bioRxiv - Scientific Communication and Education最新文献

{"title":"GENETIC VARIABILITY AND ASSOCIATION OF TRAITS IN COMMON BEAN (Phaseolus vulgaris L.) GENOTYPES IN SEKOTA, NORTH WESTERN ETHIOPIA","authors":"Abebe Gebeyehu Assefa, Dereje worku, Muluken Bantayhu, Fentaw Asres","doi":"10.1101/2024.08.21.609046","DOIUrl":"https://doi.org/10.1101/2024.08.21.609046","url":null,"abstract":"Common bean (Phaseolus vulgaris L.) is one of the most important pulse crops in Ethiopia, contributing to income generation and food security. Information on the genetic variability and trait associations of common bean in the Sekota district of north Western Ethiopia is inadequate. This study was initiated with the objective to assess variability, heritability and trait association among 64 common bean genotypes for quantitative traits using 8x8 simple lattice design at Aybra main research site 2023 under rain fed conditions. Analysis of variance was performed using SAS software and the ANOVA revealed highly significant variations among genotypes for all the traits considered in the study. The yield ranged from 1633.1 to 3702.10 kg ha-1 with a mean of 2542.53 kg ha-1. There was a yield advantage of 24.56 to 55.89% over the checks. A moderate genotypic coefficient of variation coupled with high heritability and high genetic advance as a percentage of the mean was obtained for plant height, branches per plant, hundred seed weight, seed yield, and harvest index. Branches per plant, aboveground biomass and harvest index had significant positive correlations and direct effects on seed yield at the genotypic and phenotypic levels while days to maturity had a significant negative correlation and indirect effect with seed yield at the genotypic. The maximum inter cluster distance was found between clusters VII and 8 (D2 =351.39), followed by clusters V and VIII (D2 =331.23). The first five principal component axes accounted for 74.3% of the total variation, with eigenvalues greater than unity. The number of days to maturity, plant height, number of pods per plant, number seeds per pod, seed yield, and harvest index were the traits that contributed most of the variation in the first PCs. Generally, the presence of variability, and strong positive association of traits among the genotypes were observed in the traits under study. Therefore, selection based on agronomic performance and hybridization based on cluster distance could be possible for the improvement of common bean in the study area.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"64 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142204963","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}

{"title":"Development of the Follow-Up Discourse Observation Protocol (FUDOP) for characterizing instructor active-learning follow-up behaviors","authors":"Xinjian Cen, Maci Kight, Rachel Lee, Petra Kranzfelder, Stanley M Lo, Jeffrey Maloy, Melinda T Owens","doi":"10.1101/2024.08.20.608824","DOIUrl":"https://doi.org/10.1101/2024.08.20.608824","url":null,"abstract":"Instructors can provide feedback to their class in multiple ways. One way is through their follow-up behaviors, which are the specific strategies instructors implement after active learning activities. These behaviors could play an important role in student learning as students can receive feedback from the instructor. However, there is little research on the effects of different types of follow-up behaviors. Follow-up after active learning can be seen as a form of discourse between the instructor and the entire class. Previous researchers developed the Classroom Discourse Observation Protocol (CDOP) to analyze discourse between the instructor and individual students or small groups. We used CDOP as a starting point to develop and validate a new protocol, the Follow-Up Discourse Observation Protocol (FUDOP), to characterize instructional follow-up behaviors to the entire class after active-learning activities. We then used FUDOP to characterize follow-up behaviors of multiple instructors in introductory biology courses at three different universities. We measured consistent differences in these behaviors across instructors but not within instructors, demonstrating that instructors may engage in consistent follow-up behaviors. FUDOP could allow instructors and researchers to better measure and analyze follow-up behaviors and their effects, which could in turn provide guidance to instructors and faculty developers.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142204967","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}

{"title":"Shared Neural Dynamics of Facial Expression Processing","authors":"Madeline Molly Ely, Géza Gergely Ambrus","doi":"10.1101/2024.08.05.606517","DOIUrl":"https://doi.org/10.1101/2024.08.05.606517","url":null,"abstract":"The ability to recognize and interpret facial expressions is fundamental to human social cognition, enabling navigation of complex interpersonal interactions and understanding of others’ emotional states. The extent to which neural patterns associated with facial expression processing are shared between observers remains unexplored, and no study has yet examined the neural dynamics specific to different emotional expressions. Additionally, the neural processing dynamics of facial attributes such as sex and identity in relation to facial expressions have not been thoroughly investigated.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929760","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}

{"title":"Statistics in service of metascience: Measuring replication distance with reproducibility rate","authors":"Erkan Buzbas, Berna Devezer","doi":"10.1101/2024.08.05.606644","DOIUrl":"https://doi.org/10.1101/2024.08.05.606644","url":null,"abstract":"Motivated by the recent putative reproducibility crisis, we discuss the relationship between replicability of scientific studies, reproducibility of results obtained in these replications, and the philosophy of statistics. Our approach focuses on challenges in specifying scientific studies for scientific inference via statistical inference, and is complementary to classical discussions in philosophy of statistics. We particularly consider the challenges in replicating studies exactly, using the notion of the idealized experiment. We argue against treating reproducibility as an inherently desirable property of scientific results, and in favor of viewing it as a tool to measure distance between an original study and its replications. To sensibly study the implications of replicability and results reproducibility on inference, such a measure of replication distance is needed. We present an effort to delineate such a framework here, addressing some challenges in capturing the components of scientific studies while identifying others as ongoing issues. We illustrate our measure of replication distance by simulations using a toy example. Rather than replications, we present purposefully planned modifications as an appropriate tool to inform scientific inquiry. Our ability to measure replication distance serves scientists in their search for replication-ready studies. We believe that likelihood-based and evidential approaches may play a critical role towards building a statistics that effectively serves the practical needs of science.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929761","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}

{"title":"A Framework to Identify Opportunities to Address Socioscientific Issues in the Elementary School Curricula: A Case Study from England, Italy, and Portugal","authors":"Patrícia Pessoa, Joelyn de Lima, Valentina Piacentini, Giulia Realdon, Alex Jeffries, Lino Ometto, J. Bernardino Lopes, Dana L. Zeidler, Maria João Fonseca, Bruno Sousa, Alexandre Pinto, Xana Sá-Pinto","doi":"10.1101/2024.08.02.606442","DOIUrl":"https://doi.org/10.1101/2024.08.02.606442","url":null,"abstract":"Scientific literacy is crucial to address important and complex societal problems, both current and future. Teaching using a socioscientific issues (SSI) approach is a potential strategy to develop students’ scientific literacy, although teachers have reported concerns about its implementation, such as the inability to add additional distinct requirements to already demanding curricula. To facilitate this task, we describe the development of a valid and reliable instrument for curricula analysis, called “Framework for Identifying Opportunities to implement an SSI approach in science school curricula” (FIOSSI), and use it to identify opportunities to implement the SSI approach in the elementary school science curriculum of three European countries (England, Italy and Portugal). The framework categorizes SSI opportunities into three areas: 1) awareness of the issue; 2) socioscientific reasoning; and 3) socioscientific identity. Our analyses of the three countries’ elementary curricula reveal that the current versions have significant opportunities to explore awareness of SSI (especially relating to environmental and human health issues), promote the development of socioscientific reasoning, and foster socioscientific identity. FIOSSI can be a useful tool for education research and practice, and our results can help inform future research and guide educational policies.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141929762","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}

{"title":"Biological changes, political ideology, and scientific communication shape human perceptions of pollen seasons","authors":"Yiluan Song, Adam Millard-Ball, Nathan Fox, Derek Van Berkel, Arun Agrawal, Kai Zhu","doi":"10.1101/2024.07.30.605525","DOIUrl":"https://doi.org/10.1101/2024.07.30.605525","url":null,"abstract":"Climate change is changing the timing and intensity of pollen seasons, thereby increasing human exposure to allergenic pollen. Climate-driven changes in pollen seasons present a unique opportunity to craft messaging aimed at communicating climate change impacts on public health through changes in the biological systems. However, it is unclear how pollen seasons are experienced and understood by the public, including how well we detect pollen seasons or what factors we view as responsible for changes in pollen seasons. Here, we use social media data in the United States from 2012 to 2022 to assess public perceptions of pollen seasons at large spatiotemporal scales. We show that pollen seasons detected by social media (Twitter) users align well with natural pollen seasons. Attribution of changing pollen seasons, however, varies based on political ideology: liberal users, compared to conservative users, are more likely to attribute changing pollen seasons to climate change. Mass media and scientific experts play a key role in communicating how climate change drives changing pollen seasons. Our findings reveal how changes in biological systems, political ideology, and scientific communications collectively shape public perceptions of pollen seasons under climate change. Our findings constitute a step towards more effective climate change impact communication and public health intervention design.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141887007","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}

{"title":"An updated and expanded characterization of the biological sciences academic job market","authors":"Brooklyn Flynn, Ariangela J Kozik, You Cheng, Ada K Haagan, Jennifer Ng, Chris Smith, Amanda Haage, Nafisa M Jadavji","doi":"10.1101/2024.07.31.606033","DOIUrl":"https://doi.org/10.1101/2024.07.31.606033","url":null,"abstract":"In the biological sciences, many areas of uncertainty exist regarding the factors that contribute to success within the faculty job market. Earlier work from our group reported that beyond certain thresholds, academic and career metrics like the number of publications, fellowships or career transition awards, and years of experience did not separate applicants who received job offers from those who did not. Questions still exist regarding how academic and professional achievements influence job offers and if candidate demographics differentially influence outcomes. To continue addressing these gaps, we initiated surveys collecting data from faculty applicants in the biological sciences field for three hiring cycles in North America (Fall 2019 to the end of May 2022), a total of 449 respondents were included in our analysis. These responses highlight the interplay between various scholarly metrics, extensive demographic information, and hiring outcomes, and for the first time, allowed us to look at persons historically excluded due to ethnicity or race (PEER) status in the context of the faculty job market. Between 2019 and 2022, we found that the number of applications submitted, position seniority, and identifying as a women or transgender were positively correlated with a faculty job offer. Applicant age, residence, first generation status, and number of postdocs, however, were negatively correlated with receiving a faculty job offer. Our data are consistent with other surveys that also highlight the influence of achievements and other factors in hiring processes. Providing baseline comparative data for job seekers can support their informed decision-making in the market and is a first step towards demystifying the faculty job market.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141881793","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}

{"title":"\"I'd like to think I'd be able to spot one if I saw one\": How science journalists navigate predatory journals","authors":"Alice Fleerackers, Laura L Moorhead, Juan Pablo Alperin","doi":"10.1101/2024.07.24.604934","DOIUrl":"https://doi.org/10.1101/2024.07.24.604934","url":null,"abstract":"Predatory journals--or journals that prioritize profits over editorial and publication best practices--are becoming more common, raising concerns about the integrity of the scholarly record. Such journals also pose a threat for the integrity of science journalism, as journalists may unwillingly report on low quality or even highly flawed studies published in these venues. This study sheds light on how journalists navigate this challenging publishing landscape through a qualitative analysis of interviews with 23 health, science, and environmental journalists about their perceptions of predatory journals and strategies for ensuring the journals they report on are trustworthy. We find that journalists have relatively limited awareness and/or concern about predatory journals. Much of this attitude is due to confidence in their established practices for avoiding problematic research, which largely centre on perceptions of journal prestige, reputation, and familiarity, as well as writing quality and professionalism. Most express limited awareness of how their trust heuristics may discourage them from reporting on smaller, newer, and open access journals, especially those based in the Global South. We discuss implications for the accuracy and diversity of the science news that reaches the public.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"169 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785424","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}

{"title":"The Impact of Preprints on the Citations of Journal Articles Related to COVID-19","authors":"Hiroyuki Tsunoda, Yuan Sun, Masaki Nishizawa, Xiaomin Liu, Kou Amano, Rie Kominami","doi":"10.1101/2024.07.21.604465","DOIUrl":"https://doi.org/10.1101/2024.07.21.604465","url":null,"abstract":"To investigate the impact of preprints on the citation counts of COVID-19-related papers, this study compares the number of citations received by drafts initially distributed as preprints and later published in journals with those received by pa-pers directly submitted to journals. The difference in the median number of cita-tions between COVID-19 preprint-distributed papers and COVID-19 directly submitted papers published in 184 journals was tested using the Mann-Whitney U test. The results showed that 129 journals had a statistically significant higher median citation count for COVID-19 preprint-distributed papers compared to di-rectly submitted papers, with a p-value of less than 0.05. In contrast, no journals had a statistically significant higher median citation count for COVID-19 directly submitted papers. This indicates that 70.11% of the journals that published pre-print-distributed papers experienced a significant increase in citations. We also identified that among the 184 journals, 13 journals garnered a substantial number of citations. Among the 74,037 COVID-19 papers, preprint-distributed papers (9,028) accounted for only 12.19%. However, among the 2,015,997 citations re-ceived by COVID-19 papers, preprint-distributed papers garnered 542,715 cita-tions, representing a substantial 26.92%. These results suggest that distributing preprints prior to formal publication may help COVID-19 research reach a wider audience, potentially leading to increased readership and citations.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785425","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}

{"title":"Who Grows There? A Course-based Undergraduate Research Experience to explore the human microbiome through 16S DNA metabarcoding","authors":"Graham S Sellers, Merideth Freiheit, Michael Robert Winter, Domino Joyce, Darron Cullen, David H Lunt, Katherine Hubbard","doi":"10.1101/2024.07.22.600610","DOIUrl":"https://doi.org/10.1101/2024.07.22.600610","url":null,"abstract":"We describe a two week Course-based Undergraduate Research Experience (CURE) to introduce students to next-generation DNA sequencing, molecular biology methods and a bioinformatic workflow. The CURE is designed to take students with little to no technical and bioinformatic experience through key steps of the protocol through scaffolded laboratory and computational practicals. Our students extract and amplify human microbiome DNA using 16S ribosomal RNA specific primers, then construct a sequencing library for Oxford Nanopore based sequencing. They taxonomically assign the sequencing reads, and determine the ecological community composition using relevant software packages. Our students were able to successfully prepare sequencing libraries and analyse the data to produce relevant figures, demonstrating they met the learning objectives of the CURE. Students identified that they had developed higher level learning as defined by Bloom's taxonomy, and that their confidence in practical work significantly increased as a result of doing the CURE. We share recommendations for implementation of the CURE in undergraduate curricula, and adaptations of the methods for use in schools outreach. Our CURE successfully provides training for students in genetic analysis in an enjoyable and relatively time and cost efficient manner, preparing them for future research or careers in modern molecular biology techniques.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141775555","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}