Journal of Microbiology & Biology Education最新文献_第8页

Hands-on learning for probiotic quality assessment: enhancing microbiology education through applied microbial counting techniques. 益生菌质量评估的实践学习：通过应用微生物计数技术加强微生物学教育。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-07 DOI: 10.1128/jmbe.00187-24

Nicola Mangieri, Stefania Arioli, Pasquale Russo, Diego Mora

{"title":"Hands-on learning for probiotic quality assessment: enhancing microbiology education through applied microbial counting techniques.","authors":"Nicola Mangieri, Stefania Arioli, Pasquale Russo, Diego Mora","doi":"10.1128/jmbe.00187-24","DOIUrl":"10.1128/jmbe.00187-24","url":null,"abstract":"The microbial plate count continues to be an essential technique in food microbiology research and quality control. In food science education, this technique is often taught through traditional fact-based methods, requiring students to follow pre-established protocols. This approach may not fully engage students or enhance their problem-solving skills. Eighty-two final-year Food Science and Technology bachelor's students at the University of Milan were asked to combine their knowledge on general microbiology and microbial physiology for quality assessment of different probiotic products, including freeze-dried cells, fermented milk, and bacterial spore suspension. They were required to select the appropriate culture media, incubation conditions, and treatments based on flow cytometry cell quantification to optimize microbial plate counts and selectively count the different microbial species present in the probiotic formulations. The project aimed to bridge theoretical knowledge with practical applications, emphasizing the most appropriate procedure for viable and cultivable cell quantification, particularly relevant in probiotic formulation. Survey feedback indicated high satisfaction and relevance to future careers, with the majority finding the activity challenging yet engaging. The project demonstrated the effectiveness of combining different microbiological techniques in education, fostering a deeper understanding of the cultivability of probiotics and the role of selective agents.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0018724"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020796/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143366204","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 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 : 2025-04-24 Epub 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":"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":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020809/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143567693","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

Teaching with TED: a curated set of TED Talks and discussion prompts for microbiology and cellular biology courses. TED教学：一套为微生物学和细胞生物学课程策划的TED演讲和讨论提示。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2024-12-09 DOI: 10.1128/jmbe.00128-24

Dyan E Morgan, Eileen Hotze

{"title":"Teaching with TED: a curated set of TED Talks and discussion prompts for microbiology and cellular biology courses.","authors":"Dyan E Morgan, Eileen Hotze","doi":"10.1128/jmbe.00128-24","DOIUrl":"10.1128/jmbe.00128-24","url":null,"abstract":"Engaging students in biology courses can be enhanced through assignments that introduce research relevant to course content. Despite their potential, such assignments are often underutilized due to the time required to identify suitable research and to create assignments. Here, we address this issue by proposing the use of TED Talks as a resource for introducing research related to scientific topics commonly taught in undergraduate biology courses. The extensive TED Talk library offers numerous options, but selecting appropriate content can be daunting for instructors. Here, we provide a curated set of TED Talks and field-tested discussion prompts aimed specifically for Microbiology and Cellular Biology courses. These assignments were implemented in both asynchronous online and synchronous in-person formats using discussion board forums, although alternative assignment formats can be easily adapted. Student feedback about these activities indicates that TED Talks helped students connect classroom material to real-world applications and enhanced their overall learning experience. Overall, TED Talks are an enjoyable and versatile tool to diversify biology curricula, relate content to real-world issues, and improve student engagement and comprehension. Here, we provide a framework of TED Talks and discussion prompts that instructors can adapt to their courses.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0012824"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020802/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142802701","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

Where is Delftia? Implementing citizen science into the biotechnology and environmental science curriculum. Delftia在哪里？在生物技术和环境科学课程中实施公民科学。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2024-12-06 DOI: 10.1128/jmbe.00088-24

Porché L Spence, Carlos Goller, Noah Riley, Daiza Norman, Zakiya Leggett

{"title":"Where is Delftia? Implementing citizen science into the biotechnology and environmental science curriculum.","authors":"Porché L Spence, Carlos Goller, Noah Riley, Daiza Norman, Zakiya Leggett","doi":"10.1128/jmbe.00088-24","DOIUrl":"10.1128/jmbe.00088-24","url":null,"abstract":"The Delftia acidovorans citizen science project integrates participatory science and community engagement into three courses (ES100-Introduction to Environmental Science, BIOL2700-Environmental Problems, and BIT479/579-High-Throughput Discovery course). Undergraduate students enrolled in ES100 and BIOL2700 collected samples from various locations as part of a class assignment. Students in the BIT479/579 course analyzed the samples using automation and high-throughput molecular biology approaches to reveal the genetic diversity in a portion of a key gene (\"gold gene\") needed to produce the peptide delftibactin with gold detoxification properties. The project emphasizes the abundance of microbes such as Delftia acidovorans with potentially useful genes. The ES100 and BIOL2700 students were assessed using a pre- and post-survey and Delftia assignment. This study describes an approach to actively engage undergraduate students in interdisciplinary explorations of public science, further explores the presence and genetic diversity of a key delftibactin gene of Delftia acidovorans, and seeks to understand the environments in which Delftia acidovorans reside while contributing to the discovery of new knowledge.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0008824"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020803/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787376","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 course-based undergraduate research experience (CURE) embedded within a summer undergraduate research experience demonstrates value-added benefits. 基于课程的本科生研究经验（CURE）嵌入在夏季本科生研究经验中，展示了增值效益。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-01-14 DOI: 10.1128/jmbe.00192-24

Ken G Sweat, Jennifer F Hackney, Pamela A Marshall

{"title":"A course-based undergraduate research experience (CURE) embedded within a summer undergraduate research experience demonstrates value-added benefits.","authors":"Ken G Sweat, Jennifer F Hackney, Pamela A Marshall","doi":"10.1128/jmbe.00192-24","DOIUrl":"10.1128/jmbe.00192-24","url":null,"abstract":"We hosted a nine-week NIH-funded summer undergraduate research experience in Environmental Health Sciences, the New College Environmental Health Science Scholars program, in which undergraduate students who were rising sophomores, juniors, and seniors receive both professional development and mentored research opportunities. In addition to this standard model of a summer research program, we added an additional professional development and skill-building activity, a course-based undergraduate research experience (CURE) performed by the whole group. Students designed and carried out an experiment in the CURE research project looking at the relationship between soil elemental content and sampling site location. They worked collaboratively over several days on experimental design, the experiment itself, data analysis, and finally, poster design for dissemination. The CURE is intentionally different from any mentored research experiences so that students obtain additional and varied research skills from the summer program. Qualitative and quantitative feedback was positive. Additionally, students worked with different students than those in their research lab, broadening their network. In conclusion, a CURE embedded in a summer research program is an effective pedagogical tool for science and additional skill building and enriches an existing summer research program.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0019224"},"PeriodicalIF":1.6,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12020783/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142980395","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

Helping teaching assistants build confidence and community through reciprocal peer observations: a no-budget, low-barrier approach. 通过相互的同伴观察帮助助教建立信心和社区：一种无预算、低障碍的方法。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-24 Epub Date: 2025-02-25 DOI: 10.1128/jmbe.00081-24

Cassandra Debets, Tristyn Hay, Megan K Barker

引用次数: 0

Use of a generative AI tool to design RNA-based antiviral therapeutics for undergraduate virology laboratory teaching. 使用生成式人工智能工具设计基于rna的抗病毒治疗方法用于本科病毒学实验室教学。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-23 DOI: 10.1128/jmbe.00223-24

Adi Idris

引用次数: 0

Modifying the CREATE method with inclusive approaches helps students engage with socioscientific applications of the primary scientific literature. 用包容性的方法修改CREATE方法有助于学生参与初级科学文献的社会科学应用。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-17 DOI: 10.1128/jmbe.00078-25

Delaney Worthington, Nicole Kelp

{"title":"Modifying the CREATE method with inclusive approaches helps students engage with socioscientific applications of the primary scientific literature.","authors":"Delaney Worthington, Nicole Kelp","doi":"10.1128/jmbe.00078-25","DOIUrl":"https://doi.org/10.1128/jmbe.00078-25","url":null,"abstract":"Undergraduate students need the opportunity to engage with primary scientific literature so they can gain a greater understanding of the scientific process and insights into the larger impacts of scientific research in their field. Reading primary scientific literature (PSL) also provides the opportunity for students to consider the application of primary scientific research to help solve socioscientific issues. Helping students consider more inclusive approaches to science communication can facilitate their connections between primary scientific research and collaborative solving of socioscientific issues. The CREATE method by Hoskins et al. is one pre-existing method of reading scientific papers that gives students a structured opportunity to examine papers. The CREATE method gives students the opportunity to practice scientific process skills, reflect on the impact of research, and consider future studies. We have added an additional element to the CREATE method to help students consider other areas of expertise and ways of knowing needed to apply science in the article to solve socioscientific issues, helping them take a more inclusive approach to reading the PSL. We have deemed this activity 'inclusive-CREATE' or iCREATE. Here, we present a curricular plan for implementing iCREATE and show evidence of its efficacy. For instance, we show that the iCREATE method increases students' science and science communication identity and self-efficacy. We also show that iCREATE increases students' inclusive science communication self-efficacy, intents, and planned behaviors. Overall, adding a more inclusive element to the CREATE method will help students feel more confident, more like a scientist, and more likely to engage in inclusive science communication behaviors.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0007825"},"PeriodicalIF":1.6,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144003862","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

How does an evolution instructor revealing as Christian or non-religious affect biology undergraduate students and their perceptions of the instructor? 一个以基督徒或非宗教身份出现的进化论讲师如何影响生物学本科生和他们对导师的看法？

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-17 DOI: 10.1128/jmbe.00016-25

Baylee A Edwards, Megan K Barker, M Elizabeth Barnes, Sara E Brownell

{"title":"How does an evolution instructor revealing as Christian or non-religious affect biology undergraduate students and their perceptions of the instructor?","authors":"Baylee A Edwards, Megan K Barker, M Elizabeth Barnes, Sara E Brownell","doi":"10.1128/jmbe.00016-25","DOIUrl":"https://doi.org/10.1128/jmbe.00016-25","url":null,"abstract":"There is emerging evidence that Christian undergraduates can be stigmatized in undergraduate biology classrooms. This stigma seems to stem from the secular culture of biology and may be affected by instructor identity as most biology instructors are non-religious, but no studies have examined the impact of instructors revealing that they are religious. We used social identity theory to guide an investigation of student perceptions of an instructor candidate-for-hire revealing a Christian identity while teaching evolution. Students were randomly assigned to watch one of two lecture videos that differed only in whether the instructor actor revealed as Christian or non-religious. Students were then surveyed about their perceptions of the instructor's decision to reveal. We found that when students' Christian or non-religious identity aligned with the Christian or non-religious identity of the instructor, students perceived that the instructor revealing increased how approachable and inclusive she seemed. Identity alignment increased Christian and non-religious students' sense of belonging in the scientific community, but identity misalignment reduced belonging for some Christian students viewing a non-religious instructor and had no impact for most non-religious students viewing a Christian instructor. Many students, especially those whose identities aligned with the instructor, reported that the instructor revealing her identity normalized their perception of that identity in science. When an instructor revealed as Christian, most students did not feel as though their perceptions of instructor competence were affected, but many students thought the non-religious instructor's decision to reveal made her seem more competent. Our findings add to our understanding of how student-instructor identity alignment can affect the experiences of college students.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0001625"},"PeriodicalIF":1.6,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144039960","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 3D-printed Sanger sequencing activity addresses student misconceptions. 一个3d打印的桑格测序活动解决了学生的误解。

IF 1.6

Journal of Microbiology & Biology Education Pub Date : 2025-04-16 DOI: 10.1128/jmbe.00209-24

Phillip E Brown, Stefanie H Chen

{"title":"A 3D-printed Sanger sequencing activity addresses student misconceptions.","authors":"Phillip E Brown, Stefanie H Chen","doi":"10.1128/jmbe.00209-24","DOIUrl":"https://doi.org/10.1128/jmbe.00209-24","url":null,"abstract":"The process of Sanger sequencing can be a challenging and unintuitive concept for students to master. In order to improve student learning, we developed a hands-on Sanger sequencing activity using 3D-printed models to incorporate tactile learning. These 3D models and the accompanying activity demonstrate the differences between gene amplification polymerase chain reaction (PCR) and Sanger sequencing, including the purpose and function of dNTPs and ddNTPs, both in terms of building and terminating the chain and in how the DNA sequence is read. After completing the activity, students self-reported high levels of both learning and enjoyment from the activity. Students were also asked to discuss what misconceptions they had prior to this activity that were addressed and provide suggestions for improving this activity. A majority of the misconceptions are related to the function and differences between dNTPs and ddNTPs, with others related to the function of primers, the high-quality region of sequencing, and the purpose of DNA fragment sizes. Overall, student responses indicate that this activity was enjoyable, improved student learning, and addressed specific misconceptions regarding Sanger sequencing. The use of online dice rolling software or additional computational analysis was a common suggestion from students to improve this activity further in future semesters.","PeriodicalId":46416,"journal":{"name":"Journal of Microbiology & Biology Education","volume":" ","pages":"e0020924"},"PeriodicalIF":1.6,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144053730","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