Undergraduate Biology Students Research Articles

Revision as an essential step in modeling to support predicting, observing, and explaining cellular respiration system dynamics

ABSTRACT Comprehensive understanding of complex biological systems necessitates the use of computational models because they facilitate visualisation and interrogation of system dynamics and data-driven analysis. Computational model-based (CMB) activities have demonstrated effectiveness in improving students’ understanding and their ability to use and reason with models. To maximise the effectiveness of computational modelling, this study examined an improved cognitive scaffolding and its impact on student learning of cellular respiration. This scaffolding proposes the predict-observe-revise-explain (PORE) sequence of tasks that explicitly challenge students to revise their predictions and computational models to resolve cognitive conflict. Based on revision work in a CMB activity, a sample of n = 362 undergraduate biology students were categorised into three groups – not expected to revise (NR, n = 109), required-revised (RR, n = 179), and required-did not revise (RDNR, n = 74). Students’ performance in predict, revise, and explain tasks were significantly associated with post-test performance. RR students were more than twice as likely to demonstrate a positive learning gain in the post-test (odds ratio = 2.47) compared to RDNR students. While science education has implicitly acknowledged revision as a critical cognitive process in modelling, this study presents evidence that making revision an explicit cognitive task in a CMB activity supports student learning of a complex biological system.

Mixed effects of a randomized trial replication study testing a cost-focused motivational intervention

This study attempted to replicate a prior intervention study focused on reducing students' perceptions of cost to enhance their course performance. Undergraduate biology students (N = 147) were randomly assigned to complete a cost-focused intervention or a control condition. The intervention was designed to help students re-attribute their course challenges more adaptively, with a goal that this would help students perceive less cost associated with the challenges. Contrary to hypotheses, the intervention increased students’ perceptions of cost at two time points. However, it also predicted higher scores on one of two course exams. Results demonstrate that cost-focused interventions may increase cost in some contexts, pointing to the context-specificity of intervention materials and the importance of replicating successful motivational interventions. However, results also suggest that increased cost does not necessarily correspond to lower academic performance in the context of an intervention aiming to help students re-appraise course challenges.

Undergraduate biology students describe their relationships with mentors during a field study: an intrinsic case study through the lens of teacher authority

Undergraduate biology students describe their relationships with mentors during a field study: an intrinsic case study through the lens of teacher authority

Immersive virtual reality in STEM: is IVR an effective learning medium and does adding self-explanation after a lesson improve learning outcomes?

The goal of the current study was to investigate the effects of an immersive virtual reality (IVR) science simulation on learning in a higher educational setting, and to assess whether using self-explanation has benefits for knowledge gain. A sample of 79 undergraduate biology students (40 females, 37 males, 2 non-binary) learned about next-generation sequencing using an IVR simulation that lasted approximately 45 min. Students were randomly assigned to one of two instructional conditions: self-explanation (n = 41) or control (n = 38). The self-explanation group engaged in a 10 min written self-explanation task after the IVR biology lesson, while the control group rested. The results revealed that the IVR simulation led to a significant increase in knowledge from the pre- to post-test (ßPosterior = 3.29). There were no differences between the self-explanation and control groups on knowledge gain, procedural, or conceptual transfer. Finally, the results indicate that the self-explanation group reported significantly higher intrinsic cognitive load (ßPosterior = .35), and extraneous cognitive load (ßPosterior = .37), and significantly lower germane load (ßPosterior = − .38) than the control group. The results suggest that the IVR lesson was effective for learning, but adding a written self-explanation task did not increase learning after a long IVR lesson.

How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance

AbstractIn recent years, there has been a strong push to transform STEM education at K‐12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate‐of‐change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry.

Anti‐Covid Gene Therapy: Integration of Authentic Research into a Continuously Evolving Undergraduate Laboratory Course

Undergraduate biology students often graduate without exposure to authentic research experiences. Laboratory courses follow a one or two week fail‐proof experiment resembling a cookbook recipe, lacking the uncertainty of genuine research. Techniques in molecular biology cover an array of skills essential to succeed in a biotechnological laboratory today. I have been developing an evolving molecular biology lab course based on the teaching of concepts while imparting the skills and applications of modern techniques, providing students with theoretical concepts and laboratory skills. We prepare students to carry‐out scientific protocols that can be applied to a future workforce setting. Students are immersed in a 10‐week series of labs with the objective to use molecular cloning to make a novel gene therapy vector; therapies are designed to inhibit the expression of genes of the virus that causes Covid‐19, severe acute respiratory syndrome coronavirus 2 (SARS‐CoV‐2). Students are introduced to PubMed and GenBank to research the background of SARS‐CoV‐2 and its target genes; the Spike gene (S), the membrane gene (M) the nucleocapsid gene (N) and the envelope gene (E). Students use the DNA software, Serial Cloner, as a tool to evaluate DNA sequences and mFOLD to analyze RNA structure. Students generate and visualize the design of an antisense gene therapy directed against one of the target viral genes. Using our gene therapy platform, students generate a vector with a unique target. Subsequently student‐generated vectors were transfected into mammalian tissue culture cells that express one of the target genes (S, M, N or E) and RNA and protein was collected to measure the efficacy of the gene therapy vector to reduce the expression of the target viral gene. In our initial experiments, we observed greater than 2.5‐fold reduction in the Spike Covid mRNA. Currently, students are testing additional therapies to maximize efficacy.

Exploring Protein Structures of SARS‐CoV‐2 Variants of Concern within an Undergraduate Research Course

Lane College is a Historically Black College with a legacy of educating underserved minority students. As a primarily undergraduate teaching college, faculty and students have limited opportunities to engage in undergraduate research. To address this concern, the biology department created the undergraduate research course sequence (Undergraduate Research I and II) to provide course‐based undergraduate research experiences for students. During the Spring 2021 semester, to limit the spread of COVID‐19, the College began the first few weeks with complete online instruction before switching to hybrid or face‐to‐face modality. For the biology undergraduate research students, the projects were redesigned based on input from the students to explore the viral protein structural changes in newly emerging SARS‐CoV‐2 variants of concern (VOC). First, students explored the virology of SARS‐CoV‐2 and structures of key viral proteins using curriculum available from Rutgers University on the Protein Data Bank during the online instruction period. Then the students selected a variant of concern, B.1.1.7 (Alpha), B.1.351 (Beta), or P.1 (Gamma), and a specific viral protein containing at least one mutation for further study. During the hybrid instruction period, using open‐source bioinformatics tools, including NCBI SARS‐CoV‐2 genome sequences, PANGO Lineage VOC data, UCSC Genome Browser and SNAP Gene, the students mapped the location of the VOC mutation on their chosen protein’s known structure. They then modeled the effect of the mutation on the protein structure using Chimera or iCN3D, since Chimera is not compatible with Chromebooks. Students determined that the mutations found in nsp3 in Alpha variant and ORF8 in Gamma variant did not have a large impact on the overall structure of the proteins and predicted that there would not be significant effects on protein function. In contrast, several mutations found in Beta variant spike protein likely impact receptor binding domain interactions with angiotensin converting enzyme 2 receptor. The methods developed here will be useful for further investigations of protein structures from emerging variants of concern. This experience demonstrates the utility of bioinformatics research projects in online and hybrid courses and the importance of consideration of compatibility of various open‐source tools with student devices.

Education Racial and Gender Disparities in COVID-19 Worry, Stress, and Food Insecurities across Undergraduate Biology Students at a Southeastern University.

ABSTRACTThe global spread of the novel coronavirus first reported in December 2019 led to drastic changes in the social and economic dynamics of everyday life. Nationwide, racial, gender, and geographic disparities in symptom severity, mortality, and access to health care evolved, which impacted stress and anxiety surrounding COVID-19. On university campuses, drastic shifts in learning environments occurred as universities shifted to remote instruction, which further impacted student mental health and anxiety. Our study aimed to understand how students from diverse backgrounds differ in their worry and stress surrounding COVID-19 upon return to hybrid or in-person classes during the Fall of 2020. Specifically, we addressed the differences in COVID-19 worry, stress response, and COVID-19-related food insecurity related to race/ethnicity (Indigenous American, Asian/Asian American, black/African American, Latinx/Hispanic, white, or multiple races), gender (male, female, and gender expressive), and geographic origin (ranging from rural to large metropolitan areas) of undergraduate students attending a regional-serving R2 university, in the southeastern U.S. Overall, we found significance in worry, food insecurity, and stress responses with females and gender expressive individuals, along with Hispanic/Latinx, Asian/Asian American, and black/African American students. Additionally, students from large urban areas were more worried about contracting the virus compared to students from rural locations. However, we found fewer differences in self-reported COVID-related stress responses within these students. Our findings can highlight the disparities among students’ worry based on gender, racial differences, and geographic origins, with potential implications for mental health of university students from diverse backgrounds. Our results support the inclusion of diverse voices in university decisioning making around the transition through the COVID-19 pandemic.

Real-time text message surveys reveal student perceptions of personnel resources throughout a course-based research experience.

Course-based research experiences (CREs) are designed to engage students in authentic scientific experiences that are embedded into a standard curriculum. CREs provide valuable research experiences to large numbers of undergraduate biology students, however, CRE implementation can require many personnel. Because limited personnel may be a barrier to widespread CRE implementation, our goal was to discover which personnel students valued throughout a CRE and the ways they were valuable. We investigated students’ perceptions of personnel resources throughout a semester-long CRE using two survey approaches. Using a text message survey administered multiple times per week, real-time data was collected about which personnel resource students perceived to be the most helpful. Using a web-based survey administered five times throughout the semester, retrospective data was collected about how often students used each personnel resource and how helpful students perceived each personnel resource to be. Graduate teaching assistants (TAs) were consistently selected as the most helpful personnel resource by the majority of respondents throughout the semester, with most respondents describing graduate TAs providing project-specific feedback. Although less frequently, undergraduate TAs were also consistently selected as the most helpful personnel resource. Respondents described undergraduate TAs providing project-specific feedback, general feedback, and project-specific resources. Data from the retrospective, web-based survey largely mirrored the real-time, text message survey data. Throughout the semester, most respondents reported using graduate TAs “Often” or “Always” and that graduate TAs were “Very” or “Extremely” helpful. Throughout most of the semester, most respondents also reported using undergraduate TAs “Often” or “Always” and that undergraduate TAs were “Very” or “Extremely” helpful. The results of this descriptive study underscore the importance of graduate and undergraduate TAs in the development and implementation of CREs, emphasizing the need for departments and course coordinators to be intentional in planning TA training that prepares TAs to fulfill their critical role in CRE implementation.

Seeing climate change: psychological distance and connection to nature

To develop targeted climate change curricula, it is imperative to understand how students perceive and observe the localized effects of climate change. Our work used a quantitatively driven, parallel mixed methods research design to study potential factors that contribute to undergraduate biology students seeing the local effects of climate change. Our research questions asked students to provide examples of climate change occurring in their state and examined the predictive power of connection to nature, psychological distance, and other factors on whether students see climate change or not. Our quantitative data show a student’s connection to nature, their spatial climate awareness, and their geographic location were the three most important factors in predicting a student seeing and discussing climate change occurring in their state. Further, our qualitative data support our quantitative findings indicating that personal experiences in nature are integral for students connecting with nature and seeing climate change at scales smaller than their state. Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2022.2042205.

Audience Matters

There is growing attention to student assessments designed to reach beyond the classroom, including assessments with an immediate or future audience. The impact of audience, however, has not been examined in multimodal assessments across continents, institutions, disciplines, and teaching contexts. Using qualitative data, this article examines the impact on student learning of incorporating audience and awareness of audience in diverse settings through multimodal projects. These include a core assignment in an interdisciplinary, semester-long graduate class in the United States, a year-long capstone project for geography undergraduates in Northern Ireland, and a supplemental assignment for graduate and undergraduate biology students in Norway. This article investigates the impact of audience through multimodal assessments across these three settings and concludes that it can positively influence student learning, motivation, and skill development.

A Quantitative Reasoning Framework and the Importance of Quantitative Modeling in Biology

Biology is becoming more quantitative. If we are to support the future of quantitative biology, then the next generation of biologists must be prepared to consistently integrate quantitative reasoning into subject matter that has traditionally been considered through a qualitative lens. We introduce a quantitative reasoning framework and discuss the importance of quantitative modeling in biology. The framework includes the Quantitative Act as a support for Quantitative Modeling and Quantitative Interpretation. The QM BUGS diagnostic instrument was developed to assesses undergraduate biology students’ abilities to create and apply models employing pre-calculus mathematics. A brief discussion of our research findings based on implementation of the instrument include the lack of student ability to develop quantitative models. We present items from the instrument as examples of the Quantitative Act elements: variable quantification through identifying variable and attributes, measurement, variation, quantitative literacy, and context. We also provide items representing quantitative modeling and quantitative interpretation. We then view quantitative biology from K-12 and collegiate perspectives, including instructional practices for teaching quantitative biology, motivating problem contexts that afford quantification, instructional strategies of repetition, scaffolding, peer teaching and learning, direct instruction and teacher moves on the K-12 level, as well as identifying five competencies for the next generation of biologists which require QA abilities.

The Conceptualization of Quantitative Reasoning among Introductory Biology Faculty

ABSTRACTQuantitative reasoning (QR) skills have become a critical competency for undergraduate biology students, and recommendations for curricular reform urge QR training throughout undergraduate biology programs. Much research has been directed at course design, pedagogy, and student challenges in QR, but less research has been directed toward understanding how biology faculty conceptualize the QR skills they are called upon to teach. We conducted in-depth, semistructured interviews with 15 participants teaching introductory biology courses to learn how faculty conceptualize QR at the introductory level. Using phenomenology, responses were coded to establish inductive codes. We found that two themes emerged from the coded conceptualizations: sophisticated, cognitively complex QR skills and basic QR skills. Participants placed emphasis on the more complex QR skills as being important in the undergraduate curriculum, beginning at the introductory level. Participants’ conceptualizations of QR aligned with skills called for in curriculum reform, but the perceived notion of “basic” for some skills may not align with the literature. This suggests that more is needed in aligning faculty conceptualization of QR with curriculum, pedagogy, and assessment.

Core concepts in physiology: teaching homeostasis through pattern recognition

Homeostasis is a core concept in systems physiology that future clinicians and biomedical professionals will apply in their careers. Despite this, many students struggle to transfer the principles governing homeostasis to concrete examples. Precourse assessments conducted on 72 undergraduate biology students enrolled in an introductory systems physiology course at the University of Belgrade during the February-May semester of 2021 revealed that students had a vague, fragmentary understanding of homeostasis and its related concepts that was often conflated with topics touched on during their previous coursework. We formalized and implemented an approach to teaching homeostasis that focused heavily on consistent reinforcement of physiological reflex patterns throughout the course. To that end, we employed a variety of activities aimed at getting students to view organ system integration holistically. After the semester, postcourse assessment demonstrated that students were better able to provide concrete examples of organ system contributions to homeostasis and were more adept at applying basic principles to novel physiological scenarios. Comparison of final grades with previous semesters revealed that students outperformed their peers who had taken the course previously. In this article, we summarize the findings of pre- and postcourse assessments, describe the general approach we took to teaching homeostasis as well as the specific techniques used in the classroom, and compare student performance with previous semesters.

Supporting Undergraduate Biology Students' Academic Success: Comparing Two Workshop Interventions.

College students’ performance in introductory-level biology course work is an important predictor of ongoing persistence in the major. This study reports on a researcher–educator partnership that designed and compared two cocurricular workshops. Seventeen laboratory sections of an undergraduate biology course were randomly assigned to one of two educational interventions during the regularly scheduled lab class section after students had completed and received the results for the first exam. The baseline Metacognition intervention was an hourlong workshop focused on effective learning strategies and self-awareness in the learning process; the extended Metacognition plus Time Management (Metacognition+TM) intervention included the aforementioned workshop plus a second hourlong workshop on time management and procrastination. Based on three exams and self-report surveys administered before the intervention and at the end of the semester, students who participated in the Metacognition+TM intervention experienced greater increases in their exam scores and degree commitment than those in the baseline intervention. Additionally, group status moderated the effect of the intervention, as the Metacognition+TM intervention was especially effective in increasing use of time management tools by students from minoritized groups.

Punnett Squares or Protein Production? The Expert-Novice Divide for Conceptions of Genes and Gene Expression.

Concepts of molecular biology and genetics are difficult for many biology undergraduate students to master yet are crucial for deep understanding of how life works. By asking students to draw their ideas, we attempted to uncover the mental models about genes and gene expression held by biology students (n = 23) and experts (n = 18) using semistructured interviews. A large divide was identified between novice and expert conceptions. While experts typically drew box-and-line representations and thought about genes as regions of DNA that were used to encode products, students typically drew whole chromosomes rather than focusing on gene structure and conflated gene expression with simple phenotypic outcomes. Experts universally described gene expression as a set of molecular processes involving transcription and translation, whereas students often associated gene expression with Punnett squares and phenotypic outcomes. Follow-up survey data containing a ranking question confirmed students’ alignment of their mental models with the images uncovered during interviews (n = 156 undergraduate biology students) and indicated that Advanced students demonstrate a shift toward expert-like thinking. An analysis of 14 commonly used biology textbooks did not show any relationship between Punnett squares and discussions of gene expression, so it is doubtful students’ ideas originate directly from textbook reading assignments. Our findings add to the literature about mechanistic reasoning abilities of learners and provide new insights into how biology students think about genes and gene expression.

Biophysical Reviews' "Meet the Councilor"-a profile of Anastasia A. Anashkina.

As one of the twelve Councilors of the International Union of Pure and Applied Biophysics elected in summer 2021, I have been asked to provide this short biographical sketch for the journal readers. I am a new member of the IUPAB Council. I hold a specialist degree in Applied Physics and Mathematics from the Moscow Institute of Physics and Technology and PhD in Biophysics from Moscow State University. I have spent my entire professional career at Engelhardt Institute of Molecular Biology of the Russian Academy of Sciences in Moscow, where I am currently a senior researcher. I am Associate Professor at the Digital Health Institute of the I.M. Sechenov First Moscow State Medical University since 2018, and have trained undergraduate students in structural biology, biophysics, and bioinformatics. In addition, I serve as the Guest Editor of special journal issues of International Journal of Molecular Sciences and Frontiers in Genetics BMC genomics. Now I joined Biophysical Reviews Editorial Board as IUPAB Councilor. I am a Secretary of National Committee of Russian Biophysicists, and have helped to organize scientific conferences and workshops, such as the VI Congress of Russian Biophysicists.

Undergraduate Biology Students Received Higher Grades During COVID-19 but Perceived Negative Effects on Learning

Institutions across the world transitioned abruptly to remote learning in 2020 due to the COVID-19 pandemic. This rapid transition to remote learning has generally been predicted to negatively affect students, particularly those marginalized due to their race, socioeconomic class, or gender identity. In this study, we examined the impact of this transition in the Spring 2020 semester on the grades of students enrolled in the in-person biology program at a large university in Southwestern United States as compared to the grades earned by students in the fully online biology program at the same institution. We also surveyed in-person instructors to understand changes in assessment practices as a result of the transition to remote learning during the pandemic. Finally, we surveyed students in the in-person program to learn about their perceptions of the impacts of this transition. We found that both online and in-person students received a similar small increase in grades in Spring 2020 compared to Spring 2018 and 2019. We also found no evidence of disproportionately negative impacts on grades received by students marginalized due to their race, socioeconomic class, or gender in either modality. Focusing on in-person courses, we documented that instructors made changes to their courses when they transitioned to remote learning, which may have offset some of the potential negative impacts on course grades. However, despite receiving higher grades, in-person students reported negative impacts on their learning, interactions with peers and instructors, feeling part of the campus community, and career preparation. Women reported a more negative impact on their learning and career preparation compared to men. This work provides insights into students’ perceptions of how they were disadvantaged as a result of the transition to remote instruction and illuminates potential actions that instructors can take to create more inclusive education moving forward.

A Rubric for Assessing Student Drawings & Reasoning to Gauge Understanding of Osmosis & Diffusion

The concepts of osmosis and diffusion are essential to biology, and student difficulties with them are well documented, along with multiple ways of assessment and diagnosis. We add to the literature by sharing how we used drawing and reasoning prompts with first-year undergraduate biology students to gauge learning before and after an osmosis and diffusion lab. We also share the development and validation of a three-point analytical rubric to score the keywords, student drawings, and reasoning prompts. The qualitative and quantitative nature of this exercise provides instructors with the unique opportunity to diagnose difficulties not only in introductory biology but throughout the undergraduate curriculum. Implementation strategies throughout the undergraduate curriculum are discussed.

TV medical dramas: health sciences students\u2019 viewing habits and potential for teaching issues related to bioethics and professionalism

BackgroundMedical dramas have been popular since their inception, especially among medical students. We hypothesized that the recent increase in the availability of TV medical series through online streaming platforms has probably changed health science students’ viewing habits as well as the representation of bioethical conflicts and health professionals.MethodsWe invited undergraduate students of medicine, nursing, and human biology to complete a self-administered questionnaire about their viewing habits and perceptions of the depictions of bioethical issues and professionalism in TV medical series.ResultsOf the 355 respondents, 98.6 % had watched TV in the last year, 93.5 % watched TV series, and 49.6 % watched medical dramas more than once a week. The most-viewed medical dramas were The Good Doctor, House MD, and Grey’s Anatomy. The most-remembered bioethical topics were medical errors, inappropriate professional behaviors, and death. Most students considered that ideals of professionalism were depicted positively and professionals were portrayed as intelligent, professionally qualified, and competent.ConclusionsMedical dramas are very popular with health science students and are potentially useful as teaching tools for discussing issues related to bioethics and professionalism.