Microbiology education最新文献_第4页

Bacterial Diversity Studies Using the 16S rRNA Gene Provide a Powerful Research-Based Curriculum for Molecular Biology Laboratory. 利用16S rRNA基因进行细菌多样性研究为分子生物学实验室提供了一个强大的研究型课程。

Microbiology education Pub Date : 2002-05-01 DOI: 10.1128/me.3.1.18-25.2002

Sarah M Boomer, Daniel P Lodge, Bryan E Dutton

{"title":"Bacterial Diversity Studies Using the 16S rRNA Gene Provide a Powerful Research-Based Curriculum for Molecular Biology Laboratory.","authors":"Sarah M Boomer, Daniel P Lodge, Bryan E Dutton","doi":"10.1128/me.3.1.18-25.2002","DOIUrl":"https://doi.org/10.1128/me.3.1.18-25.2002","url":null,"abstract":"We have developed a ten-week curriculum for molecular biology that uses 16S ribosomal RNA genes to characterize and compare novel bacteria from hot spring communities in Yellowstone National Park. The 16S rRNA approach bypasses selective culture-based methods. Our molecular biology course offered the opportunity for students to learn broadly applicable methods while contributing to a long-term research project. Specifically, students isolated and characterized clones that contained novel 16S rRNA inserts using restriction enzyme, DNA sequencing, and computer-based phylogenetic methods. In both classes, students retrieved novel bacterial 16S rRNA genes, several of which were most similar to Green Nonsulfur bacterial isolates. During class, we evaluated student performance and mastery of skills and concepts using quizzes, formal lab notebooks, and a broad project assignment. For this report, we also assessed student performance alongside data quality and discussed the significance, our goal being to improve both research and teaching methods.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"3 ","pages":"18-25"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633119/pdf/jmbe-3-1-18.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31416361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Learning Microbiology Through Cooperation: Designing Cooperative Learning Activities that Promote Interdependence, Interaction, and Accountability. 通过合作学习微生物学:设计促进相互依赖、互动和责任的合作学习活动。

Microbiology education Pub Date : 2002-05-01 DOI: 10.1128/me.3.1.26-36.2002

Janine E Trempy, Monica M Skinner, William A Siebold

引用次数: 18

An activity-based format increased student retention in a community college microbiology course. 以活动为基础的形式增加了社区大学微生物学课程的学生留存率。

Microbiology education Pub Date : 2002-05-01 DOI: 10.1128/154288102X14285807745044

M. Lux

{"title":"An activity-based format increased student retention in a community college microbiology course.","authors":"M. Lux","doi":"10.1128/154288102X14285807745044","DOIUrl":"https://doi.org/10.1128/154288102X14285807745044","url":null,"abstract":"Microbiology is offered each semester at the Allied Health Campus of Pearl River Community College. The evening course meets weekly for 16 sessions from 5 p.m. to 10 p.m. Most students enrolled in the course are in one of the seven associate degree allied health programs on the allied health campus. Among the challenges of teaching a course in this situation is retention of enrolled students. Although the course is required for most of the allied health programs on the campus, many students enrolled, attended class for a few weeks, and withdrew from the course. During the 1998-1999 school year the retention rates for students enrolled in the night microbiology classes for Fall and Spring semesters were 52% and 47%, respectively. The format for the 1998-1999 academic year was a conventional course with 2½ hours of lecture material followed by 2 hours of laboratory. Little or no effort was made to correlate laboratory and lecture topics. The course format for Fall 1999 was modified to (i) provide the laboratory component at the beginning of the time slot, (ii) tailor the lecture topics to relate to the laboratory component each night, and (iii) add an outside reading component. The laboratory served as an introduction to the lecture topic, and the lecture became more significant since it related directly to the laboratory experience. Following this format change the retention rate for the Fall 1999 semester increased to 80%.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"3 1","pages":"7-11"},"PeriodicalIF":0.0,"publicationDate":"2002-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1128/154288102X14285807745044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"63765785","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: 7

Bacteriophage: a model system for active learning. 噬菌体:主动学习的模型系统。

Microbiology education Pub Date : 2002-05-01 DOI: 10.1128/me.3.1.1-6.2002

Carl S Luciano, Matthew W Young, Robin R Patterson

引用次数: 4

Problem-solving skills among precollege students in clinical immunology and microbiology: classifying strategies with a rubric and artificial neural network technology. 临床免疫学和微生物学专业大学预科学生解决问题的能力：利用评分标准和人工神经网络技术对策略进行分类。

Microbiology education Pub Date : 2001-05-01 DOI: 10.1128/me.2.1.25-33.2001

S Kanowith-Klein, M Stave, R Stevens, A M Casillas

{"title":"Problem-solving skills among precollege students in clinical immunology and microbiology: classifying strategies with a rubric and artificial neural network technology.","authors":"S Kanowith-Klein, M Stave, R Stevens, A M Casillas","doi":"10.1128/me.2.1.25-33.2001","DOIUrl":"10.1128/me.2.1.25-33.2001","url":null,"abstract":"Educators emphasize the importance of problem solving that enables students to apply current knowledge and understanding in new ways to previously unencountered situations. Yet few methods are available to visualize and then assess such skills in a rapid and efficient way. Using a software system that can generate a picture (i.e., map) of students' strategies in solving problems, we investigated methods to classify problem-solving strategies of high school students who were studying infectious and noninfectious diseases. Using maps that indicated items students accessed to solve a software simulation as well as the sequence in which items were accessed, we developed a rubric to score the quality of the student performances and also applied artificial neural network technology to cluster student performances into groups of related strategies. Furthermore, we established that a relationship existed between the rubric and neural network results, suggesting that the quality of a problem-solving strategy could be predicted from the cluster of performances in which it was assigned by the network. Using artificial neural networks to assess students' problem-solving strategies has the potential to permit the investigation of the problem-solving performances of hundreds of students at a time and provide teachers with a valuable intervention tool capable of identifying content areas in which students have specific misunderstandings, gaps in learning, or misconceptions.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"2 ","pages":"25-33"},"PeriodicalIF":0.0,"publicationDate":"2001-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633113/pdf/jmbe-2-1-25.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31414861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The implementation of a new method of student assessment in a pathogenic bacteriology laboratory course. 病原细菌学实验课学生评价新方法的实施。

Microbiology education Pub Date : 2001-05-01 DOI: 10.1128/me.2.1.1-4.2001

M F Hite

{"title":"The implementation of a new method of student assessment in a pathogenic bacteriology laboratory course.","authors":"M F Hite","doi":"10.1128/me.2.1.1-4.2001","DOIUrl":"https://doi.org/10.1128/me.2.1.1-4.2001","url":null,"abstract":"A new case study method of assessment was developed to challenge advanced undergraduate biology majors interested in medical careers and allied health professions. This method is an alternative to traditional \"unknown\" identifications used in many microbiology laboratories. Students used various biochemical tests and selective media throughout the course to identify organisms cultured from their own bodies. In preparing a final assessment for the course, an assignment was developed to challenge the students to apply what they had learned in a medically relevant setting. Also of importance was the elimination of further biochemical testing by these students and prevention of contact with strict pathogens in this lab, due to budget and safety constraints, respectively. Each student was provided with a clinical specimen data record sheet and additional information about their \"diseased patient\". Students used analytical skills and critical thinking, as well as knowledge gained throughout the semester, to logically deduce the causative agent of disease in the mock patients. Students were required to: (i) describe the steps in this logical deduction, (ii) provide a brief overview of the characteristics and virulence factors of the organism(s), (iii) investigate all disease(s) caused by the organism, (iv) describe symptomology of the patient in detail, and (v) investigate disease treatment and prevention methods. The final assignment involved library and Internet research and culminated in a written report, which further developed writing and communication skills. Detailed descriptions of and materials for this assignment are provided along with an overall evaluation of this method after implementation.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"2 ","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2001-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633116/pdf/jmbe-2-1-1.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31414857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Successful application of active learning techniques to introductory microbiology. 主动学习技术在微生物学导论中的成功应用。

Microbiology education Pub Date : 2001-05-01 DOI: 10.1128/me.2.1.5-11.2001

E A Hoffman

引用次数: 26

Expanding a learner-centered environment using group reports and constructivist portfolios. 利用小组报告和建构主义作品集拓展以学习者为中心的环境。

Microbiology education Pub Date : 2001-05-01 DOI: 10.1128/me.2.1.12-17.2001

R J Buxeda, D A Moore

引用次数: 0

Learning support assessment study of a computer simulation for the development of microbial identification strategies. 微生物鉴定策略发展的计算机模拟学习支持评估研究。

Microbiology education Pub Date : 2001-05-01 DOI: 10.1128/me.2.1.18-24.2001

T E Johnson, C Gedney

{"title":"Learning support assessment study of a computer simulation for the development of microbial identification strategies.","authors":"T E Johnson, C Gedney","doi":"10.1128/me.2.1.18-24.2001","DOIUrl":"https://doi.org/10.1128/me.2.1.18-24.2001","url":null,"abstract":"This paper describes a study that examined how microbiology students construct knowledge of bacterial identification while using a computer simulation. The purpose of this study was to understand how the simulation affects the cognitive processing of students during thinking, problem solving, and learning about bacterial identification and to determine how the simulation facilitates the learning of a domain-specific problem-solving strategy. As part of an upper-division microbiology course, five students participated in several simulation assignments. The data were collected using think-aloud protocol and video action logs as the students used the simulation. The analysis revealed two major themes that determined the performance of the students: Simulation Usage-how the students used the software features and Problem-Solving Strategy Development-the strategy level students started with and the skill level they achieved when they completed their use of the simulation. SEVERAL CONCLUSIONS EMERGED FROM THE ANALYSIS OF THE DATA: (i) The simulation affects various aspects of cognitive processing by creating an environment that makes it possible to practice the application of a problem-solving strategy. The simulation was used as an environment that allowed students to practice the cognitive skills required to solve an unknown. (ii) Identibacter (the computer simulation) may be considered to be a cognitive tool to facilitate the learning of a bacterial identification problem-solving strategy. (iii) The simulation characteristics did support student learning of a problem-solving strategy. (iv) Students demonstrated problem-solving strategy development specific to bacterial identification. (v) Participants demonstrated an improved performance from their repeated use of the simulation.","PeriodicalId":89824,"journal":{"name":"Microbiology education","volume":"2 ","pages":"18-24"},"PeriodicalIF":0.0,"publicationDate":"2001-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3633117/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31414860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Expanding a learner-centered environment using group reports and constructivist portfolios. 利用小组报告和建构主义作品集拓展以学习者为中心的环境。

Microbiology education Pub Date : 2001-05-01 DOI: 10.1128/JMBE.V2I1.59

R. Buxeda, D. A. Moore

引用次数: 5