The American Biology Teacher最新文献_第6页

Online Professional Development Course Helps Secondary Educators Increase Their Confidence in Teaching Evolution to Religious Audiences 在线职业发展课程帮助中学教育工作者增强向宗教听众讲授进化论的信心

The American Biology Teacher Pub Date : 2024-02-01 DOI: 10.1525/abt.2024.86.2.78

Kenneth Harrington, Hunter Nelson, Jordon Ockey, Austin Gibson, Jamie Jensen

引用次数: 0

Public vs. Private 公共与私人

The American Biology Teacher Pub Date : 2024-02-01 DOI: 10.1525/abt.2024.86.2.87

Britteny Berumen, Misty Boatman, Mark W. Bland

{"title":"Public vs. Private","authors":"Britteny Berumen, Misty Boatman, Mark W. Bland","doi":"10.1525/abt.2024.86.2.87","DOIUrl":"https://doi.org/10.1525/abt.2024.86.2.87","url":null,"abstract":"Evolutionary theory is fundamental to biology, yet evolution instruction in high schools has often been unsatisfactory. How or whether high school biology teachers teach evolution is influenced by their own acceptance or rejection of evolutionary theory, parents’ and community members’ views, and in the case of some private schools, their religious affiliations. Studies documenting how evolution is taught in public high schools have been conducted, yet private schools remain underresearched.\u0000 Arkansas high school biology teachers employed by public and private schools were invited to complete a survey composed of the Measure of Acceptance of the Theory of Evolution (MATE) and other items designed to allow comparison of their treatment of topics within evolutionary theory. Specifically, we sought to compare public and private teachers’ acceptance of evolution, how they teach it in their classrooms, and how their acceptance of the validity of evolution compares with four other widely accepted scientific theories (cell, gene, germ, and atomic). Results suggest that public school teachers have higher levels of acceptance of evolution than private school teachers. However, teachers in both public and private schools reported lower acceptance of the validity of evolutionary theory compared with the other four scientific theories. Across topics within evolution, natural selection was given the most treatment while human evolution was given the least.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139875914","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

Reconciling Evolution 协调进化

The American Biology Teacher Pub Date : 2024-02-01 DOI: 10.1525/abt.2024.86.2.117

Jeffrey D. Sack, Daniel G. Ferguson

引用次数: 0

Using Darwin’s Pangenesis Correspondences to Examine Science as a Human Endeavor 利用达尔文的庞加莱对应关系将科学视为人类的一项事业

The American Biology Teacher Pub Date : 2024-02-01 DOI: 10.1525/abt.2024.86.2.56

Anthony W. Lorsbach, Allison Antink Meyer

{"title":"Using Darwin’s Pangenesis Correspondences to Examine Science as a Human Endeavor","authors":"Anthony W. Lorsbach, Allison Antink Meyer","doi":"10.1525/abt.2024.86.2.56","DOIUrl":"https://doi.org/10.1525/abt.2024.86.2.56","url":null,"abstract":"This lesson used the correspondence of Charles Darwin as an exploration of nature of science (NOS) in a historical context. Specifically, we used his original correspondence about his “provisional hypothesis” of pangenesis as a novel way to explore a scientist’s social community. Darwin’s community of friends and colleagues in the natural sciences at the time of his writing of his 1868 book Variations formed the basis of this lesson. One basic descriptor of NOS, science as a human endeavor, was used to drive explicit reflection. These letters were rich in detail regarding the idea of science as a community of practice. Our elementary education students’ responses indicate the letters surprised them in how personal the correspondents were with one another and how reliant Darwin was on his friends and colleagues for input on his work. Darwin became human as students imagined Darwin’s mental state and how he wrestled with his idea and made it public. Students learned that despite Darwin’s fame, his idea of pangenesis lacked empirical evidence and thus received little support. They discovered an eminent scientist who was insecure and nervous and who worked hard to develop, study, and publicize his novel idea. This contrasts with popular views of major scientific figures as natural geniuses rather than their success resulting from labor and perseverance.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139817171","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

Public vs. Private 公共与私人

The American Biology Teacher Pub Date : 2024-02-01 DOI: 10.1525/abt.2024.86.2.87

Britteny Berumen, Misty Boatman, Mark W. Bland

{"title":"Public vs. Private","authors":"Britteny Berumen, Misty Boatman, Mark W. Bland","doi":"10.1525/abt.2024.86.2.87","DOIUrl":"https://doi.org/10.1525/abt.2024.86.2.87","url":null,"abstract":"Evolutionary theory is fundamental to biology, yet evolution instruction in high schools has often been unsatisfactory. How or whether high school biology teachers teach evolution is influenced by their own acceptance or rejection of evolutionary theory, parents’ and community members’ views, and in the case of some private schools, their religious affiliations. Studies documenting how evolution is taught in public high schools have been conducted, yet private schools remain underresearched.\u0000 Arkansas high school biology teachers employed by public and private schools were invited to complete a survey composed of the Measure of Acceptance of the Theory of Evolution (MATE) and other items designed to allow comparison of their treatment of topics within evolutionary theory. Specifically, we sought to compare public and private teachers’ acceptance of evolution, how they teach it in their classrooms, and how their acceptance of the validity of evolution compares with four other widely accepted scientific theories (cell, gene, germ, and atomic). Results suggest that public school teachers have higher levels of acceptance of evolution than private school teachers. However, teachers in both public and private schools reported lower acceptance of the validity of evolutionary theory compared with the other four scientific theories. Across topics within evolution, natural selection was given the most treatment while human evolution was given the least.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139816139","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

Online Professional Development Course Helps Secondary Educators Increase Their Confidence in Teaching Evolution to Religious Audiences 在线职业发展课程帮助中学教育工作者增强向宗教听众讲授进化论的信心

The American Biology Teacher Pub Date : 2024-02-01 DOI: 10.1525/abt.2024.86.2.78

Kenneth Harrington, Hunter Nelson, Jordon Ockey, Austin Gibson, Jamie Jensen

引用次数: 0

A Comparison of Measured Outcomes across Tree-Thinking Interventions 不同树思维干预措施的测量结果比较

The American Biology Teacher Pub Date : 2024-02-01 DOI: 10.1525/abt.2024.86.2.71

Kristy L Daniel, Daniel Ferguson, E. A. Leone, C. Bucklin

{"title":"A Comparison of Measured Outcomes across Tree-Thinking Interventions","authors":"Kristy L Daniel, Daniel Ferguson, E. A. Leone, C. Bucklin","doi":"10.1525/abt.2024.86.2.71","DOIUrl":"https://doi.org/10.1525/abt.2024.86.2.71","url":null,"abstract":"Phylogenetic tree diagrams are commonly found in introductory biology curricula and represent the evolutionary relationships of organisms. Tree-thinking, or the ability to accurately interpret, use, and generate these phylogenetic representations, involves a challenging set of skills for students to learn. Although many introductory biology courses incorporate tree-thinking instruction, few studies have identified which instructional methods provide the best learning gains for students. We gathered data from 884 introductory biology students using the Basic Evolutionary Tree-Thinking Skills Inventory (BETTSI) to measure tree-thinking learning gains. We measured tree-thinking differences across five sections of introductory biology, each offering a different instructional intervention, and compared differences among STEM majors and non-STEM majors. After calculating paired differences, we performed a two-way repeated measure analysis of variance (ANOVA) and Scheffe’s post hoc test to identify significant differences among and between the different interventions. We found that students who engaged in active tree-thinking instruction had significantly higher tree-thinking learning gains than students who participated in passive or no instruction. Furthermore, these learning gains became even more significant as active-learning became more multifaceted. These active-learning approaches also removed knowledge gaps between STEM majors and non-majors. Instructors must select explicit and active pedagogical approaches to support student tree-thinking to accomplish positive learning gains for all students.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139827676","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 Darwin’s Pangenesis Correspondences to Examine Science as a Human Endeavor 利用达尔文的庞加莱对应关系将科学视为人类的一项事业

The American Biology Teacher Pub Date : 2024-02-01 DOI: 10.1525/abt.2024.86.2.56

Anthony W. Lorsbach, Allison Antink Meyer

{"title":"Using Darwin’s Pangenesis Correspondences to Examine Science as a Human Endeavor","authors":"Anthony W. Lorsbach, Allison Antink Meyer","doi":"10.1525/abt.2024.86.2.56","DOIUrl":"https://doi.org/10.1525/abt.2024.86.2.56","url":null,"abstract":"This lesson used the correspondence of Charles Darwin as an exploration of nature of science (NOS) in a historical context. Specifically, we used his original correspondence about his “provisional hypothesis” of pangenesis as a novel way to explore a scientist’s social community. Darwin’s community of friends and colleagues in the natural sciences at the time of his writing of his 1868 book Variations formed the basis of this lesson. One basic descriptor of NOS, science as a human endeavor, was used to drive explicit reflection. These letters were rich in detail regarding the idea of science as a community of practice. Our elementary education students’ responses indicate the letters surprised them in how personal the correspondents were with one another and how reliant Darwin was on his friends and colleagues for input on his work. Darwin became human as students imagined Darwin’s mental state and how he wrestled with his idea and made it public. Students learned that despite Darwin’s fame, his idea of pangenesis lacked empirical evidence and thus received little support. They discovered an eminent scientist who was insecure and nervous and who worked hard to develop, study, and publicize his novel idea. This contrasts with popular views of major scientific figures as natural geniuses rather than their success resulting from labor and perseverance.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139877071","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 Tool to Teach Evolution of Protein Sequences and Structures 蛋白质序列和结构进化教学工具

The American Biology Teacher Pub Date : 2024-02-01 DOI: 10.1525/abt.2024.86.2.108

Agnieszka Szarecka, Christopher Dobson

引用次数: 0

An Integrated Undergraduate Laboratory Exercise to Demonstrate Microbial Evolution 展示微生物进化的本科生综合实验练习

The American Biology Teacher Pub Date : 2024-02-01 DOI: 10.1525/abt.2024.86.2.101

Qin Qi, J. A. Stacey, Nureeni Wright, S. Tetu, M. R. Gillings

{"title":"An Integrated Undergraduate Laboratory Exercise to Demonstrate Microbial Evolution","authors":"Qin Qi, J. A. Stacey, Nureeni Wright, S. Tetu, M. R. Gillings","doi":"10.1525/abt.2024.86.2.101","DOIUrl":"https://doi.org/10.1525/abt.2024.86.2.101","url":null,"abstract":"Understanding that evolution progresses through generation of DNA variants followed by selection is a key learning outcome for biology students. We designed an integrated and innovative undergraduate laboratory exercise using Saccharomyces cerevisiae to demonstrate these principles. Students perform in vitro experimental evolution by repeatedly propagating large or small yeast colonies on a weekly basis. Small-colony variants known as petites arise by mutations that disrupt aerobic respiration. To demonstrate the effects of increased mutation rates, half of the selection lines are exposed to ultraviolet irradiation. To understand how the petite phenotype arises, polymerase chain reaction (PCR) is performed to examine mitochondrial DNA, while biochemical assays are used to assess the ability of petites to undergo aerobic respiration. This exercise demonstrates evolution by artificial selection over a suitably short timeframe and links the results to a critical biochemical process: the role of mitochondria in aerobic respiration and ATP production. By implementing these experiments, we successfully demonstrated that the frequencies of petite mutants in evolved populations varied according to the selection pressure we applied, and that petite mutants carried deletions in mitochondrial DNA as anticipated. Through an integrated learning context, this practical exercise promotes fundamental understanding of evolutionary processes and fosters critical thinking skills.","PeriodicalId":513114,"journal":{"name":"The American Biology Teacher","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139824467","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