural science education in distance learning

This article describes a study conducted in the discipline of “science education in nature”, offered 100% in the distance learning mode, for undergraduate students in biological sciences and pedagogy. The aim was to develop a challenge that would stimulate students creativity and engagement. Through the virtual learning platform, students exchanged information and collaborated with each other. The challenge resulted in a significant increase in student engagement and facilitated the connection between theory and practice. The findings highlight the importance of strategies that promote engagement in distance learning, especially in the discipline in which it was applied. The challenge-based approach stimulates creativity, critical thinking, and the development of essential skills for teacher education in this field.

The Relationship between Competency in Interpreting Data and Evidence Scientifically and The Academic Performance of Students in Biological and Physical Science Streams

Despite the fact that appropriate decision-making is an essential ability in dealing with almost every circumstance in life, most people lack the competency in interpreting data and evidence scientifically, which is an important step in decision-making, resulting in negative consequences for individuals and society as a whole. Even though this is one of PISA’s three scientific literacy competencies, it is unclear if advanced-level science streams’ students in Sri Lanka have an adequate level of this competency. Therefore, this research investigated the relationship between the competency in interpreting data and evidence scientifically and the academic performance of students in the biological and physical science streams. The study was based on three specific objectives: identifying the importance of the competency in interpreting data and evidence scientifically for students in GCE (A/L), measuring the competency in interpreting data and evidence scientifically of students in biological and physical sciences, and investigating the relationship between their academic achievement and the competency in interpreting data and evidence scientifically. A descriptive one-shot cross-sectional survey was conducted using a quantitative research approach on 121, 13th grade students pursuing biological and physical science streams in six schools in Kandy Zone in Sinhala-medium. The sample was selected by a non-randomized convenience sampling method, and data was collected using a self-constructed test of competency in interpreting data and evidence scientifically, with a reliability coefficient of 0.672. Students’ first and second term marks were used to assess their academic performance. Data was analyzed using MS Excel and SPSS software, and correlation and regression analyses were performed. Both students of biological sciences (r = 0.719, n = 62, p = 0.000) and physical sciences (r = 0.783, n = 59, p = 0.000) exhibited a positive correlation between the competency of interpreting data and evidence scientifically and academic performance. Furthermore, for every point improvement in the competency in interpreting data and evidence scientifically, the academic performance score of biological and physical science students increased by 0.567 and 0.6609, respectively. Since the competency of interpreting data and evidence scientifically is necessary for student achievement, A/L science section teachers should adopt student centered instructional strategies and encourage active student engagement to enhance the competency of interpreting data and evidence scientifically.

Interdisciplinary collaboration in the training of entreprenewursw: lewarn.iengc outcomes of biology and food science students working together in the classroom

Before the new world scenarios, graduates of public universities require new skills and competencies in the management of information and technologies capable of solving real contemporary problems. Entrepreneurship gains value and sets trends for its incorporation into educational programs, including basic education, aimed at solving real problems in the field, outside the classroom. The validated methodologies Design Thinking and Lean Canvas were used for the detection of problems and development of solutions with a business vision with sustainable impact. Two groups, from different careers, created a multidisciplinary course with an emphasis on meaningful learning per session, with products from each stage of the process, from the final portfolio. A satisfaction survey was applied to the students at the end of the course. The results of educational practices developed entirely in an immediate geographical environment, in a multidisciplinary way, with the focus on the solution of contingent socioeconomic problems are presented; The data obtained in the evaluation of the learning signified by the students are analyzed to know their perceptions of the immersion experience in a target locality and the creation of their projects with individual business potential and elaborated in a collaborative way.

Guia de leitura de textos científicos para alunos de graduação das ciências biológicas e da saúde

The publication of scientific articles is the primary means of disseminating scientific knowledge, and access to original scientific articles is crucial for the education of undergraduate students in Biological Sciences and Health-related courses. However, many professionals find it challenging to comprehend scientific literature, translate and apply the knowledge presented in the articles. Therefore, this study aims to develop a reading guide for scientific articles to assist students of Biological Sciences and Health courses. To achieve this objective, two undergraduate students and a university professor dedicated themselves to reading scientific articles, noting the challenges, and discussing hypotheses to improve the process of reading and understanding the texts. Following this process, the Reading Guide for Scientific Articles was developed, which includes instructions on time management, environmental organization, and notes on the primary structures of scientific articles and how to interpret them. Despite the limitations of this study, it can be concluded that guided reading of scientific articles can enhance comprehension, and the Reading Guide can be a valuable tool for professors and students to better engage with scientific literature.

Mentoring across difference and distance: building effective virtual research opportunities for underrepresented minority undergraduate students in biological sciences.

Summer Research Experiences for Undergraduates (REUs) are established to provide platforms for interest in scientific research and as tools for eventual matriculation to scientific graduate programs. Unfortunately, the COVID-19 pandemic forced the cancellation of in-person programs for 2020 and 2021, creating the need for alternative programming. The National Summer Undergraduate Research Project (NSURP) was created to provide a virtual option to REUs in microbiology to compensate for the pandemic-initiated loss of research opportunities. Although in-person REUs have since been restored, NSURP currently remains an option for those unable to travel to in-person programs in the first place due to familial, community, and/or monetary obligations. This study examines the effects of the program's first 3 years, documenting the students' experiences, and suggests future directions and areas of study related to the impact of virtual research experiences on expanding and diversifying science, technology, engineering, and mathematics.

Self-Reporting of Teacher–Student Performance in Virtual Class Interactions in Biological Sciences during the SARS-CoV-2/COVID-19 Pandemic

We used an interbehavioral model of teacher–student didactic performance with six pairs of criteria, as follows. Exploration of competencies and precurrent for learning, explicitness of teacher criteria and identification of student criteria, teacher illustration and illustration—student participation, supervision of the practice by the teacher and pertinent student practice, teacher feedback and feedback—student improvement, and teacher evaluation and evaluation—student application. The objective was to determine the level of covariation, divergence and convergence between the constructs of teacher didactic performance and student didactic performance in virtual classes as a result of the SARS-CoV-2 pandemic, in November 2020. Three hundred-thirty undergraduate students of biological sciences from a public university in Peru completed two self-report scales in virtual modality through Google forms, one on the performance of their teachers and the other on their own performance. By means of confirmatory factor analysis and an analysis of the covariance of teacher–student performance constructs, three models were obtained with good fits for the convergent and divergent validities of six constructs of the two teaching performance scales. Adequate models of functional correspondence in each pair of the six teacher–student didactic performance criteria were obtained. Likewise, didactic performances related to the identification of teaching–learning criteria and to the evaluation—application criteria were the most frequent during teaching–learning, according to the students’ self-report.

Demystifying dimensionality reduction techniques in the 'omics' era: A practical approach for biological science students.

Dimensionality reduction techniques are essential in analyzing large 'omics' datasets in biochemistry and molecular biology. Principal component analysis, t-distributed stochastic neighbor embedding, and uniform manifold approximation and projection are commonly used for data visualization. However, these methods can be challenging for students without a strong mathematical background. In this study, intuitive examples were created using COVID-19 data to help students understand the core concepts behind these techniques. In a 4-h practical session, we used these examples to demonstrate dimensionality reduction techniques to 15 postgraduate students from biomedical backgrounds. Using Python and Jupyter notebooks, our goal was to demystify these methods, typically treated as "black boxes", and empower students to generate and interpret their own results. To assess the impact of our approach, we conducted an anonymous survey. The majority of the students agreed that using computers enriched their learning experience (67%) and that Jupyter notebooks were a valuable part of the class (66%). Additionally, 60% of the students reported increased interest in Python, and 40% gained both interest and a better understanding of dimensionality reduction methods. Despite the short duration of the course, 40% of the students reported acquiring research skills necessary in the field. While further analysis of the learning impacts of this approach is needed, we believe that sharing the examples we generated can provide valuable resources for others to use in interactive teaching environments. These examples highlight advantages and limitations of the major dimensionality reduction methods used in modern bioinformatics analysis in an easy-to-understand way.

Benefits and geography of international collaboration for PhD students in biology from four global south countries

Collaboration is a fundamental aspect of scientific research and innovation. Fair collaborations between scientists from different identities or positions of power (e.g., Global North and Global South scientists) could have a great impact on scientific knowledge and exchange. However, there are existing limitations to the potential of Global South scientists to collaborate fairly. Here we assess the impact and geographic distribution of international collaborations for PhD students in biological sciences in four Global South countries (two from Africa: Algeria and Morocco, and two from the Americas: Colombia and Mexico), where students typically have low English proficiency. We show that overall international collaboration, particularly with the Global North, increased the probability of publishing in a journal with an impact factor and achieved more citations. Most international collaborators were affiliated with French-speaking countries for Algerian and Moroccan students and Spanish and English-speaking countries for Colombian and Mexican universities, suggesting that language and geopolitical history might play a role in shaping the selection of international collaborators. While the results highlight the benefit of international collaboration for researchers in the Global South, we discuss that the current metrics of scientific success could maintain the dependence of Global South scientists on the Global North.

Psychological profile comparison of biological sciences, physical education and medicine students in a public university in the South of Brazil

The university context immerses the academic in an environment of uncertainty, disappointments and obligations. This all factors conduce the student to present symptoms that can culminate in generalized anxiety disorder and even a major depressive episode. The comparison of the prevalence of common psychological disorders in Biological Sciences, Physical Education and Medicine students at the State University of Ponta Grossa was the objective of this study. The Beck Depression Inventory, Beck Anxiety Inventory and sociodemographic questionnaires were applied to students enrolled in all years of the courses analyzed. The prevalence of depressive and anxiety disorders found in the students is higher than the prevalence of the general population. The study inferred considerably dissimilar prevalence results between the courses studied, whose sociodemographic factors with the greatest value of significance were lack of emotional support, dissatisfaction with academic performance, considering the course stressful at a moderate to high level, lack of psychological treatment and/or psychiatric and gender.

CAIXA TEATRAL: EXPLICANDO A HISTÓRIA DA TERRA EM 10 MINUTOS

The present work aimed to make a didactic model called Caixa Teatral, related to the transformations of the primitive Earth for the development of life, and to evaluate it from the perspective of undergraduates in Biological Sciences. Planet Earth was a hostile place that did not allow the existence of life forms, from billions of years of transformations it was possible for life to arise. In this way, it is necessary to understand these processes, however, because they are contents marked by different theories and approaches, students may have difficulties in their learning. The use of didactic models as teaching-learning tools allows the conduction of subjects in the classroom in a practical, playful and illustrative way. Therefore, the National Curricular Common Base provides for the construction of knowledge about the transformations of the primitive Earth for the development of life within the theme Life, Earth and Cosmos. In this sense, from the creation of the didactic model “Caixa Teatral” it was presented to undergraduate students of Biological Sciences to demonstrate its use in teaching the contents of Earth's evolution and emergence of life. Subsequently, a questionnaire was applied to assess the perception of future teaching professionals about the exposed didactic model. Through it, it was possible to identify the profile of these students, to know the way in which the teaching of the contents worked in Caixa Teatral took place during the high school of these students and to acquire the evaluation of the didactic model from the perspective of the licentiates. Therefore, it was possible to perceive that non-traditional methods enable effective education, with Caixa Teatral being a cheap, applicable and efficient teaching tool.

Peningkatan Hasil Belajar Siswa dalam Ipa-Biologi Melalui Penggunaan Kartu Indeks pada Siswa Kelas Ix Upt Smp Muhammadiyah Cece Kabupaten Enrekang

The use of index cards in class IX UPT SMP Muhammadiyah Cece, Enrekang Regency. This study aims to obtain information about the learning outcomes of Biology students of grade IX UPT SMP Muhammadiyah Cece, Enrekang Regency for the 2021/2022 academic year who are taught using learning media in the form of index cards. The formulation of the problem in this study is whether the use of index cards can improve student learning outcomes in biology science in class IX UPT SMP Muhammadiyah Cece, Enrekang Regency. The variables studied are the understanding of index cards and student Biology learning outcomes, using the type of classroom Action Research. The population in this study was all 25 students of Class IX UPT SMP Muhammadiyah Cece Kab. Enrekang. The research design used is as many as two cycles, each cycle consisting of planning, implementation, observation or observation, and reflection. The research instruments used in data collection are biology learning outcomes tests, student activity observation sheets and questionnaires about student responses. The data analysis techniques used are qualitative analysis and quantitative analysis. The results showed that there was an increase in the learning outcomes of Biology Science students who were taught using index cards. The average score of biology learning outcomes of grade IX students of UPT SMP Muhammadiyah Cece Kab. Enrekang in cycle I through evaluation tests was 60.6% and the average score in cycle II increased to 72.08%. While the completeness of student learning outcomes in cycle I was 52% and in cycle II increased to 88%. so the use of learning media in the form of index cards can improve the learning outcomes of Science-Biology students of grade IX UPT SMP Muhammadiyah Cece, Enrekang Regency.

Comparison of the Literacy Level on Major Environmental Issues of the G.C.E. (A/L) Students of Different Disciplines in Kandy District, Sri Lanka

The study aims to examine the environmental literacy level of G.C.E A/L students (comparable to British Advanced Level) in the Kandy District, Sri Lanka, and to evaluate environment modules embedded into the curriculum. Furthermore, we find the relationships between environmental literacy level and socioeconomic and discipline levels. A survey with a sample of 300 students was selected randomly from four different disciplines, with 25 students in each subject (biological science, mathematics, arts, and commerce) from three different types of schools (Public, Private, and International). A piloted, self-administered, and structured questionnaire with 44 items under six sections (personal background, environmental issues, attitudes, behavior, suggestion, and mitigation) was randomly distributed among the study sample. Results showed that most respondents reside in an urban area, the education level of parents was positioned in the G.C.E. (A/L) category, and the monthly total family income was more than SLR 90,000.00. Overall, the environmental literacy (EL) was similar among students of three different types of schools. The type of permanent residence, discipline, and educational background of parents were recognized as determining factors of EL levels (p < 0.05). The environmental literacy knowledge of biological science students was the highest (44%), followed by mathematics (36%), art (32%), and commerce (28%). Furthermore, the EL of the biology discipline was significantly different from commerce (18%) and art (14%) students. Students acquired environmental knowledge from television and radio (44%), internet (22%), school (27%), and parents (7%). The A/L Curriculum evaluation results proved that much less environment-related components were included in the commerce, art, and mathematics subjects. Of the disciplines, geography (35%) and biological science (11%) included a higher amount of EL knowledge, comparatively. Students suggested that recycling/ reuse of waste conserves natural resources, the green building concept, and the use of public transportation to conserve the environment. This study recommends that environmental concepts should be integrated with formal G.C.E A/L syllabus with activity learning, especially for non-science disciplines, and that environment-related television and radio programs should be enhanced.

Lecture capture affects student learning behaviour.

Lecture capture (the real-time recording of live lectures) has become commonplace in higher education. It is popular with students who like the associated flexibility and believe that lecture recordings improve their grades. Here, we performed a survey (n= 694, 53% of the cohort) and set up focus groups (2 focus groups, 15 participants) to explore biological sciences students' perceptions of how lecture capture impacts their study behaviour when recordings are provided for every lecture and are made available to students without restriction. The participants in our study were convinced that lecture capture improved their learning, and many students noted that they were dependent on the recordings, thinking that without them, they would not be able to achieve good grades. Students reported that they spend a considerable amount of time watching recordings and making verbatim notes, leaving them little time for independent study. For many, lecture capture seems to reinforce the view that memorisation equals learning, a view that may be reinforced by knowledge-focussed assessment formats. For most students, lecture capture did not affect self-reported live lecture attendance patterns. However, about one-third of the participants reported skipping more classes, and the same participants were more likely to postpone catching up on missed lectures. The outcomes of our study suggest that lecture capture provision may negatively affect some students' attendance and study behaviour, and thus, we suggest more needs to be done to mitigate against this.

Do we need plants to survive? Triggering interest in Plant Science

The concept of plant blindness deals with the human inability to perceive the plants around, although they are essential for the basis of life on Earth. Furthermore, the daily human coexistence with plants or with products derived from plants is indisputable. We look for strategies to reverse the perceptive capacity of plants in our daily lives, bringing the Scientia amabilis; to the foreground, focusing on Botany as a fundamental area of Biological Sciences. We proposed to undergraduate students of Biological Science the production of a botany notebook in which they record their daily experiences with plants and plant-derived products. The activity was carried out in four steps: (1) production of the text; (2) a conversation circle; (3) insertion of scientific botanical data in the notebooks; and (4) analysis of the notebook text contents. The relationships established by the students focused on the utilitarian perception. The scientific approaches followed mostly the logic of the textbooks, with emphasis on plant structures, followed by plant systematics and physiology. The analysis of the texts and the narrative of the students allows us to conclude that the production of the Botany Notebooks improved the students' perception the importance of plants for human survival and served as a trigger for interest in discussions of botanical the environmental balance and the maintenance of all levels of life on Earth.

What are the fields of work in Mycology? The perceptions of pre-service students in Biological Sciences

Resumo A Micologia necessita de profissionais capacitados para trabalhar com fungos, conforme a crescente demanda em diversos setores. Uma das formas de capacitar profissionais para a área é a formação inicial em Biologia. Todavia, existe uma sub-representatividade acadêmica para com a Micologia, comprometendo assim, a disponibilização de profissionais nesta carreira. Esta pesquisa investigou e descreveu as percepções de estudantes de Biologia de três universidades públicas do estado de São Paulo, acerca da atuação em Micologia por meio de questionário e análise categorial das respostas. Os participantes reconhecem e validam a presença de biólogos na Micologia e apontam atividades de atuação que extrapolam as possibilidades presentes em documentos oficiais. Entretanto, essa percepção da multidisciplinaridade da área pode refletir o ensino superficial e pouco específico da Micologia nesses cursos, visto que a maioria dos participantes não cursou disciplinas específicas de Micologia em suas universidades e apresentou uma visão antropocêntrica dos fungos.