Journal of Microbiology & Biology Education最新文献

Use of personal storytelling in educational videos promotes student engagement and science identity in undergraduate biology courses. 在教育视频中使用个人故事可以促进学生对本科生物学课程的参与和科学认同。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-10-07 DOI: 10.1128/jmbe.00084-25

Amanda L Molder, Brittany Anderton, Emily Howell, Sarah Goodwin, Shannon Behrman, Marina Ellefson

{"title":"Use of personal storytelling in educational videos promotes student engagement and science identity in undergraduate biology courses.","authors":"Amanda L Molder, Brittany Anderton, Emily Howell, Sarah Goodwin, Shannon Behrman, Marina Ellefson","doi":"10.1128/jmbe.00084-25","DOIUrl":"https://doi.org/10.1128/jmbe.00084-25","url":null,"abstract":"In this era of information abundance and digital connectivity, educational videos are a transformative and widely used resource in STEM higher education. Much of what is known about the effective use of educational videos comes from analyzing videos used for content delivery and the impacts on knowledge gains or behavioral engagement with videos. Less is known about how videos may impact students' affective learning experiences, feelings, and attitudes or how to effectively use videos in science education beyond just as a content-delivery tool. This study explored the impact of three distinct video styles: a whiteboard animation, a recorded discovery lecture by one of the discoverers, and a documentary short film featuring both discoverers in conversation on student outcomes in a large-enrollment undergraduate biology class. Students were randomized to watch one of these three formats, all covering the same scientific content (i.e., the Meselson and Stahl experiment), followed by a post-video survey. The documentary film, \"The Most Beautiful Experiment,\" which integrated interpersonal storytelling and informal dialog, had the most significant impact on outcomes related to affective learning, including science identity, attitudes about biology, speaker relatability, and emotional engagement. No significant differences in knowledge gains were observed across video styles. This study highlights the potential of personalized and embodied video formats to enrich STEM education and warrants further research into their broader applications.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0008425"},"PeriodicalIF":1.5,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145239885","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

The illusion of inclusion: structural and methodological gaps in biology education research. 包容的错觉：生物教育研究的结构和方法差距。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-10-01 DOI: 10.1128/jmbe.00181-25

Candice Idlebird, Rebecca Campbell-Montalvo, Gary S McDowell, Emily Blosser, Richard Harvey, Yiwen Zha, Jana Marcette

{"title":"The illusion of inclusion: structural and methodological gaps in biology education research.","authors":"Candice Idlebird, Rebecca Campbell-Montalvo, Gary S McDowell, Emily Blosser, Richard Harvey, Yiwen Zha, Jana Marcette","doi":"10.1128/jmbe.00181-25","DOIUrl":"https://doi.org/10.1128/jmbe.00181-25","url":null,"abstract":"This integrative literature review analyzes the corpus of biology education research published in the main biology education journals of major professional societies. The goal of this analysis is to determine which approaches (including groups of focus, research methods, and settings/perspectives) from social science fields (i.e., psychology, sociology, and anthropology) are utilized in published peer-reviewed biology education research relating to diversity, equity, and inclusion (DEI). Scoping how social science approaches are used in this area is important to understanding whether biology education research could benefit from complementary approaches that might advance praxis. This analysis found that research informing the biology education community draws heavily from psychological perspectives that are overwhelmingly not disaggregated (78% of articles identifying a group lumped the participant together), are by far more quantitative (58% used survey, 26% grades, 20% school data) than qualitative (17% used interview, 10% observation), and did not adopt structural approaches (72%). The addition of missing contributions from social science is critical to advancing interventions to broaden STEM participation, given that merging paradigms can offer more robust, multi-level explanations for observed phenomena. This has important implications for education, biology education, biology education research, social science, and research in related STEM fields.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0018125"},"PeriodicalIF":1.5,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145201850","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

Antimicrobial resistance and One Health in the high school biology curriculum. 高中生物课程中的抗菌素耐药性与同一健康

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-09-30 DOI: 10.1128/jmbe.00145-25

Sanil Nadar, Julie C Brown, Lisa S Y Coe, Niki M Koukoulidis, Ewelina M Czyż, Daniel M Czyż

{"title":"Antimicrobial resistance and One Health in the high school biology curriculum.","authors":"Sanil Nadar, Julie C Brown, Lisa S Y Coe, Niki M Koukoulidis, Ewelina M Czyż, Daniel M Czyż","doi":"10.1128/jmbe.00145-25","DOIUrl":"https://doi.org/10.1128/jmbe.00145-25","url":null,"abstract":"Antimicrobial resistance (AMR) is the ability of a microbial organism to resist treatment designed to kill it. It poses a significant global threat to public health, affecting humans, animals, and the environment, in a concept collectively referred to as One Health. While one of the major mitigators of this pressing issue is education, the high school curriculum in the United States does not cover any aspects of AMR. As such, to address this challenge, we developed and delivered a one-week-long unit on AMR within a One Health framework into a high school biology curriculum. The unit aimed to enhance students' understanding of AMR and its implications across the One Health sectors. A survey was designed and administered to measure current knowledge, awareness, interest, and motivation. Through a combination of lectures developed using Universal Design of Learning principles, interactive discussions using team-based learning (TBL) with the help of content experts, hands-on laboratory exercise, and poster presentations, biology students explored the mechanisms of resistance and novel mitigation strategies. Pre- and post-assessments revealed a marked improvement in students' knowledge and comprehension of AMR and therapeutic strategies, such as silver nanoparticles, bacteriocins, bacteriophages, CRISPR-Cas, and immunotherapy. This research study provides a detailed overview of the curriculum design, instructional strategies, and assessment outcomes, offering a replicable model for broadly integrating AMR education into high school curricula. We found that the AMR mitigation strategies lesson, delivered through TBL, significantly enhanced students' understanding of novel therapeutic strategies and fostered high levels of engagement throughout the AMR and One Health unit.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0014525"},"PeriodicalIF":1.5,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193445","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

Power from the playground: Power-FULL Biofilms - a hands-on classroom activity using microbial fuel cells and electroactive biofilms to generate electricity. 来自操场的电力：Power- full生物膜——一项使用微生物燃料电池和电活性生物膜发电的动手课堂活动。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-09-30 DOI: 10.1128/jmbe.00144-25

Hannah Bird, Jack Reeder, Jordan Day, Elizabeth Heidrich, Pavlina Theodosiou

{"title":"Power from the playground: Power-FULL Biofilms - a hands-on classroom activity using microbial fuel cells and electroactive biofilms to generate electricity.","authors":"Hannah Bird, Jack Reeder, Jordan Day, Elizabeth Heidrich, Pavlina Theodosiou","doi":"10.1128/jmbe.00144-25","DOIUrl":"https://doi.org/10.1128/jmbe.00144-25","url":null,"abstract":"Power-FULL Biofilms is a 5-week, hands-on outreach workshop designed to introduce KS2 students (ages 7+) to microbiology, electricity, and renewable energy. Students build their own microbial fuel cells (MFCs) using inexpensive plastic components and then inoculate these with mud from their school playground. The MFCs are fed with a simple food source and monitored as an electroactive biofilm develops; they produce electrical current. In the final session, the MFCs are connected together to power a small electronic device, proving we can get power from the playground. This activity builds on previous outreach initiatives like Powerful Soil and Blast a Biofilm, adapting complex microbiological ideas into a fun, age-appropriate format. Sessions combine structured instruction with storytelling, vocabulary development, and hands-on experimentation. Conducting the workshop at a UK primary school showed high levels of engagement and knowledge retention. Teachers praised the balance between challenge and support, and students responded enthusiastically to using real scientific equipment and terms, a way to introduce foundational science, technology, engineering, and mathematics concepts through real-world experimentation.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0014425"},"PeriodicalIF":1.5,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145193456","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

Using CRISPRi in Escherichia coli to emphasize experimental controls in a molecular microbiology laboratory. 在大肠杆菌中使用CRISPRi来强调分子微生物实验室的实验控制。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-09-25 DOI: 10.1128/jmbe.00135-25

Tammy J Bullwinkle

引用次数: 0

Preliminary assessment of drug repurposing against virus-associated primary effusion lymphoma. 对病毒相关性原发性积液性淋巴瘤药物再利用的初步评估

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-09-25 DOI: 10.1128/jmbe.00214-25

Daniela Plaza, Gabriella Chefitz, Emily R McKiernan, Sophie E Sandler, Clara Levrero, Kang Kim, Emma R Germano, Sarah Braner, Lina A Ariyan, Jj L Miranda

引用次数: 0

The effectiveness of augmented reality handouts for learning microbiology in medical students. 增强现实讲义在医学生微生物学学习中的有效性。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-09-25 DOI: 10.1128/jmbe.00132-25

Nuntra Suwantarat, Sidayu Suriya, Vorawan Vanicharoenchai, Pongsagon Vichitvejpaisal, Kasana Raksamani

{"title":"The effectiveness of augmented reality handouts for learning microbiology in medical students.","authors":"Nuntra Suwantarat, Sidayu Suriya, Vorawan Vanicharoenchai, Pongsagon Vichitvejpaisal, Kasana Raksamani","doi":"10.1128/jmbe.00132-25","DOIUrl":"https://doi.org/10.1128/jmbe.00132-25","url":null,"abstract":"We evaluate the effectiveness of self-directed learning augmented reality (AR) handouts as learning materials for teaching microbiology to third-year medical students in the Doctor of Medicine (English Program) at Thammasat University. A stratified randomized controlled trial was conducted comparing academic performance (multiple-choice question scores), the motivation levels (motivated strategies for learning questionnaire, MSLQ), and satisfaction survey scores among students studying with AR handouts (intervention group) versus traditional handouts (control group). Twenty-four students participated in this study (n = 12 per group). There were no significant differences between the groups in terms of age, gender, total grade point average, or pre-test scores (mean of 5.08). Both groups demonstrated similar improvements in post-test scores, with means of 11.25 for the intervention group and 10.58 for the control group. However, MSLQ scores for intrinsic goal orientation were higher in the intervention group compared to the control group (5.73 vs 4.81, P = 0.002). Satisfaction survey scores, particularly in the categories of \"Handouts are stimulating\" and \"Handouts are exciting,\" were also higher in the intervention group than in the control group (4.58 vs 3.50, P = 0.025, and 4.42 vs 3.17, P = 0.019, respectively). AR handouts were effective in enhancing the learning of medical microbiology and infectious diseases.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013225"},"PeriodicalIF":1.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139082","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

The state of introductory biology following 16 years of pedagogical reform since Vision and Change for Biology Undergraduate Education. 《生物学本科教育的展望与变革》以来16年教学改革后的生物学导论现状。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-09-25 DOI: 10.1128/jmbe.00160-25

Maia V Palka, Bridgette Clarkston, Blaire Steinwand

{"title":"The state of introductory biology following 16 years of pedagogical reform since Vision and Change for Biology Undergraduate Education.","authors":"Maia V Palka, Bridgette Clarkston, Blaire Steinwand","doi":"10.1128/jmbe.00160-25","DOIUrl":"https://doi.org/10.1128/jmbe.00160-25","url":null,"abstract":"Nearly two decades ago, over 500 biology educators from across North America contributed to the creation of the Vision and Change for Undergraduate Biology Education: A Call to Action report, with recommendations for the development of a deep understanding of core biological ideas and practices in undergraduate students and the integration of evidence-based practices into biology classrooms. Introductory biology courses provide a conceptual foundation in biology while also developing skills essential to both the transition from high school to university and general scientific literacy. Thus, alignment of introductory biology classrooms to Vision and Change is important for fostering biological and scientific literacy in all students, even those whose only exposure to biology is introductory courses. Following the dissemination of Vision and Change were numerous frameworks, resources, and instruments that support the implementation of these recommendations in undergraduate biology programs. Here, we synthesize the tools, evidence-based practices, and structural transformations that have been used to align introductory biology courses to Vision and Change with the aim of providing both an overview of the current landscape of introductory biology education and a starting point for institutions, who, like us, are evaluating their progress toward alignment with Vision and Change.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0016025"},"PeriodicalIF":1.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139018","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

Exploring the relationship between autonomy, self-efficacy, and pedagogical discontentment of STEM graduate teaching assistants. STEM研究生助教自主性、自我效能感与教学不满的关系研究。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-09-25 DOI: 10.1128/jmbe.00108-25

Alyssa S Freeman, Beari Jangir, Chelsea Rolle, Kadence Riggs, Marco Said, Grant E Gardner

{"title":"Exploring the relationship between autonomy, self-efficacy, and pedagogical discontentment of STEM graduate teaching assistants.","authors":"Alyssa S Freeman, Beari Jangir, Chelsea Rolle, Kadence Riggs, Marco Said, Grant E Gardner","doi":"10.1128/jmbe.00108-25","DOIUrl":"https://doi.org/10.1128/jmbe.00108-25","url":null,"abstract":"Many universities in the United States rely heavily on graduate teaching assistants (GTAs), especially for instruction in introductory courses and laboratory sections in science, technology, engineering, and mathematics (STEM) courses. Yet, little is known about how to support these unique instructors' teaching professional development (TPD). Prior research in K-12 contexts has proposed that when instructors with high self-efficacy experience pedagogical discontentment, this may motivate them to change their instructional practices or engagement in TPD programs. In contrast, instructors with low self-efficacy may engage in avoidance behaviors related to instructional change even when experiencing pedagogical discontentment. This research explored the role autonomy (control over what and how an instructor teaches) has on the interactions of self-efficacy, pedagogical discontentment, instructional change, and engagement in TPD. We hypothesized that GTAs with pedagogical discontentment and high self-efficacy might be motivated to engage in TPD programs and consider alternative instructional methods. We administered a cross-sectional survey to a sample of GTAs in biology, geology, chemistry, and mathematics (n = 58). We used the survey results to identify interview participants with high (n = 1), moderate (n = 2), and low (n = 3) perceptions of instructional autonomy. We found evidence of a quantitative correlation between pedagogical discontentment and self-efficacy. The qualitative data revealed that GTAs' perceptions of autonomy could influence their pedagogical discontentment. These findings provide evidence of the importance of supporting STEM GTAs' perceptions of autonomy, as it could influence their motivation to change their teaching practices and engage in teaching professional development opportunities.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0010825"},"PeriodicalIF":1.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139045","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

Teaching molecular genetics using Paramecium and RNA interference: research-based learning and project ownership. 使用草履虫和RNA干扰教学分子遗传学：基于研究的学习和项目所有权。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-09-25 DOI: 10.1128/jmbe.00159-25

M S Valentine, K Johnson, M B Veramendi, C James, J Kozak, A Patwardhan, R Quartey

{"title":"Teaching molecular genetics using Paramecium and RNA interference: research-based learning and project ownership.","authors":"M S Valentine, K Johnson, M B Veramendi, C James, J Kozak, A Patwardhan, R Quartey","doi":"10.1128/jmbe.00159-25","DOIUrl":"https://doi.org/10.1128/jmbe.00159-25","url":null,"abstract":"Research-based course design is beneficial to both the instructor and the students by providing project ownership, independence, increased engagement, and publishable results. Paramecium, a single-celled eukaryote, is a common organism observed in many high school and college classrooms that can be easily cultured and manipulated to navigate through guided student-driven research projects. Presented here are research-centered student projects that include designing and creating an RNA interference (RNAi) plasmid to deplete a gene product in Paramecium. Because RNAi can be used in a large number of model organisms, the techniques presented can be applied in a variety of ways. Using Paramecium, this advanced genetics class uses control and depleted cells to observe changes in cell morphology, cell swimming behavior, and changes in RNA transcript levels. Here, we will describe the use of database searches, primer and construct design, plasmid generation, subcloning, and bacterial screening to generate an RNAi construct and deplete targeted transcript levels. Student data showing the depletion of potential IFT38/40, IFT140, and KATNIP gene products in Paramecium are shared, and these depleted cells show significantly slower swimming speeds with no noticeable change in cell morphology. Overall, students are engaged, invested in their results, and successfully work as collaborative pairs to produce publishable results using this ciliated protist, all while learning cutting-edge molecular techniques.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0015925"},"PeriodicalIF":1.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145139054","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