Journal of Microbiology & Biology Education最新文献

A latent class analysis of cultural wealth: insights into academic success in introductory biology at a Hispanic-serving institution. 文化财富的潜在阶级分析：对西班牙裔服务机构入门生物学学业成功的洞察。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-08 DOI: 10.1128/jmbe.00012-25

Alexander Eden, Bryan M Dewsbury

{"title":"A latent class analysis of cultural wealth: insights into academic success in introductory biology at a Hispanic-serving institution.","authors":"Alexander Eden, Bryan M Dewsbury","doi":"10.1128/jmbe.00012-25","DOIUrl":"https://doi.org/10.1128/jmbe.00012-25","url":null,"abstract":"Success in STEM majors often depends on students' ability to navigate gateway courses, such as introductory biology, which establishes foundational knowledge and predicts retention in the major. However, disparities in performance within these courses often reflect systemic inequities rather than differences in ability. This study explores the role of cultural wealth, as defined by Yosso's Community Cultural Wealth (CCW) framework, in shaping academic outcomes. Using data from 518 biology majors at a Hispanic-serving institution, we employed latent class analysis to identify distinct subgroups of students based on their cultural wealth profiles. Four latent classes emerged, characterized by varying levels of engagement across the CCW dimensions. Class 1 exhibited the highest cultural wealth but did not achieve the highest grades, highlighting the potential influence of unexamined mediators. Class 2, with moderate responses across dimensions, achieved the highest grades, suggesting a potential interaction of cultural wealth and external supports. Classes 3 and 4, with lower overall cultural wealth, exhibited lower academic performance. These findings reveal the complex interplay between cultural wealth and academic success in biology education.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0001225"},"PeriodicalIF":1.6,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An interactive art activity to promote student reflection and learning about host-microbe interactions. 这是一项互动艺术活动，旨在促进学生对宿主-微生物相互作用的思考和学习。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-03-31 DOI: 10.1128/jmbe.00063-25

Camila Souza Beraldo

{"title":"An interactive art activity to promote student reflection and learning about host-microbe interactions.","authors":"Camila Souza Beraldo","doi":"10.1128/jmbe.00063-25","DOIUrl":"https://doi.org/10.1128/jmbe.00063-25","url":null,"abstract":"The use of art in science teaching can effectively help students understand complex and abstract concepts, particularly in the fields of Microbiology and Microbial Ecology, where the study objects-the microbes-are invisible to human eyes. To explore how different factors shape host-microbe interactions, I developed the activity MicrobiART, which uses mixed art materials to create analogies that illustrate the dynamic relationships between hosts, microbes, and their environments. MicrobiART was presented as an alternative session at a PhD students' conference in Espoo, Finland. Participants were invited to combine papers, balls, and paint-representing hosts, microbes, and environmental factors, respectively-to create paintings that depict the outcomes of these interactions. The completed artworks were then displayed in a mini exhibition. Following this session, participants were invited to engage in discussion to identify patterns in the paintings and reflect on the analogies' meanings and limitations. The activity is adaptable to various age groups and to both non-specialist and specialist audiences. Anecdotal evidence suggests that participants understood how interaction outcomes depend on the specific combination of players (host, microbes, and environment), while also recognizing emergent patterns. For instance, interactions within the same environment often share similar colors, contrasting with those from a different environment. Moreover, participants found the experience enjoyable, particularly due to its interactive and aesthetic appeal. These findings highlight the value of integrating science and art in science communication, especially in conference spaces: such integration fosters connections, inspires new ideas and teaching approaches, and provides a relaxed setting for discussion.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006325"},"PeriodicalIF":1.6,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143754967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cultural incorporation of the Kirby-Bauer method in introductory microbiology lab. 微生物学导论实验室中柯比-鲍尔法的培养结合。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-03-27 DOI: 10.1128/jmbe.00014-25

Ashley McCarley, Caryl Ann Becerra

{"title":"Cultural incorporation of the Kirby-Bauer method in introductory microbiology lab.","authors":"Ashley McCarley, Caryl Ann Becerra","doi":"10.1128/jmbe.00014-25","DOIUrl":"https://doi.org/10.1128/jmbe.00014-25","url":null,"abstract":"With rising antibiotic resistance, researchers are exploring sourced pharmaceuticals from local plant materials. One avenue is medicinal plants used in Indigenous communities. California State University, Channel Islands (CSUCI), is built on unceded Chumash land, affording collaboration with local Chumash communities to steward the land's natural and cultural ancestry. Utilizing plant extracts derived from California plant species, we developed an exercise incorporating the local cultural heritage and Kirby-Bauer disk diffusion assay (KB assay). In this exercise, students discuss impacting antibiotic resistance and the role of holistic discovery in creating new pharmaceuticals, examining cultural and familial teachings as a source of scientific/academic inquiry. Students then perform KB assays using plant extracts alongside antibiotics, interpret zones of inhibition for each disk, and compare them to susceptibility cutoffs provided by their lab manual and Clinical and Laboratory Standards Institute (CLSI). While most plant extracts proved ineffective against bacterial strains, students engaged in a novel method for a standardized microbiology technique. Using plants accessed from local environments expands the exercise to various regions, utilizing local flora or ingredients in their classrooms.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0001425"},"PeriodicalIF":1.6,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143721446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum. 通过3d打印的主动学习活动和翻转课堂课程，增强学生对基因克隆的理解。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-03-26 DOI: 10.1128/jmbe.00188-24

Katriana A Popichak, Kathryn Krupinsky, Delaney Worthington, Samuel Fredricks, Leila Takahashi-Ruiz, Mary Howerton, Marcela Henao-Tamayo, Erica L Suchman, Jennifer L McLean

{"title":"Enhancing student understanding of genetic cloning through a 3D-printed active learning activity and flipped classroom curriculum.","authors":"Katriana A Popichak, Kathryn Krupinsky, Delaney Worthington, Samuel Fredricks, Leila Takahashi-Ruiz, Mary Howerton, Marcela Henao-Tamayo, Erica L Suchman, Jennifer L McLean","doi":"10.1128/jmbe.00188-24","DOIUrl":"https://doi.org/10.1128/jmbe.00188-24","url":null,"abstract":"This classroom curriculum is designed to teach the topic of cloning in both small- and large-enrollment undergraduate general microbiology courses. Students often struggle to grasp and visualize genetic engineering or cloning, in which a piece of DNA is put into a plasmid so that a bacterium may be transformed to produce large quantities of genetic material. Here, we incorporate a hands-on activity featuring 3D-printed models of DNA plasmids and gene inserts within a scaffolded cloning curriculum, designed to enhance student learning and engagement. As students physically manipulate 3D-printed models, with periodic guidance from the instructor, students may refine their scientific thinking about cloning after engaging in lecture-based materials. Uniquely, this activity may also be utilized as a flipped classroom activity to recapitulate a recorded lecture viewed beforehand. The hands-on activity changes the dynamic of a passive learning experience to one that is more active and beneficial for both the student and instructor. Here, we demonstrate that as this scaffolded curriculum builds, so does student understanding and performance.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0018824"},"PeriodicalIF":1.6,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Engaging short film activity that supports learning, science identity, and nature of science comprehension. 参与短片活动，支持学习、科学认同和科学理解的本质。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-03-25 DOI: 10.1128/jmbe.00227-24

Amanda L Molder, Emily Howell, Sarah Goodwin, Shannon Behrman, Stephanie Mathews

{"title":"Engaging short film activity that supports learning, science identity, and nature of science comprehension.","authors":"Amanda L Molder, Emily Howell, Sarah Goodwin, Shannon Behrman, Stephanie Mathews","doi":"10.1128/jmbe.00227-24","DOIUrl":"https://doi.org/10.1128/jmbe.00227-24","url":null,"abstract":"Improving perceptions of students' science identities and their understanding of the nature of science (NOS) are important learning goals for undergraduate biology students. Previous research has observed that students who reflect on personal histories and research narratives of diverse scientists experience positive changes in their own science identities and understanding of the nature of science, respectively. However, these stories were in written or mixed media formats (e.g., podcasts, TED talks). Here, we explore whether such stories in nonfiction film, an immersive storytelling medium, could also serve as an intervention in positively affecting these outcomes. The focus of our curricular intervention is two short films that explore personal histories and research narratives: Decoding Ancestral Knowledge and CRISPR Apostle. We assigned students (N = 286) in a large, asynchronous, online general microbiology course to watch Decoding and CRISPR at distinct times in the semester. Immediately after watching each film, students took a survey with closed- and open-response questions designed to measure content knowledge, science identity, and NOS learning. We analyzed quantitative responses using descriptive statistics and open-ended responses using a computational textual analysis method of structured topic modeling. Results indicate that watching the films had a considerable impact on content knowledge as well as students' perceptions of scientists, self-identification as scientists, and understanding of NOS. Interestingly, there were some differences between the films on the degree of impact on science identity as well as the types of emergent themes for science identity and NOS. These results suggest that science nonfiction films with personal histories and research narratives can be useful tools in supporting these student outcomes. We describe in this article how to access these free materials, including the films, and also suggest possible modifications.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0022724"},"PeriodicalIF":1.6,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143701756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reply to Roberson and Kang, "Application of statistics to Beer's law". 答复罗伯逊和康，“统计学在比尔定律中的应用”。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-03-10 DOI: 10.1128/jmbe.00005-25

Verónica A Segarra

引用次数: 0

Application of statistics to Beer's law. 统计学在比尔定律中的应用。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-03-10 DOI: 10.1128/jmbe.00234-24

Gracie A Roberson, Jonghoon Kang

引用次数: 0

Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology course. 学生在混合实验室模式下的表现与认知：微生物学基础课程中互动虚拟模拟与面对面整合的探索性研究。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-03-06 DOI: 10.1128/jmbe.00203-24

Vanessa Ayer Miller, Timothy Marks, Dorothea K Thompson

{"title":"Student performance and perceptions in a hybrid laboratory model: an exploratory study of interactive virtual simulations and in-person integration in a foundational microbiology course.","authors":"Vanessa Ayer Miller, Timothy Marks, Dorothea K Thompson","doi":"10.1128/jmbe.00203-24","DOIUrl":"https://doi.org/10.1128/jmbe.00203-24","url":null,"abstract":"Interest in virtual laboratory simulations as a pedagogical tool continues to grow, given the advantages of flexibility, scalability, technology integration, and interactive visualizations. We developed a laboratory model that integrates virtual lab simulations (VLS) and traditional in-person (IP) lab experiences for targeted skill development. In this study, we aimed to compare the effectiveness of VLS versus IP labs in the promotion of procedural, conceptual, and critical thinking levels of understanding. A second research objective was to explore students' perceptions in using VLS compared to IP labs in an undergraduate microbiology course. Study participants comprised students (n = 49) enrolled in a foundational microbiology course at a private university in the Fall semesters of 2022 and 2023. Identical quizzes were administered to assess learning performance of students who received the VLS first and those who completed the IP lab first. Focus group discussions were conducted, and participant responses were audio recorded for accuracy purposes, transcribed, and analyzed thematically using open and axial coding. The results indicated differences in performance scores between the VLS and IP groups were not statistically significant, suggesting both lab modalities are effective in enhancing learning. Overall, students expressed positive perceptions of VLS, noting detailed explanations, repetition, time management, and visual learning as primary benefits. Furthermore, students indicated an interest in using VLS in a hybrid structure as either a pre-laboratory exercise or a supplemental lab. These findings support the utility of a hybrid laboratory model in a foundational microbiology course for training pre-clinical students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0020324"},"PeriodicalIF":1.6,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143567693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A call for healing and unity. 呼吁愈合和团结。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-02-27 DOI: 10.1128/jmbe.00066-25

Patrick D Schloss

引用次数: 0

Inspiring young minds: the Microbiology Kids Club in Mozambique. 启发年轻人的思想：莫桑比克的微生物学儿童俱乐部。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-02-27 DOI: 10.1128/jmbe.00194-24

Aureliana Chambal Chilengue, Marília Namburete, Osvaldo Inlamea, Bibiana Melchior, Sádia Pereira, Emídio Nhavoto, Pedro Inguana, Dolorte Simbine, Júlio Nandza, Esperança Sevene

引用次数: 0