Biochemistry and Molecular Biology Education最新文献_第8页

DNA DNA。

IF 1.4 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2023-11-20 DOI: 10.1002/bmb.21805

Dipika Mishra

引用次数: 0

An advanced course sequence in eukaryotic cell and molecular biology: A year-long course where active learning and peer-led groups resulted in higher learning gains and significant course passing scores 真核细胞和分子生物学的高级课程序列:为期一年的课程，积极学习和同伴领导的小组导致更高的学习收益和显著的课程及格分数。

IF 1.4 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2023-11-20 DOI: 10.1002/bmb.21802

Julio G. Soto, Rachael French, Sulekha Anand

{"title":"An advanced course sequence in eukaryotic cell and molecular biology: A year-long course where active learning and peer-led groups resulted in higher learning gains and significant course passing scores","authors":"Julio G. Soto, Rachael French, Sulekha Anand","doi":"10.1002/bmb.21802","DOIUrl":"10.1002/bmb.21802","url":null,"abstract":"We developed an advanced, year-long course sequence in eukaryotic cell and molecular biology in order to increase conceptual understanding. Three years of historical data from a one semester, traditional-lecture, senior cell and molecular biology course (n = 237) were compared with 3 years of data collected from the year-long course sequence (n = 176). There were significant content gains for the students who enrolled in the course sequence when pre- and post-assessments were compared (p < 0.0001). There was an association between earning a C or better in the course sequence and 70% or higher in the post-assessment instrument (p < 0.05). Final course grades for Bio 135A were calculated from three open ended exams and the percentage of correct answers on the clicker questions. For Bio135B, final grades were calculated from three open ended exams, clicker responses, a seven-page literature review on an environmental carcinogen and its effects on signal transduction pathways, and a formal presentation of one of the research articles they used in the literature review. The students who took the second semester of the course passed at higher rates than the students who enrolled in the traditional-lecture course (p < 0.05). Clicker answers to the research problem sets and the final course grades correlated significantly for both semesters of the course sequence (p < 0.01). We conclude that conceptually-connected learning gains can be obtained when the content is taught in a format that includes short lectures and group work to solve research questions.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 2","pages":"179-187"},"PeriodicalIF":1.4,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138175483","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}

引用次数: 0

Process oriented guided inquiry learning: A systematic review using bibliometric analysis 以过程为导向的探究学习:使用文献计量学分析的系统回顾。

IF 1.4 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2023-11-16 DOI: 10.1002/bmb.21803

Şenol Şen

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Demystifying dimensionality reduction techniques in the ‘omics’ era: A practical approach for biological science students 揭开“组学”时代降维技术的神秘面纱：一种适用于生物科学学生的实用方法。

IF 1.4 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2023-11-08 DOI: 10.1002/bmb.21800

Leonardo D. Garma, Nuno S. Osório

{"title":"Demystifying dimensionality reduction techniques in the ‘omics’ era: A practical approach for biological science students","authors":"Leonardo D. Garma, Nuno S. Osório","doi":"10.1002/bmb.21800","DOIUrl":"10.1002/bmb.21800","url":null,"abstract":"Dimensionality reduction techniques are essential in analyzing large ‘omics’ datasets in biochemistry and molecular biology. Principal component analysis, t-distributed stochastic neighbor embedding, and uniform manifold approximation and projection are commonly used for data visualization. However, these methods can be challenging for students without a strong mathematical background. In this study, intuitive examples were created using COVID-19 data to help students understand the core concepts behind these techniques. In a 4-h practical session, we used these examples to demonstrate dimensionality reduction techniques to 15 postgraduate students from biomedical backgrounds. Using Python and Jupyter notebooks, our goal was to demystify these methods, typically treated as “black boxes”, and empower students to generate and interpret their own results. To assess the impact of our approach, we conducted an anonymous survey. The majority of the students agreed that using computers enriched their learning experience (67%) and that Jupyter notebooks were a valuable part of the class (66%). Additionally, 60% of the students reported increased interest in Python, and 40% gained both interest and a better understanding of dimensionality reduction methods. Despite the short duration of the course, 40% of the students reported acquiring research skills necessary in the field. While further analysis of the learning impacts of this approach is needed, we believe that sharing the examples we generated can provide valuable resources for others to use in interactive teaching environments. These examples highlight advantages and limitations of the major dimensionality reduction methods used in modern bioinformatics analysis in an easy-to-understand way.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 2","pages":"165-178"},"PeriodicalIF":1.4,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71477608","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}

引用次数: 0

Embedding retrieval practice in undergraduate biochemistry teaching using PeerWise 利用PeerWise在本科生物化学教学中嵌入检索实践。

IF 1.4 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2023-11-06 DOI: 10.1002/bmb.21799

Tanya Higgins, Ed Dudley, Owen Bodger, Phil Newton, Nigel Francis

{"title":"Embedding retrieval practice in undergraduate biochemistry teaching using PeerWise","authors":"Tanya Higgins, Ed Dudley, Owen Bodger, Phil Newton, Nigel Francis","doi":"10.1002/bmb.21799","DOIUrl":"10.1002/bmb.21799","url":null,"abstract":"Retrieval practice is an evidence-based approach to teaching; here, we evaluate the use of PeerWise for embedding retrieval practice into summative assessment. PeerWise allows anonymous authoring, sharing, answering, rating, and feedback on peer-authored multiple choice questions. PeerWise was embedded as a summative assessment in a large first-year introductory biochemistry module. Engagement with five aspects of the tool was evaluated against student performance in coursework, exam, and overall module outcome. Results indicated a weak-to-moderate positive but significant correlation between engagement with PeerWise and assessment performance. Student feedback showed PeerWise had a polarizing effect; the majority recognized the benefits as a learning and revision tool, but a minority strongly disliked it, complaining of a lack of academic moderation and irrelevant questions unrelated to the module. PeerWise can be considered a helpful learning tool for some students and a means of embedding retrieval practice into summative assessment.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 2","pages":"156-164"},"PeriodicalIF":1.4,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71477609","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}

引用次数: 0

When online citizen science meets teaching: Storyfication of a science discovery game to teach, learn, and contribute to genomic research 当在线公民科学与教学相遇：讲述科学发现游戏的故事，教授、学习并为基因组研究做出贡献。

IF 1.4 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2023-11-06 DOI: 10.1002/bmb.21796

Chrisostomos Drogaris, Alexander Butyaev, Elena Nazarova, Roman Sarrazin-Gendron, Harsh Patel, Akash Singh, Brenden Kadota, Jérôme Waldispühl

{"title":"When online citizen science meets teaching: Storyfication of a science discovery game to teach, learn, and contribute to genomic research","authors":"Chrisostomos Drogaris, Alexander Butyaev, Elena Nazarova, Roman Sarrazin-Gendron, Harsh Patel, Akash Singh, Brenden Kadota, Jérôme Waldispühl","doi":"10.1002/bmb.21796","DOIUrl":"10.1002/bmb.21796","url":null,"abstract":"In the last decade, video games became a common vehicle for citizen science initiatives in life science, allowing participants to contribute to real scientific data analysis while learning about it. Since 2010, our scientific discovery game (SDG) Phylo enlists participants in comparative genomic data analysis. It is frequently used as a learning tool, but the activities were difficult to aggregate to build a coherent teaching activity. Here, we describe a strategy and series of recipes to facilitate the integration of SDGs in courses and implement this approach in Phylo. We developed new roles and functionalities enabling instructors to create assignments and monitor the progress of students. A story mode progressively introduces comparative genomics concepts, allowing users to learn and contribute to the analysis of real genomic sequences. Preliminary results from a user study suggest this framework may help to boost user motivation and clarify pedagogical objectives.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 2","pages":"145-155"},"PeriodicalIF":1.4,"publicationDate":"2023-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21796","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71477610","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}

引用次数: 0

An ode on the odyssey of lipids 脂质奥德赛的颂歌。

IF 1.4 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2023-10-31 DOI: 10.1002/bmb.21798

Anbalagan Anithasri MD, DNB

引用次数: 0

Online case-based learning for medical students as a teaching method for biochemistry at King Abdulaziz University amid COVID-19 pandemic (a study conducted in 2021) 新冠肺炎大流行期间，阿卜杜勒阿齐兹国王大学将医学生的在线案例学习作为生物化学教学方法（2021年进行的一项研究）。

IF 1.4 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2023-10-18 DOI: 10.1002/bmb.21795

Eman A. Kubbara, Nasreldin Marhoum Ahmed, Turki Alamri, Marwan A. Bakarman, Husam Malibary, Rasha Eid, Abdulrahman Omer Alzahrani

{"title":"Online case-based learning for medical students as a teaching method for biochemistry at King Abdulaziz University amid COVID-19 pandemic (a study conducted in 2021)","authors":"Eman A. Kubbara, Nasreldin Marhoum Ahmed, Turki Alamri, Marwan A. Bakarman, Husam Malibary, Rasha Eid, Abdulrahman Omer Alzahrani","doi":"10.1002/bmb.21795","DOIUrl":"10.1002/bmb.21795","url":null,"abstract":"Online case-based learning (CBL) is a method used by King Abdulaziz University to teach medical students in their preclinical years. The use of CBL in basic sciences is important for enabling medical students to correlate basic sciences with future clinical practice. This study implemented online CBL for biochemistry teaching as part of the medical genetic module for 3rd-year preclinical students. Teaching during the study was completely online because of restricted precautions caused by the COVID-19 pandemic, except for practical sessions that were held on campus. The case was presented to the students involved in prenatal screening and diagnosis. Students were guided to learn and discuss the biochemical tests used for prenatal screening and diagnosis and their clinical importance. They were divided into two groups: the control group was given an online lecture and the intervention group was given an online CBL session before the lecture. The online lecture was given to both groups simultaneously by the same instructor, and then 10 MCQs tests were distributed to both groups after the lecture, and their test scores were compared. A 10-question survey was administered to the intervention group to assess their perception of the online CBL session after the test. A significant difference was found between the intervention and control groups regarding test scores (p < 0.001), and most students found the online CBL session enjoyable and motivating.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 2","pages":"136-144"},"PeriodicalIF":1.4,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/bmb.21795","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41232101","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}

引用次数: 0

An integrated laboratory work to improve students' practical skills and attitudes toward biochemistry in the biochemistry course 一项综合实验室工作，旨在提高学生在生物化学课程中的实践技能和对生物化学的态度。

IF 1.4 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2023-10-14 DOI: 10.1002/bmb.21787

Yunita Arian Sani Anwar, Muti'ah Muti'ah, Yuli Kusuma Dewi

{"title":"An integrated laboratory work to improve students' practical skills and attitudes toward biochemistry in the biochemistry course","authors":"Yunita Arian Sani Anwar, Muti'ah Muti'ah, Yuli Kusuma Dewi","doi":"10.1002/bmb.21787","DOIUrl":"10.1002/bmb.21787","url":null,"abstract":"This research reports on implementing the integrated laboratory work to achieve effective learning in the biochemistry course. The integrated laboratory work includes three stages: pre-laboratory, lab work, and post-laboratory. In other words, the three stages include planning, implementing, and evaluating investigation activities in the laboratory. The research design used was a posttest control group design consisting of a control and an experimental group. There were 67 students as respondents, who were divided into control (N = 33) and experimental (N = 34) groups. Practical skills were measured using an assessment rubric with the involvement of the observer. The categories of practical skills measured were procedural skills, observation skills, interpretation skills, and reporting skills. Attitude toward biochemistry was measured using a questionnaire with five Likert scales. The indicators of attitudes toward biochemistry used were liking for a biochemistry theory lesson, liking for biochemistry laboratory work, evaluative beliefs about biochemistry, and behavioral tendencies to learn biochemistry. The influence of the implementation of the integrated laboratory work on the students' practical skills and attitudes toward biochemistry was analyzed using MANOVA. The research result shows that implementing the integrated laboratory work improves students' average scores in practical skills and attitudes toward biochemistry. All the practical skills and attitudes categories in the experimental group have a higher score than those in the control group. The reason is that the work of the integrated laboratory can prepare students to conduct better investigations in biochemistry laboratory work.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"36-44"},"PeriodicalIF":1.4,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41189904","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}

引用次数: 0

A low-cost cure for CUREs: An undergraduate microbiology course engaging students in authentic research using publicly available datasets CUREs的低成本治疗方法：一门本科生微生物学课程，让学生使用公开的数据集进行真实的研究。

IF 1.4 4区教育学

Biochemistry and Molecular Biology Education Pub Date : 2023-10-12 DOI: 10.1002/bmb.21793

Ognenka Avramovska, Megan E. Rokop

{"title":"A low-cost cure for CUREs: An undergraduate microbiology course engaging students in authentic research using publicly available datasets","authors":"Ognenka Avramovska, Megan E. Rokop","doi":"10.1002/bmb.21793","DOIUrl":"10.1002/bmb.21793","url":null,"abstract":"Undergraduate research experiences are key to preparing STEM students for a range of careers and graduate programs, and to impacting retention in STEM. Providing undergraduate research experiences can be challenging for institutions due to the high cost associated with equipment and reagents, lab space, and research mentors. In this study, we present an upper-level microbiology seminar course that does not require these resources, as each student chooses and performs their own research project using data obtained from publicly available datasets. The faculty member provides hands-on instruction and regular feedback to mentor the cohort of students through all stages of their research projects, from honing a research question, to choosing a dataset, to data analysis and visualization. Students build science communication skills through each writing a scientific paper, and creating and presenting a scientific poster. These papers and presentations, along with results from student pre- and post-surveys, demonstrate that students built research and communication skills, while also building their confidence and interest in science careers. To access this research experience, students only need to register for this course; no application or selection is required, and no prior research experience is expected. The use of publicly available data makes this course a low-cost way to integrate authentic research projects into the college curriculum, and can be adapted to courses in any discipline. Such “low-cost CUREs” (course-based undergraduate research experiences) can be used to build capacity for undergraduate research experiences that are so crucial to preparing students for opportunities in and beyond college.","PeriodicalId":8830,"journal":{"name":"Biochemistry and Molecular Biology Education","volume":"52 1","pages":"106-116"},"PeriodicalIF":1.4,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41189903","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}

引用次数: 0