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Journal of Microbiology & Biology Education最新文献

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Understanding operon architecture using LEGO bricks 用乐高积木了解操作子结构
Journal of Microbiology & Biology Education Pub Date : 2024-03-07 DOI: 10.1128/jmbe.00034-24
D. Hammond-Weinberger, Christopher W. Lennon
{"title":"Understanding operon architecture using LEGO bricks","authors":"D. Hammond-Weinberger, Christopher W. Lennon","doi":"10.1128/jmbe.00034-24","DOIUrl":"https://doi.org/10.1128/jmbe.00034-24","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000 Many undergraduates struggle to interpret abstract concepts in molecular biology. Modeling can facilitate learning by making these abstract concepts tangible. Here, we present an exercise based on the\u0000 lac\u0000 operon designed for undergraduate students using LEGO bricks. The\u0000 lac\u0000 operon is a classic example of transcriptional regulation taught in a variety of undergraduate biology courses and is fundamental to understanding the regulation of gene expression. This easy-to-implement active learning exercise demonstrates how the various components of the\u0000 lac\u0000 operon are oriented under a variety of nutritional conditions to control gene expression. In addition, higher-order concepts, such as the effect of mutation on\u0000 lac\u0000 operon expression, can be readily modeled. Overall, students not only found this exercise to be enjoyable but also helpful as a tool to engage with this course material.\u0000 \u0000","PeriodicalId":517003,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"66 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140077964","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
Education and public outreach: communicating science through storytelling 教育和公众宣传：通过讲故事传播科学知识
Journal of Microbiology & Biology Education Pub Date : 2024-03-05 DOI: 10.1128/jmbe.00209-23
M. Tirumalai
{"title":"Education and public outreach: communicating science through storytelling","authors":"M. Tirumalai","doi":"10.1128/jmbe.00209-23","DOIUrl":"https://doi.org/10.1128/jmbe.00209-23","url":null,"abstract":"\u0000 \u0000 \u0000 Education and public outreach activities can be challenging for most active scientists, for very good reasons. Allotment of time to participate in outreach activities could be a major challenge. However, when such activities are incorporated into one’s academic and research plan, they can be enriching. Here, the author describes his experience in what began as on one-off participation at an outreach event, leading to a series of speaking events addressing the public at the monthly meetings of several astronomy clubs/societies, observatories, etc. in the states of Texas, Louisiana, New Mexico, and Colorado. They have often involved the use of motifs and characters from popular science fiction, literature, and movies and when possible, getting the audience actively involved in the presentations. Furthermore, the discussions following each presentation have been enriching in terms of getting a broad perspective of the perceptions that people in general have, regarding the origins of life, microbiology, extremophiles, and astrobiology.\u0000","PeriodicalId":517003,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"60 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140264443","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
An environmental justice fictional case study for engaging non-majors in human biology 让非专业学生参与人类生物学的环境正义虚构案例研究
Journal of Microbiology & Biology Education Pub Date : 2024-03-05 DOI: 10.1128/jmbe.00005-24
John Jacob Peters
{"title":"An environmental justice fictional case study for engaging non-majors in human biology","authors":"John Jacob Peters","doi":"10.1128/jmbe.00005-24","DOIUrl":"https://doi.org/10.1128/jmbe.00005-24","url":null,"abstract":"\u0000 \u0000 \u0000 The impacts of climate change are and will continue to be far-reaching, and environmental justice communities are disproportionately impacted due to environmental racism and related forms of oppression. Vision and Change in Undergraduate Biology Education encourages that the connection between science and society be explicitly taught in science classrooms. Here, I describe a fictional case study where students decide how to allocate a budget at a non-profit organization tasked with mitigating environmental issues in a town that contains environmental justice communities. Students are each assigned a role in the community and must reach a consensus on their budget in small groups before the whole class votes on a consensus budget. Afterward, students perform a metacognitive activity that encourages them to reflect on the human health impacts of their decisions and how their role impacted their decision-making process. Quantitative and qualitative feedback from students shows that by the end of the course, students appreciate the importance of science literacy in understanding global issues and that they are able to connect environmental justice to their lives and coursework. This case study helps fill an unmet need in climate change education by allowing students to practice empathy in topics related to climate change and environmental justice.\u0000","PeriodicalId":517003,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"119 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079269","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
Students’ perceptions of social issues in biology courses 学生对生物课程中社会问题的看法
Journal of Microbiology & Biology Education Pub Date : 2024-02-27 DOI: 10.1128/jmbe.00194-23
Stacy Tran, Jocelyn Tirado, Haley Miyasato, Star W. Lee
{"title":"Students’ perceptions of social issues in biology courses","authors":"Stacy Tran, Jocelyn Tirado, Haley Miyasato, Star W. Lee","doi":"10.1128/jmbe.00194-23","DOIUrl":"https://doi.org/10.1128/jmbe.00194-23","url":null,"abstract":"\u0000 \u0000 \u0000 Students’ scientific literacy may be improved by the integration of social issues into biology courses, enabling them to make informed decisions on social issues in the context of their scientific knowledge. Additionally, this may allow students to recognize the connection between science and society. Although there are a number of benefits with having students learn about social issues in biology courses, most undergraduate courses may follow a traditional curriculum, which emphasizes the scientific content without framing it in a social context. Here, we investigated whether undergraduate students have been exposed to social issues in previous biology courses and examined how their perceptions changed before and after taking a biology course that incorporated social issues. In surveys, most students reported having no exposure to social issues in biology courses. Most students, especially females and persons excluded because of their ethnicity or race (PEERs), agreed with the integration of social issues in biology courses before taking the course. Students found reflection essays to be a useful tool in allowing them to think and share their thoughts on social issues as well as relate the course content to their personal lives. These results highlight students’ interest in learning about social issues from a scientific perspective and how reflection essays may be used to practice applying their knowledge to real-world issues.\u0000","PeriodicalId":517003,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"31 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424441","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
An active learning card game to teach microbial pathogenesis to undergraduate biology majors 向生物专业本科生传授微生物致病机理的主动学习卡牌游戏
Journal of Microbiology & Biology Education Pub Date : 2024-02-27 DOI: 10.1128/jmbe.00121-23
Elias Taylor-Cornejo, Laurie Massery
{"title":"An active learning card game to teach microbial pathogenesis to undergraduate biology majors","authors":"Elias Taylor-Cornejo, Laurie Massery","doi":"10.1128/jmbe.00121-23","DOIUrl":"https://doi.org/10.1128/jmbe.00121-23","url":null,"abstract":"\u0000 \u0000 \u0000 Interactive classroom activities are an effective way to reinforce knowledge and promote student engagement. In this paper, we introduce the Pathogenesis Card Game (PCG), an innovative card game that engages students in a battle between microbial pathogens and the host immune system. Each student is given a set of cards that consist of either common host defenses or common pathogen evasion strategies. In pairs, students play a host defense card versus a pathogenesis card. Host defense cards include neutralize (antibody production), eat (phagocytosis), and destroy (degranulation). Pathogenesis cards present evasive strategies including mimic (molecular mimicry), escape (hemolysin production), hide (polysaccharide capsule), block (antioxidant defense), cut (protease secretion), and disguise (antigenic variation). Students develop a mastery of microbial pathogenesis through active gameplay by deliberating the outcome of each unique host-pathogen interaction. Furthermore, they learn the role of cells in the immune system and how pathogens can evade these immune defenses. PCG was piloted in a 300-level introductory microbiology course for 22 undergraduate students, comprising primarily biology and nursing majors. Both quantitative and qualitative student evaluations of the activity strongly suggest that PCG is an engaging, effective, and useful way to teach microbial pathogenesis. This activity provides a 60-minute lesson plan and corresponding materials that can be used to facilitate the introduction of pathogenesis to a typical undergraduate microbiology course. PCG offers instructors a framework to teach microbial pathogenesis and gives students the opportunity to construct their own knowledge about pathogen immune evasion in an engaging and interactive way.\u0000","PeriodicalId":517003,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"64 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140424382","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
Undergraduate-level biology students’ application of central dogma to understand COVID mRNA vaccines 生物学本科生应用中心教条理解 COVID mRNA 疫苗
Journal of Microbiology & Biology Education Pub Date : 2024-02-23 DOI: 10.1128/jmbe.00167-23
Saya Shahoy, Michelle Du, Ola Mostafa, Aliyah Parker, Dylan Martirano, Melinda T. Owens
{"title":"Undergraduate-level biology students’ application of central dogma to understand COVID mRNA vaccines","authors":"Saya Shahoy, Michelle Du, Ola Mostafa, Aliyah Parker, Dylan Martirano, Melinda T. Owens","doi":"10.1128/jmbe.00167-23","DOIUrl":"https://doi.org/10.1128/jmbe.00167-23","url":null,"abstract":"\u0000 \u0000 \u0000 The coronavirus disease 2019 (COVID-19) pandemic has underscored the importance of mRNA vaccines. The mechanism for how such vaccines work is related to the core biology topic of the central dogma, which students often misunderstand despite its importance. Therefore, we wanted to know whether students can apply their biology knowledge of central dogma to the real-world issue of how mRNA COVID vaccines work. Accordingly, we asked college biology students of different expertise levels how the COVID vaccine worked. Later, we cued them by telling them the vaccine contains mRNA and asked them what the mRNA does. We used thematic analysis to find common ideas in their responses. In the uncued condition, fewer than half of the students used central dogma-related ideas to explain what was in the vaccine or how the vaccine worked. Inaccurate ideas were present among all groups of biology students, particularly entering biology majors and non-biology majors, including the idea that the COVID vaccines contain a weakened, dead, or variant form of the COVID virus. After students were cued, many more students in all expertise groups expressed central dogma-related themes, showing that students could apply the knowledge of central dogma if prompted. Advanced biology majors were much more likely to state that the vaccines code for a viral protein, indicating their advanced application of central dogma concepts. These results highlight inaccurate ideas common among students and show changes in the ability to apply knowledge with student expertise level, which could inform future interventions to support student learning about vaccines and central dogma.\u0000","PeriodicalId":517003,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"207 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437915","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
Accurate incorporation of somatic recombination in a hands-on activity that demonstrates the central dogma of molecular biology 在实践活动中准确融入体细胞重组，展示分子生物学的核心原理
Journal of Microbiology & Biology Education Pub Date : 2024-02-08 DOI: 10.1128/jmbe.00169-23
Sophia D. Sarafova
{"title":"Accurate incorporation of somatic recombination in a hands-on activity that demonstrates the central dogma of molecular biology","authors":"Sophia D. Sarafova","doi":"10.1128/jmbe.00169-23","DOIUrl":"https://doi.org/10.1128/jmbe.00169-23","url":null,"abstract":"","PeriodicalId":517003,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"148 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895670","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
Reply to Sarafova, “Accurate incorporation of somatic recombination in a hands-on activity that demonstrates the central dogma of molecular biology” 答复 Sarafova，"将体细胞重组准确纳入实践活动，展示分子生物学的核心教条"
Journal of Microbiology & Biology Education Pub Date : 2024-02-08 DOI: 10.1128/jmbe.00195-23
Pamela A. Marshall
{"title":"Reply to Sarafova, “Accurate incorporation of somatic recombination in a hands-on activity that demonstrates the central dogma of molecular biology”","authors":"Pamela A. Marshall","doi":"10.1128/jmbe.00195-23","DOIUrl":"https://doi.org/10.1128/jmbe.00195-23","url":null,"abstract":"","PeriodicalId":517003,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139895629","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 case study to engage students in the research design and ethics of high-throughput metagenomics 让学生参与高通量元基因组学研究设计和伦理的案例研究
Journal of Microbiology & Biology Education Pub Date : 2024-02-06 DOI: 10.1128/jmbe.00074-23
C. Alexander, M. M. Gaudier-Diaz, Adam J. Kleinschmit, Preston J. Dihle, Scott A Salger, N. Vega, Sabrina D. Robertson
{"title":"A case study to engage students in the research design and ethics of high-throughput metagenomics","authors":"C. Alexander, M. M. Gaudier-Diaz, Adam J. Kleinschmit, Preston J. Dihle, Scott A Salger, N. Vega, Sabrina D. Robertson","doi":"10.1128/jmbe.00074-23","DOIUrl":"https://doi.org/10.1128/jmbe.00074-23","url":null,"abstract":"","PeriodicalId":517003,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"25 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139896229","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 case study to engage students in the research design and ethics of high-throughput metagenomics 让学生参与高通量元基因组学研究设计和伦理的案例研究
Journal of Microbiology & Biology Education Pub Date : 2024-02-06 DOI: 10.1128/jmbe.00074-23
C. Alexander, M. M. Gaudier-Diaz, Adam J. Kleinschmit, Preston J. Dihle, Scott A Salger, N. Vega, Sabrina D. Robertson
{"title":"A case study to engage students in the research design and ethics of high-throughput metagenomics","authors":"C. Alexander, M. M. Gaudier-Diaz, Adam J. Kleinschmit, Preston J. Dihle, Scott A Salger, N. Vega, Sabrina D. Robertson","doi":"10.1128/jmbe.00074-23","DOIUrl":"https://doi.org/10.1128/jmbe.00074-23","url":null,"abstract":"","PeriodicalId":517003,"journal":{"name":"Journal of Microbiology & Biology Education","volume":"122 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139893601","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
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