Journal of Microbiology & Biology Education最新文献_第5页

Misshaped chromosomes, mismatched chromatids, and missized genes: easy edits may help mitigate misconceptions commonly represented in published scientific figures. 畸形的染色体，不匹配的染色单体，和错误大小的基因：简单的编辑可能有助于减轻误解通常代表发表的科学数字。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-07-24 DOI: 10.1128/jmbe.00083-25

Crystal Uminski, Dina L Newman, L Kate Wright

{"title":"Misshaped chromosomes, mismatched chromatids, and missized genes: easy edits may help mitigate misconceptions commonly represented in published scientific figures.","authors":"Crystal Uminski, Dina L Newman, L Kate Wright","doi":"10.1128/jmbe.00083-25","DOIUrl":"10.1128/jmbe.00083-25","url":null,"abstract":"Scientific publications, textbooks, and online educational resources rely on illustrated figures to communicate about molecular structures like genes and chromosomes. Published figures have the potential to shape how learners think about these molecular structures and their functions, so it is important that figures are clear, unambiguous, and free from misleading or incorrect information. Unfortunately, we found numerous examples of figures that contain representations of genes and chromosomes with errors that reflect common molecular biology misconceptions. We found published figures featuring Y-shaped Y chromosomes, replicated chromosomes incorrectly shown with different alleles on sister chromatids, single genes portrayed as wide bands on chromosomes, and genes consisting of only a small number of nucleotides. Drawing on our research on student thinking about visual representations in molecular biology, we critique these published figures that contain such misconceptions and provide recommendations for simple modifications to figures that may help scientists, science illustrators, and science educators more accurately communicate the structure and function of genes and chromosomes.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0008325"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369360/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144700033","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

Development of an interactive game-based learning tool to enhance understanding of microbiology in animal health and nutrition. 开发以互动游戏为基础的学习工具，以加深对动物健康和营养中的微生物学的了解。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-06-24 DOI: 10.1128/jmbe.00064-25

Jennie L Zambito Ivey, Rachel N Flinchum, Laney M Stephens, Phillip R Myer

{"title":"Development of an interactive game-based learning tool to enhance understanding of microbiology in animal health and nutrition.","authors":"Jennie L Zambito Ivey, Rachel N Flinchum, Laney M Stephens, Phillip R Myer","doi":"10.1128/jmbe.00064-25","DOIUrl":"10.1128/jmbe.00064-25","url":null,"abstract":"Effective science education relies on innovative and engaging teaching tools that enhance student learning and retention. This need is particularly important in agricultural science outreach, where understanding the role of microbiology in animal health and disease is essential for both livestock producers and the public. However, traditional teaching methods often fail to adequately convey complex concepts in an accessible, applicable, and memorable way. To address this gap, a memory-based card game was developed utilizing game-based learning (GBL) principles to improve comprehension of microbiology's impact on animal health and disease within agricultural systems. This interactive tool balances educational content with gameplay, fostering an engaging learning experience that encourages knowledge retention and real-world application. Through the use of the game, pre- and post-self-assessments indicated learners perceived they were improved in their understanding of microbes in agriculture and noted their greater likelihood to use this information in real-world situations (P < 0.001). By integrating this game into extension and outreach programs, we aim to enhance public understanding of agricultural systems and microbiology's role in animal health, ultimately improving informed decision-making and agricultural literacy. This approach not only advances microbiology education but also exemplifies the pedagogical benefits of incorporating GBL into agricultural science communication.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0006425"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369357/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477170","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

Factors impacting teaching and research anxieties in biology graduate teaching assistants: implications for professional development. 影响生物学研究生助教教学与研究焦虑的因素：对专业发展的启示。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-06-23 DOI: 10.1128/jmbe.00032-25

Miranda M Chen Musgrove, Kate Petrie, Alyssa Cooley, Elisabeth E Schussler

{"title":"Factors impacting teaching and research anxieties in biology graduate teaching assistants: implications for professional development.","authors":"Miranda M Chen Musgrove, Kate Petrie, Alyssa Cooley, Elisabeth E Schussler","doi":"10.1128/jmbe.00032-25","DOIUrl":"10.1128/jmbe.00032-25","url":null,"abstract":"Graduate students in the United States are experiencing increased levels of anxiety, affecting their mental health and attrition from graduate programs. Yet, we are only beginning to understand how anxiety about specific aspects of graduate study, such as teaching or research, might contribute to this overall anxiety related to graduate study. Biology graduate teaching assistants (GTAs) often have simultaneous roles as teachers, researchers, students, and employees. The most salient roles are often as teachers and researchers, which can have different values ascribed to them by science departments, and thus generate anxiety in different ways. To explore the factors GTAs identified as impacting their anxiety specific to teaching and research, we interviewed 23 Biology GTAs at a research-intensive southeastern university. Thematic analysis of interview transcripts identified five factors associated with GTA teaching and research anxieties: fear of negative evaluation by others, fear of letting others down, low self-efficacy, research-teaching tension, and work/life pressures. Low self-efficacy was expressed more often by participants when discussing research anxiety. In contrast, the fear of letting others down (e.g., undergraduates or mentors) was expressed more often by participants when talking about teaching anxiety. These findings can be used to inform professional development or mental health interventions for GTAs to help them reduce their anxieties and encourage greater awareness and dialogue about the anxiety experiences of graduate students in the sciences broadly.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0003225"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369371/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477171","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

Perspectives of graduate student teaching assistants on value and meaning in their role. 研究生助教对其角色的价值和意义的看法。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-08-01 DOI: 10.1128/jmbe.00115-25

Natalie Elena Westwood, Diane S Srivastava

{"title":"Perspectives of graduate student teaching assistants on value and meaning in their role.","authors":"Natalie Elena Westwood, Diane S Srivastava","doi":"10.1128/jmbe.00115-25","DOIUrl":"10.1128/jmbe.00115-25","url":null,"abstract":"There is increasing reliance on graduate student teaching assistants (GTAs) in undergraduate education, yet the impact of this role on graduate students is understudied. Previous research has focused on tangible outcomes such as skill development, rather than how GTAs value or find meaning in this role. Our study used a phenomenological approach rooted in self-determination theory to allow graduate students to describe their own experience of being GTAs and how they found value and created meaning through their role. We conducted interviews with five GTAs and used thematic analysis to describe their experiences. Generally, GTAs found the experience to be an important and positive aspect of their graduate program, intentionally using the experience to explore potential career paths and find belonging in the wider academic community. However, GTAs also identified several challenges, including pressure to exceed their contracted hours, and some GTAs saw these challenges as ethical dilemmas that were difficult to resolve. Overall, our study demonstrates the deep mindfulness that GTAs use when reflecting on their experiences and making choices within their role. Given the reflection that GTAs bring to their role, we recommend that those who train and work with GTAs actively support their professional development through centering GTA needs in order to enhance the experience of GTAs in the classroom.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0011525"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369359/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144761762","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

Coupling discovery-based learning and apprenticeship research experiences: a novel undergraduate laboratory course model. 结合基于发现的学习与学徒制研究经验：一种新的本科实验课程模式。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-06-11 DOI: 10.1128/jmbe.00073-25

Sarah Damiani, Giorgio Freije, Adam D Rudner, Keith Wheaton, Lisa M D'Ambrosio

{"title":"Coupling discovery-based learning and apprenticeship research experiences: a novel undergraduate laboratory course model.","authors":"Sarah Damiani, Giorgio Freije, Adam D Rudner, Keith Wheaton, Lisa M D'Ambrosio","doi":"10.1128/jmbe.00073-25","DOIUrl":"10.1128/jmbe.00073-25","url":null,"abstract":"Apprenticeship research experiences (AREs) provide undergraduate students with real-world opportunities to engage in authentic experiment-based research as integral members of the supervisor's laboratory team. While AREs have been proposed to support students' confidence and competencies in the laboratory, they can also present practical barriers for effective pedagogical and fair implementation in undergraduate programs. For example, as AREs are conducted in authentic research environments independent of a course context, they are often not equipped with the pedagogical structure and guided instruction to best support student learning. Moreover, students frequently compete to secure a limited number of ARE placements such as summer research positions, honors thesis students, or scholarship recipients. As a result, many students who aim to complete an ARE within their undergraduate degree may never receive the opportunity, raising questions of factors that may impact fair and impartial student eligibility for these research experiences. To address these barriers, our faculty developed an innovative undergraduate course that integrates a discovery-based training laboratory component and an ARE placement component directly within its structure. Here, we present the details of this unique course structure and provide practical resources and suggestions for implementation in similar laboratory courses in science-related undergraduate programs.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007325"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369315/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144267595","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

Laboratory course development and implementation fostering teaching assistant growth. 实验课程的开发与实施，促进助教的成长。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-10 DOI: 10.1128/jmbe.00197-24

R Telfah, A Roser, R Masoud, J Shultz

引用次数: 0

Metacognitive mapping: developmental biology students struggle with higher-order cognitive skills in multiple course formats. 元认知映射：发展生物学学生在多种课程形式中努力学习高阶认知技能。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-30 DOI: 10.1128/jmbe.00139-24

Wendy Aquino Nunez, Meadow C B Scott, Dyan E Morgan

{"title":"Metacognitive mapping: developmental biology students struggle with higher-order cognitive skills in multiple course formats.","authors":"Wendy Aquino Nunez, Meadow C B Scott, Dyan E Morgan","doi":"10.1128/jmbe.00139-24","DOIUrl":"10.1128/jmbe.00139-24","url":null,"abstract":"Reflective assignments are a powerful tool in undergraduate STEM courses to promote student metacognition and give instructors and researchers a view of that process. We were interested in understanding student challenges in our developmental biology course, so we used reflective assignments to uncover these challenges and also add to our understanding of student metacognition in upper-level courses. We used structural and initial coding and themed student responses. Then, we were able to compare results across two different course formats. We also compared these analyses with student performance on weekly formative assessments and completed item analysis. Our analyses suggest that students struggle the most with application. Notably, student responses did not differ in an asynchronous online class versus a high-flex in-person class. We also surveyed students (n = 162) on their use and perceived value of the metacognitive assignments for further comparison to other studies of upper-level student metacognitive regulation. Results indicate a strong majority of students completed more than half of the assignments, found the assignments beneficial to their learning, and used the opportunity to plan study time. Overall, we find that upper-level college students have accurate metacognitive knowledge, allowing them to identify challenging topics and cognitive skills, and have acquired the metacognitive regulation tools to develop study plans when prompted by a reflective assignment.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0013924"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369316/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144019963","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

Positive microbiology: addressing students' knowledge gaps regarding the benefits of microorganisms. 积极微生物学：解决学生关于微生物益处的知识差距。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-07-31 DOI: 10.1128/jmbe.00045-25

Addison R Lane, Jennifer L Momsen, Lisa B Wiltbank-Chau

{"title":"Positive microbiology: addressing students' knowledge gaps regarding the benefits of microorganisms.","authors":"Addison R Lane, Jennifer L Momsen, Lisa B Wiltbank-Chau","doi":"10.1128/jmbe.00045-25","DOIUrl":"10.1128/jmbe.00045-25","url":null,"abstract":"The associations of microbes with their environment can result in both positive and negative effects on humans. While most people are aware of the existence of microbes, research shows that perceptions of microbes and their effects are often incomplete or include misconceptions. Much like the positive psychology movement, the recently proposed \"positive microbiology\" movement can help society to see microbes as tools to benefit mankind. The purpose of this study was to examine college students' knowledge and perception of the positive effects of microbes (\"good\" microbes) and the negative effects of microbes (\"bad\" microbes). College students in the United States (n = 924) were surveyed about their perceptions of the characteristics, effects, and responses to bacteria and viruses. Students viewed viruses more negatively than bacteria. For both bacteria and viruses, students struggled to provide examples of beneficial effects of microbes. Thus, we see the need for more instruction about the benefits of microbes. To this end, we offer practical suggestions for this instruction, including research about best practices for teaching and suggested plug-and-play resources available for instructors to incorporate the topic of positive microbiology into their courses.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0004525"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369340/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144754803","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

Increasing inquiry and collaboration: a faculty and undergraduate curricular intern partnership to redesign a cell biology laboratory course. 增加探究与合作：教师与本科生课程实习生合作重新设计细胞生物学实验课程。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-04-30 DOI: 10.1128/jmbe.00190-24

Louise E O Darling, Sarah Pociask, John W Goss, Julie A Roden

{"title":"Increasing inquiry and collaboration: a faculty and undergraduate curricular intern partnership to redesign a cell biology laboratory course.","authors":"Louise E O Darling, Sarah Pociask, John W Goss, Julie A Roden","doi":"10.1128/jmbe.00190-24","DOIUrl":"10.1128/jmbe.00190-24","url":null,"abstract":"Recent trends in undergraduate biology education include incorporating more inquiry/research-focused experiments into laboratory courses as a way to engage students and promote persistence in science. However, many faculty members face constraints in redesigning curricula, including a lack of time for course development. In addition, some undergraduate students find it difficult or intimidating to identify a first independent research position. We describe our experience working with student curricular interns to redesign a cell biology laboratory to be more inquiry-based. Students enrolled in the redesigned course felt that their course research experience was authentic and self-reported improvement in many fundamental scientific skills. Moreover, participating in the redesign project had positive effects on our curricular interns' experiences by exposing them to independent research, pedagogical design, and near-peer teaching. Thus, we believe that developing ways to introduce inquiry-based learning into curricula as a collaborative effort with undergraduate curricular interns has benefits for enrolled students, curricular interns, and faculty. We encourage other undergraduate science faculty to consider this model as they revise their courses.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0019024"},"PeriodicalIF":1.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12369356/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144024208","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 freely available gel electrophoresis laboratory manual and course materials. 免费提供的凝胶电泳实验室手册和课程材料。

IF 1.5

Journal of Microbiology & Biology Education Pub Date : 2025-08-21 Epub Date: 2025-05-12 DOI: 10.1128/jmbe.00021-25

R Telfah, K Patrick, J L Shultz

引用次数: 0