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Who’s That Speci-Mon? Using PokémonTM to Understand Biological Terminology Using Greek and Latin Roots 那个特别星期一是谁?用poksammontm来理解希腊和拉丁词根的生物术语

CourseSource Pub Date : 2023-01-01 DOI: 10.24918/cs.2023.15

Jason G. Randall, Peggy L Brady, S. Kubica

引用次数: 0

Walkabout: An Easy to Use, Experiential Learning Activity for Applying Abstract Concepts to the Real-World 步行:一个易于使用的体验式学习活动，用于将抽象概念应用于现实世界

CourseSource Pub Date : 2023-01-01 DOI: 10.24918/cs.2023.25

Lekelia D. Jenkins

{"title":"Walkabout: An Easy to Use, Experiential Learning Activity for Applying Abstract Concepts to the Real-World","authors":"Lekelia D. Jenkins","doi":"10.24918/cs.2023.25","DOIUrl":"https://doi.org/10.24918/cs.2023.25","url":null,"abstract":"Students can have difficulty recognizing examples of course concepts in the real-world. They particularly struggle with phenomena that are ambiguously defined, have mimics, or are hard to distinguish from other phenomena. Students can better explore and understand these phenomena in situ . Unfortunately, short class periods, students’ full schedules, and limited resources hinder classic fieldtrips. So, I created Walkabout, which gives students experiences observing and analyzing in situ phenomenon in the surrounding environment during class periods. Walkabout aligns with elements of active learning, experiential learning, and adventure education. In Walkabout, students learn about and discuss the key characteristics of a concept or phenomenon using pre-class readings, reading responses, and class discussion of classic examples. Then, students leave the learning space to walk outside, identify, and photograph examples of the phenomenon. They return to the classroom or online learning space having selected their best example, which they present to the class and engage in a discussion of how well it represents the phenomenon. This activity can be applied to any course topic that discusses real-world phenomena that are easily observable in the environment surrounding the learners but are difficult to identify or define. Instructors can use it with in-person or online classes, synchronously or asynchronously, and in high-tech, low-tech, and no-tech learning environments. Walkabout helps to scaffold student learning, allows students to practice applying difficult concepts, and creates a more inclusive learning environment. It energizes students, helps them learn from each other, and keeps them engaged and focused in a way they enjoy.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329711","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 to Find a Gene: Retrieving Information From Gene Databases 如何找到一个基因:从基因数据库检索信息

CourseSource Pub Date : 2023-01-01 DOI: 10.24918/cs.2023.8

Ah Rume Julie Park, M. Upadhyay, William J. Anderson, A. Holmes

引用次数: 0

Exploring the City of Biofilms: An Engaging Analogy-Based Activity for Students to Learn Biofilms 探索生物膜之城:一个引人入胜的基于类比的学生学习生物膜的活动

CourseSource Pub Date : 2023-01-01 DOI: 10.24918/cs.2023.42

Song Lin Chua

{"title":"Exploring the City of Biofilms: An Engaging Analogy-Based Activity for Students to Learn Biofilms","authors":"Song Lin Chua","doi":"10.24918/cs.2023.42","DOIUrl":"https://doi.org/10.24918/cs.2023.42","url":null,"abstract":"Multicellular biofilms constructed by microbes are key aspects of microbiology with significant implications in various fields, including medicine, environmental science, and biotechnology. While bacteria spend nearly all their lives in biofilms, many students do not study them in detail in a course setting. Consequentially, students have misperceptions that microbes exist as free-living single-cell organisms and cannot understand the biofilm lifestyle accurately. Here, I present a comprehensive and engaging lab lesson plan designed for students to explore the concepts of biofilm lifestyle and compare biofilms to cities using a think-group-share strategy. Students are asked to individually define biofilms and relate them to living in a city, followed by forming small groups, and then discussing them as an entire class. The class will understand the different aspects of biofilms in each step of the life cycle from colonization to dispersal. Subsequently, the students will put their knowledge into practice by completing an activity where they must sort different functional activities into the following steps in the biofilm life cycle: colonization, formation, maturation, and dispersal. This analogy-based activity encourages comparative analysis and fosters long-term learning. I observed that students actively participated in the learning activity, which also cultivated a sense of class community during the sharing session. An end-of-module review activity six weeks later showed that the students could still recall the knowledge learned during the lesson. This lesson activity has several advantages: it is easy for the teacher to implement within 20–30 minutes and convenient for the students to engage with biofilm biology. Primary Image: Comparison of a biofilm to a city. The biofilm has similar analogies to a city. ","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"411 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136208260","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

My Fish Tank: An Active Learning Activity for Bacterial Nitrogen Metabolism 我的鱼缸:细菌氮代谢的主动学习活动

CourseSource Pub Date : 2023-01-01 DOI: 10.24918/cs.2023.36

Birgit M. Prüß

{"title":"My Fish Tank: An Active Learning Activity for Bacterial Nitrogen Metabolism","authors":"Birgit M. Prüß","doi":"10.24918/cs.2023.36","DOIUrl":"https://doi.org/10.24918/cs.2023.36","url":null,"abstract":"This active learning activity introduces students to the second part of the nitrogen cycle, nitrification. In terrestrial and aquatic environments, bacteria from the Nitrosomonas and Nitrobacter genera oxidize ammonia first to nitrite (via a hydroxylamine intermediate) and then to nitrate, which is less toxic to animals such as the fish in a fish tank. Nitrification has many practical implications, for example in waste water treatment, but also for those wanting to set up their own fish tank. The activity consists of a pre-class reading, a 50-minute class session, and a home assignment. The class session covers two exercises, each consisting of a group discussion, followed by student reporting, and a compilation of information by the instructor. Students will identify animal nitrogen waste products and fish skin bacteria that are involved in nitrification. Students will also identify the metabolic reactions of the nitrogen cycle, the oxidative state of nitrogen in four metabolic compounds, and the number of electrons transferred through each reaction. The third and final exercise is the take-home assignment, where students write about how they would set up their own fish tank and take care of their fish based on knowledge gained from the in-class exercise. Primary Image: Nitrification is one of three parts of the nitrogen cycle in both terrestrial and aquatic environments. Nitrification consists of two reactions that first convert ammonia to nitrite and then to nitrate. In the fish tank, this serves to detoxify the water that the fish live in.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135439906","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

Helping Students to Metacognitively Read Scientific Literature With Talking to the Text 通过与文本对话帮助学生元认知阅读科学文献

CourseSource Pub Date : 2023-01-01 DOI: 10.24918/cs.2023.28

Heather Mcgray, Ella Tour, Tin Ki Tsang

引用次数: 0

A Multi-Institutional Alternative Assessment Faculty Learning Community: Supporting Teaching in Higher Education 一个多机构的替代性评估教师学习社区:高等教育中的辅助教学

CourseSource Pub Date : 2023-01-01 DOI: 10.24918/cs.2023.35

Lawrence R. Chen, K. Breana Downey, Erin L. Whitteck

引用次数: 0

Drawing “Octo-Pines”: Ice-Breaker Active-Learning Activities to Introduce Drawing-to-Learn in Biology 绘制“八松”:打破冰的主动学习活动，将绘画学习引入生物学

CourseSource Pub Date : 2023-01-01 DOI: 10.24918/cs.2023.29

Natasha Flores, Jessica M. Theodor, Mindi M. Summers

{"title":"Drawing “Octo-Pines”: Ice-Breaker Active-Learning Activities to Introduce Drawing-to-Learn in Biology","authors":"Natasha Flores, Jessica M. Theodor, Mindi M. Summers","doi":"10.24918/cs.2023.29","DOIUrl":"https://doi.org/10.24918/cs.2023.29","url":null,"abstract":"Drawing has been advocated as a technique to develop visual literacy and observational skills in biology students. To increase student motivation and confidence to draw in our course, we developed an introductory active-learning lesson with a series of icebreaker activities that promote student creativity and discussion. These activities include a clicker question, group discussions, drawing activities, and a worksheet. During the lesson, student responses generated more than 18 categories of how visuals can be used as a professional practice and as a learning tool in biology, with 14 of these categories overlapping. Students demonstrated interest in using a variety of drawings and visuals to represent various scientific scenarios. In a survey completed after the lesson, students reported that this activity increased their understanding of how drawings are used in the profession of biology and as a learning technique. Students also indicated that while they experienced some discomfort with the exercises, they enjoyed the drawing activities and found them useful. The examples in this lesson can be adapted to fit courses that emphasize drawing, observation, or visual literacy. Primary Image: “Octo-pine.” To increase student motivation to draw in zoology, the last activity in this lesson asks to students to draw an invertebrate-food combination (e.g., “octopine” = octopus + pineapple; “BEErito” = bee + burrito).","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135496155","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

Bringing Pasteur Back to Life: Studying the Biochemistry of Yeast Fermentation Through Discussion Groups and an At-Home Lab 将巴斯德带回生活:通过讨论小组和家庭实验室研究酵母发酵的生物化学

CourseSource Pub Date : 2023-01-01 DOI: 10.24918/cs.2023.11

Kimberly A. Wodzanowski, Madison V. Anonick, Lauren A. Genova, April M. Kloxin, C. Grimes

{"title":"Bringing Pasteur Back to Life: Studying the Biochemistry of Yeast Fermentation Through Discussion Groups and an At-Home Lab","authors":"Kimberly A. Wodzanowski, Madison V. Anonick, Lauren A. Genova, April M. Kloxin, C. Grimes","doi":"10.24918/cs.2023.11","DOIUrl":"https://doi.org/10.24918/cs.2023.11","url":null,"abstract":"This hands-on, student-centered biochemistry lesson introduces beginner biochemistry students to the techniques of effectively reading and discussing primary literature, identifying fundamental biological concepts, and applying that knowledge to design their own experiments. Students begin by reading Louis Pasteur’s article on the discovery of fermentation, a key biochemical concept in metabolism. Using guided questions while they read the primary literature, students dissect the key biochemical concepts of fermentation in student-led discussion groups. Following the group discussion, students “act like Pasteur” by designing their own lab experiment to collect similar data to that in the paper. For the lab activity, students utilize standard home-kitchen techniques and food-grade reagents to grow yeast in different microenvironmental conditions, such as temperature, pH, presence of oxygen, and substrate concentration in water. Here, students apply key laboratory skills such as designing experiments with proper controls, keeping a lab notebook, and communicating results. Students are given the opportunity to pursue variables they find interesting by performing experiments in their own home. Student understanding is assessed through group discussion, completion of learning issue questions, multiple choice quiz questions, midterm questions, and a lab report. This lesson features a diverse array of activities: reading and understanding the primary literature, participating in scientific discussion in small groups, and designing and performing experiments, all essential skills for any future biochemist.","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329880","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

Distances in the Universe: An Inquiry Lab Sequence Taught in West Africa and North America 宇宙中的距离:在西非和北美讲授的探究性实验室序列

CourseSource Pub Date : 2023-01-01 DOI: 10.24918/cs.2023.3

L. Strubbe, Deborah Good, Jielai Zhang, Heidi White, Kelly Lepo, W. Code, S. Abotsi‐Masters

{"title":"Distances in the Universe: An Inquiry Lab Sequence Taught in West Africa and North America","authors":"L. Strubbe, Deborah Good, Jielai Zhang, Heidi White, Kelly Lepo, W. Code, S. Abotsi‐Masters","doi":"10.24918/cs.2023.3","DOIUrl":"https://doi.org/10.24918/cs.2023.3","url":null,"abstract":"Astronomy evokes deep curiosity for many people, making it a beautiful topic for supporting students to learn scientific practices and develop as scientists. We present an inquiry-based lab sequence about distances in the Universe, which we have taught in a first-year astronomy course in Canada and in a summer program for upper-year students in West Africa. Students begin with two warm-up labs where they discover the methods of parallax and the inverse-square law for light to measure distances in their everyday lives. Then they engage in a mini research project in which they ask their own questions about astronomical images, then break down their big questions into smaller questions related to measuring astronomical distances. Students work together in teams to investigate their questions, and finally present their findings to their classmates. Students developing their own questions to investigate is a key scientific practice that is not included in many other inquiry lab curricula. We show evidence that students learned astronomical concepts, had positive feelings about the labs, appreciated the freedom to come up with their own approaches in the labs, and built their self-efficacy as scientists. Since facilitating inquiry is quite different from other kinds of teaching, we describe key features of our facilitation including how we teach new instructors. We describe our curriculum in both Canada and West Africa and offer suggestions for future implementations. We encourage other astronomy instructors to try an inquiry approach to help students develop as scientists while exploring topics they","PeriodicalId":72713,"journal":{"name":"CourseSource","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69329935","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