Biochemistry and Molecular Biology Education最新文献

{"title":"An Idea to Explore: Enhancing the Teaching of Genome Editing Through 3D Printed Models of CRISPR-Cas9 Technology.","authors":"Kevin Diao, Stephen M G Duff, Hong Li","doi":"10.1002/bmb.70047","DOIUrl":"10.1002/bmb.70047","url":null,"abstract":"<p><p>Innovative biological discoveries are crucial for addressing global challenges, yet teaching these complex concepts poses significant difficulties due to the complexity of the subject matter as well as limited educational resources and methodologies. Genome editing, specifically with CRISPR-Cas9, represents a convergence of technology, molecular biology, and engineering, enabling precise manipulation of DNA sequences in various organisms. It leverages advanced tools and a deep understanding of molecular biology to target specific genes while applying engineering principles to improve editing mechanisms. However, the complexity of this field poses educational challenges due to a scarcity of accessible resources. To enhance the accessibility of genome editing to scientists and students, we propose utilizing 3D modeling and printing to create tangible models of key components in the genome editing process. By visualizing these molecular structures, our goal is to simplify and enrich the educational experience, making the intricate principles of genome editing more comprehensible and engaging for students.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":"292-296"},"PeriodicalIF":1.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147608097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of a One-Week Bioengineering Outreach Activity on the Academic Perceptions and Motivation of High School Students.","authors":"J S Sousa, B M P Gonçalves, C Ferreira, J M Rocha, S Faia, L C Simões, M Simões","doi":"10.1002/bmb.70053","DOIUrl":"10.1002/bmb.70053","url":null,"abstract":"<p><p>Many universities across Europe have developed outreach programs to bring high school students closer to science and help them make more informed decisions about their academic futures. At the University of Porto (Portugal), the Junior University is a summer school that offers research and development activities on specific topics, enabling students to experience university life and the research environment through representative hands-on programs. This report presents the impact of a one-week bioengineering program, conducted at the Faculty of Engineering of the University of Porto (FEUP) and repeated over 4 weeks, on the academic literacy and motivation of high school students. Throughout each week, students completed two questionnaires-one at the beginning and another at the end of the program. The results reveal clear improvements in their understanding of bioengineering concepts and applications. For some students, the experience reinforced their interest in the field, while for others, it helped clarify that bioengineering might not be their preferred area of study. Overall, the outcomes of this study highlight the value of university-led initiatives in enhancing high school students' academic literacy and supporting them in making more informed, thoughtful decisions regarding their future academic and professional paths.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":"283-291"},"PeriodicalIF":1.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13206384/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147526038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of Scientific Literacy and Communication E-Modules in a Molecular Biology Course: A Qualitative and Quantitative Analysis.","authors":"Meghan Kates, Alexa Fitzpatrick, Yupeng Zhang, Alison Gibbs, Qin Liu, Alan da Silveira Fleck, Leora Freedman, Stavroula Andreopoulos","doi":"10.1002/bmb.70043","DOIUrl":"10.1002/bmb.70043","url":null,"abstract":"<p><p>In previous work, we described the development and implementation of new pedagogical practices aimed at enhancing literacy, critical thinking, and communication skills development in a third-year undergraduate molecular biology course. The online nature and large size of the course presented challenges regarding student engagement and access to adequate support. To address these issues, we created four assignments (Journal Article, TED-style Talk, Reflective, and Concept Map) to build scientific literacy skills. To develop the intended skills, we designed interactive e-learning modules with active learning opportunities and practice activities to provide effective feedback. Here, we present an evaluation of the outcomes of this work by comparing student engagement in the modules with learning outcomes and academic performance indicators. The majority of students indicated that the e-modules were conducive to their learning and acquisition of scientific literacy skills. Additionally, most students found that all individual e-modules and associated assignments supported their learning, with somewhat lower agreeance among students regarding the Journal Article assignment. This feedback and student performance on the assignment supported our hypothesis that students lack practice developing these skills earlier in their education. Overall, there was a trend showing that higher student engagement with the e-modules was associated with higher assignment scores and final grades. Therefore, the e-modules and assignments supported the goals of improving targeted skills and contributed to an overall positive learning environment for students. These data demonstrate the utility of online e-modules for student learning and the usefulness of learning analytics data to better understand the student experience.</p>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":" ","pages":"226-242"},"PeriodicalIF":1.0,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13206462/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147368806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 3","pages":"308-318"},"PeriodicalIF":0.9,"publicationDate":"2026-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148068767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 3","pages":"292-296"},"PeriodicalIF":0.9,"publicationDate":"2026-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148063141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 3","pages":"271-282"},"PeriodicalIF":0.9,"publicationDate":"2026-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148061318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"","authors":"","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 3","pages":"283-291"},"PeriodicalIF":0.9,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148097079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating Local Traditional Practices Into Problem-Based Learning to Enhancing Inquiry and Argumentation Skills in a Biochemistry Course","authors":"Yunita Arian Sani Anwar,&nbsp;Boniesta Zulandha Melani,&nbsp;Ahmad Harjono,&nbsp;Lalu Ali Wardana","doi":"10.1002/bmb.70044","DOIUrl":"10.1002/bmb.70044","url":null,"abstract":"<div>\u0000 \u0000 <p>This study aims to explore and examine the impact of integrating local traditional practices into Problem-Based Learning (PBL) on the inquiry and argumentation skills of preservice teacher students. The local traditional practice incorporated in this study involved using pineapple and papaya waste to produce coconut oil, which is closely related to concepts taught in the Biochemistry course. During the preimplementation stage of PBL, students conducted field visits to observe and analyze these local traditional practices as authentic learning resources. The study involved 72 students divided into a control group (<i>N</i> = 35) and an experimental group (<i>N</i> = 37), employing a pretest–posttest control group design. Inquiry skills were measured using a rubric covering 11 subskills, including problem interpretation, observation, hypothesis formulation, experimental design, implementation of the design, use of equipment, data collection, data analysis, conclusion development, team collaboration, and communication. Argumentation skills were measured using a rubric consisting of three indicators: identifying claims, providing evidence, and giving justification. The results showed that the number of students categorized as having high inquiry skills in the experimental group was greater than in the control group. Analysis of subskills revealed higher mean scores for the experimental group across most components, except for the subskills of observation and implementation of experimental design, which showed no significant difference between groups. Similarly, argumentation skills demonstrated substantial improvement across all measured indicators. Integrating local traditional practices as learning resources helped students visualize real-world applications of scientific concepts and enhanced their inquiry and argumentation skills.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"167-178"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147363935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Saga of Somes: A Cellular Odyssey","authors":"Seshadri Reddy Varikasuvu,&nbsp;Lavanya Ranvee","doi":"10.1002/bmb.70033","DOIUrl":"10.1002/bmb.70033","url":null,"abstract":"","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"115-116"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145951394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of a Network Open House Model to Recruit Trainees to Post-Baccalaureate STEM Programs","authors":"Scott Takeo Aoki,&nbsp;Lindsay Lewellyn,&nbsp;Sarah Justice,&nbsp;Sarah Mordan-McCombs,&nbsp;Neetu Tewari,&nbsp;Jorge Cantu,&nbsp;Robert Seiser,&nbsp;Ahmed Lakhani,&nbsp;Jennifer R. Kowalski","doi":"10.1002/bmb.70039","DOIUrl":"10.1002/bmb.70039","url":null,"abstract":"<div>\u0000 \u0000 <p>Post-baccalaureate (post-bac) programs can be instrumental in strengthening science training and expanding STEM career opportunities for junior trainees. Many of these sponsored programs are designed to increase research exposure for underrepresented minorities, including African American, Hispanic, Native American, and first-generation college students, among others. Recruiting trainees to post-bac programs can be challenging for reasons including a lack of awareness about available programs. To address this gap, an Open House event was created with the goal of raising awareness and generating interest among potential students for future post-bac programs. Students were recruited from partnering Minority Serving Institutions (MSIs) to attend a 2-day event at a Primarily Undergraduate Institution (PUI) and a Research-Intensive (R1) institution. During the visit, students toured both campuses, learned about various post-bac programs and research opportunities, and interacted with faculty, current graduate students, and a former post-bac scholar. Transportation, lodging, and meals were provided. Participants completed voluntary pre- and post-surveys. Results indicated that attendees, the majority of whom were underrepresented minorities in STEM, left with a stronger understanding of post-bac programs and how these experiences could support their future careers in STEM and that students' attendance at the event made it more likely they would apply to available post-bac programs. Mentor and MSI faculty survey responses highlighted their strong support for participating in future recruitment events. These findings demonstrate that in-person Open House events, built on collaborative partnerships across institutions, are an effective strategy for increasing awareness and encouraging participation in post-bac training programs—particularly among underrepresented student populations.</p>\u0000 </div>","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"54 2","pages":"132-139"},"PeriodicalIF":0.9,"publicationDate":"2026-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147301340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}