Journal of Microbiology & Biology Education最新文献_第10页

Demystifying anaerobic respiration: a problem-solving exercise. 揭开无氧呼吸的神秘面纱：一个解决问题的练习。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-08-19 DOI: 10.1128/jmbe.00044-24

Tomas Linder

引用次数: 0

Visualization of giant Mimivirus in a movie for biology classrooms. 将巨型 Mimivirus 制作成电影在生物课堂上直观展示。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-11-08 DOI: 10.1128/jmbe.00138-24

Kanako Morioka, Ayumi Fujieda, Masaharu Takemura

{"title":"Visualization of giant Mimivirus in a movie for biology classrooms.","authors":"Kanako Morioka, Ayumi Fujieda, Masaharu Takemura","doi":"10.1128/jmbe.00138-24","DOIUrl":"10.1128/jmbe.00138-24","url":null,"abstract":"We have developed a new observation chamber for Mimivirus-infected Acanthamoeba to create dynamic visual teaching materials for virus education suitable for high school and university biology courses. We conducted experiments and captured a movie showcasing the infection process of Acanthamoeba cells by mimiviruses. In this educational film, we successfully recorded the active movement of healthy Acanthamoeba cells across the surface of a culture flask under an agarose gel. After Mimivirus infection, the movement of the Acanthamoeba cells gradually slowed and eventually stopped. This cessation coincided with the development of the Mimivirus virion factory, which began producing new virions on the surface of the host cells. Moreover, we captured continuous footage of a single cell throughout the viral proliferation process, thereby illustrating the viral proliferation in real time. This educational movie, which visually demonstrates the proliferation of Mimivirus within host cells, acts as an effective teaching tool. Moreover, it enhances students' understanding of virus proliferation mechanisms and highlights the biological significance of viruses, their impact on host cell fate, and their role in ecosystems.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013824"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636218/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Zotero as a teaching tool for independent study courses, honors contracts, and undergraduate research mentoring. 将 Zotero 作为独立研究课程、荣誉合同和本科生研究指导的教学工具。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-08-19 DOI: 10.1128/jmbe.00132-24

Dyan E Morgan

引用次数: 0

Advanced biology students' individual conceptions of scientific researchers after participating in biomedically relevant CRE. 高等生物学学生在参加生物医学相关的 CRE 后对科学研究人员的个人观念。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-08-27 DOI: 10.1128/jmbe.00183-23

Ashley L Waring-Sparks, Rachel A Waring-Sparks, Rebekka Darner, Nathan T Mortimer

{"title":"Advanced biology students' individual conceptions of scientific researchers after participating in biomedically relevant CRE.","authors":"Ashley L Waring-Sparks, Rachel A Waring-Sparks, Rebekka Darner, Nathan T Mortimer","doi":"10.1128/jmbe.00183-23","DOIUrl":"10.1128/jmbe.00183-23","url":null,"abstract":"While undergraduate research has been shown to be a high-impact educational practice, it is logistically impossible for all undergraduate biology majors to have long-term faculty-mentored research experience. Therefore, biology educators and researchers must devise opportunities to engage more students in undergraduate research outside of working directly in their labs. Course-Based Research Experiences (CREs), structured as authentic research experiences, are one such opportunity. In this work, we describe the effects of a CRE with biomedical relevance on students' research skills, attitudes toward science, and perceptions of scientific research and scientific researchers. Results demonstrate that students gained experience in independent research skills including designing their own research project, being accountable for part of a project, and writing a research proposal. Students' perceptions of scientific research and researchers, assessed by the Draw-A-Researcher Task, did not show changes among the whole group, but individual analysis yielded meaningful results related to students' personal changes in how they perceived research and researchers, including their perception of themselves as researchers. This work demonstrates the substantial impact of CREs on upper-level biology undergraduate and graduate students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0018323"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636289/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142074194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From local bacterial communities to energy: application of microbial fuel cells in laboratory experimentation. 从本地细菌群落到能源：微生物燃料电池在实验室实验中的应用。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-08-27 DOI: 10.1128/jmbe.00133-24

Esteban Pazmiño-Arias, Abigail Montero-Calderon, Mariela Perez-Cárdenas, Marco Esteban Gudiño Gomezjurado

引用次数: 0

Validating an instrument for measuring community cultural wealth with biology majors at a Hispanic-serving institution. 在一所为西班牙裔服务的院校中，与生物专业的学生一起验证用于衡量社区文化财富的工具。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-10-03 DOI: 10.1128/jmbe.00123-24

Alexander Eden, Bryan M Dewsbury

{"title":"Validating an instrument for measuring community cultural wealth with biology majors at a Hispanic-serving institution.","authors":"Alexander Eden, Bryan M Dewsbury","doi":"10.1128/jmbe.00123-24","DOIUrl":"10.1128/jmbe.00123-24","url":null,"abstract":"Boosting underrepresented student persistence in STEM majors has been of interest for several years. Prior research has explored various factors that may influence student success and persistence in STEM majors. Specifically, some of these studies have employed Yosso's community cultural wealth framework to explore how a student's cultural wealth may link to certain outcomes. Most of these studies have taken a qualitative approach when exploring cultural wealth and less adopt a quantitative approach. Using biology students in an introductory biology class during the fall (n = 303) and spring semesters (n = 215) at a large Hispanic-serving institution in the southeastern United States, this study seeks to contribute to the literature by validating a previously constructed instrument with a new population. An exploratory factor analysis (EFA) was conducted using principal axis factoring and an oblique rotation. EFA results revealed 10 dimensions of cultural wealth. Additionally, confirmatory factor analysis confirmed that the model produced properly measures the constructs as intended. Overall, the final 56-item instrument used in this study was validated and can be used for measuring cultural wealth in similar populations.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0012324"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636281/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142366897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature. 以学生为主导讨论具有里程碑意义的发现文章：初级病毒学文献教学的立足点。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-10-23 DOI: 10.1128/jmbe.00184-24

Camilla E Hippee, Aloysius Klingelhutz, Li Wu

{"title":"Student-led discussions of landmark discovery articles: a foothold in teaching primary virology literature.","authors":"Camilla E Hippee, Aloysius Klingelhutz, Li Wu","doi":"10.1128/jmbe.00184-24","DOIUrl":"10.1128/jmbe.00184-24","url":null,"abstract":"Introducing students to primary scientific literature is essential for establishing scientific literacy; however, students can feel overwhelmed by the amount of information within a research article. In our virology discussion courses, we address this issue by creating a student-centered and active learning environment. Students present and guide discussions on the rationales, background, methods, results, and conclusions from research literature in class. This approach has been applied in both undergraduate and graduate settings for students studying microbiology, with different expectations and criteria between the two groups. Student evaluations collected from three semesters were positive toward the teaching methods. Students praised the inclusion of \"landmark discovery\" articles, which examined paradigm-shifting concepts in virology. Undergraduates expressed their increased confidence in comprehending scientific literature and highlighted the impact of group work. In a critique of the course, students suggested more variety in the topics covered and inclusion of recent publications. Overall, our enhanced approach and methods improved student experiences with primary scientific literature and promoted student learning.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0018424"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636328/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142510168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enhancing student engagement with introductory microbiology and immunology topics using a novel board game. 利用新颖的棋盘游戏提高学生对微生物学和免疫学入门课题的参与度。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-08-20 DOI: 10.1128/jmbe.00075-24

Rebecca S Rivard

{"title":"Enhancing student engagement with introductory microbiology and immunology topics using a novel board game.","authors":"Rebecca S Rivard","doi":"10.1128/jmbe.00075-24","DOIUrl":"10.1128/jmbe.00075-24","url":null,"abstract":"In introductory microbiology courses for non-biology majors, it can be difficult to ensure that students gain a functional understanding of the interplay between the host immune system and an invading infectious agent. Immune Battle is a board game that allows students to explore pathogen evolution and the immune system's response to incursions in a captivating way, leveraging battleship and worker placement styles of gameplay. Students play in teams as either a pathogenic microbe attempting to reproduce and transmit itself to new hosts or as the immune system trying to defend the host from infection. Immune Battle seeks to mimic real-world interactions between immune cells and microbes using board game mechanics. For example, students will quickly find that adaptive immune system actions are better at fighting off microbial incursions than innate immune actions but require more time to activate. In this way, Immune Battle reinforces student's understanding of the immune system and pathogenic virulence in an exciting and interactive way that keeps them thinking about host defenses long after the end of the class period or exam. This board game is well suited for advanced high school courses and introductory college-level courses that have only limited time to cover the immune system and microbiology. Documents containing the necessary components of the board game (not including a six-sided die) are included in the supplemental materials, so educators can print out their own copies and use this board game in their classes with no cost to themselves or their students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007524"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636227/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142005515","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition. 学生对情感参与的反思揭示了 COVID-19 在线学习过渡期间的科学疲劳。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-11-08 DOI: 10.1128/jmbe.00093-24

Emma R Wester, Lisa L Walsh, Sandra Arango-Caro, Elena Bray Speth, Kristine Callis-Duehl

{"title":"Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition.","authors":"Emma R Wester, Lisa L Walsh, Sandra Arango-Caro, Elena Bray Speth, Kristine Callis-Duehl","doi":"10.1128/jmbe.00093-24","DOIUrl":"10.1128/jmbe.00093-24","url":null,"abstract":"Numerous quantitative studies in science education found that student engagement declined after the onset of the COVID-19 pandemic, but analyses to identify the factors that drove emotional engagement down are lacking. Emotional engagement is a multidimensional construct composed of interest in an academic discipline, value in an academic course, and anxiety. Here, we use qualitative analysis to examine how and why the emergency shift from face-to-face to online classes during and after the pandemic-induced emergency remote transition impacted student emotional engagement. We coded student responses to open-ended questions using an emotional engagement framework and compared them between March and May 2020. Students' survey responses indicate that their positive attitudes toward science and value in the course declined. In contrast, more students expressed negative values of the course in the post-survey, with students mainly critiquing instructors and learning. This qualitative analysis offers a deeper understanding of students' emotional challenges during this educational upheaval and suggests effective teaching strategies for future crises.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0009324"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636393/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142606827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A modular activity to support knowledge retention, application, and metacognition in undergraduate immunology. 支持本科免疫学知识保持、应用和元认知的模块活动。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2024-12-12 Epub Date: 2024-11-06 DOI: 10.1128/jmbe.00110-24

Lisa M D'Ambrosio

{"title":"A modular activity to support knowledge retention, application, and metacognition in undergraduate immunology.","authors":"Lisa M D'Ambrosio","doi":"10.1128/jmbe.00110-24","DOIUrl":"10.1128/jmbe.00110-24","url":null,"abstract":"Learning in undergraduate immunology requires students to be able to retain knowledge, to apply information to new contexts, and to self-assess their understanding of concepts. These core competencies strengthen students' critical thinking and metacognitive skills which, in turn, enhances their ability to identify knowledge gaps and strategies to support future learning. Retrieval practice and feedback-driven metacognition are evidence-based teaching strategies that have been demonstrated to enhance knowledge retention and metacognition in a range of academic disciplines and levels of education, although their implementation and impact on learning in undergraduate immunology remain largely unexplored. To this end, I designed a modular \"practice session\" activity for a 12-week, upper-level, undergraduate immunology course that incorporates periodic retrieval practice and feedback-driven metacognition to support students' knowledge retention, application of information, and metacognitive skills. Near the end of the course, a survey was conducted to assess student perceptions on whether the activity supported learning and metacognition in immunology. Instructional resources are provided to facilitate easy adaptation of this modular activity to courses of diverse science disciplines and levels of study in higher education.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0011024"},"PeriodicalIF":1.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11636380/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142584750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0