Search

Experimental inquiry-oriented science labs can be designed to have students regulate their own learning and decide when they leave class or to have the teacher regulate student learning and determine when they leave class. In this study, grades were examined relative to student exit times in a student-regulated class design. Preliminary interviews revealed four motivation strategies likely to differentially influence exit times and grades: proficiency, grade-target-A, grade-target-C, and time-limited. Students were categorized into the four groups of motivation strategies with a survey. Twenty teaching assistants teaching three lab sections each taught the stand-alone lab class. Students recorded the time they left class each week. Grades were determined as the overall percentage of points a student received in class. Results of the survey showed that the four motivation strategies were well represented in the student population, and two additional strategies were also frequently seen: a hybrid-1 between proficiency and grade-target-A, and a hybrid-2 between time-limited and grade-target-C. Grades were significantly higher for grade-target-A and hybrid-1 students, followed by time-limited, proficiency, grade-target-C, and hybrid 2. Time spent in class was not significantly different among categories. Students who chose to stay in class longer had significantly higher grades. If a grade is the goal, these results support the idea of a teacherc-ontrolled exit time for the students in these inquiry-oriented labs. Implications are discussed.

We examined the effects of documenting observations with digital imaging versus hand drawing in inquiry-based college biodiversity labs. Plant biodiversity labs were divided into two treatments, digital imaging (N = 221) and hand drawing (N = 238). Graduate-student teaching assistants (N = 24) taught one class in each treatment. Assessments revealed that imaging relative to drawing had a significant negative effect on the lower order content students included in their lab reports, student perceptions of the lab overall, the time efficiency of their learning experience and perceived excitement. Documentation style had no significant influence on lower-order or higher-order learning or attitudes towards biology as a discipline. Contrary to overall trends, observations indicated that a proportion of students were excited and motivated by digital imaging. A mixed model of allowing students the choice of documenting observations with digital imaging or drawing may be the best model.

We examined how different styles of written feedback by graduate-student teaching assistants (GTAs) in college intro biology lab (USA) influenced student achievement and related the different styles to time efficiency. We quantified GTA feedback on formative lab reports and student achievement on two different types of assessments, a quiz in 2010 and a summative lab report in 2011. We evaluated the extent to which three categories of written feedback impacted student achievement (grade discrepancy between actual and ideal, short direct comments, and in-depth explanatory comments). Student achievement was best explained by both grade discrepancy and short direct comments in 2010 and grade discrepancy only in 2011. In-depth explanations were not part of the best-fit models in either year. Results also indicated that GTAs provided little encouraging feedback, most feedback was targeted and asked students to expand on explanations. Results are discussed in relation to relative time efficiency and GTA training.

Expansion of anthropogenic noise and night lighting across our planet.sup.1,2 is of increasing conservation concern.sup.3-6. Despite growing knowledge of physiological and behavioural responses to these stimuli from single-species and local-scale studies, whether these pollutants affect fitness is less clear, as is how and why species vary in their sensitivity to these anthropic stressors. Here we leverage a large citizen science dataset paired with high-resolution noise and light data from across the contiguous United States to assess how these stimuli affect reproductive success in 142 bird species. We find responses to both sensory pollutants linked to the functional traits and habitat affiliations of species. For example, overall nest success was negatively correlated with noise among birds in closed environments. Species-specific changes in reproductive timing and hatching success in response to noise exposure were explained by vocalization frequency, nesting location and diet. Additionally, increased light-gathering ability of species' eyes was associated with stronger advancements in reproductive timing in response to light exposure, potentially creating phenological mismatches.sup.7. Unexpectedly, better light-gathering ability was linked to reduced clutch failure and increased overall nest success in response to light exposure, raising important questions about how responses to sensory pollutants counteract or exacerbate responses to other aspects of global change, such as climate warming. These findings demonstrate that anthropogenic noise and light can substantially affect breeding bird phenology and fitness, and underscore the need to consider sensory pollutants alongside traditional dimensions of the environment that typically inform biodiversity conservation. Human-generated noise and night lighting affect breeding habits and fitness in birds, implying that sensory pollutants must be considered alongside other environmental factors in assessing biodiversity conservation., Author(s): Masayuki Senzaki [sup.1] [sup.2] , Jesse R. Barber [sup.3] , Jennifer N. Phillips [sup.1] [sup.4] , Neil H. Carter [sup.5] , Caren B. Cooper [sup.6] [sup.7] , Mark A. [...]

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice exam in the concurrent lecture. Attitudes toward biology and treatments were also assessed. We used linear mixed-effect models to determine impacts of lab style on lower-order cognition (LO) and higher-order cognition (HO) based on Bloom's taxonomy. Relative to the expository treatment, the learning cycle treatment had a positive effect on HO and a negative effect on LO included in lab reports; a positive effect on transfer of LO from the lab report to the quiz; negative impacts on LO quiz performance and on attitudes toward the lab; and a higher degree of perceived difficulty. The learning cycle treatment had no influence on transfer of HO from lab report to quiz or exam; quiz performance on HO questions; exam performance on LO and HO questions; and attitudes toward biology as a science. The importance of LO as a foundation for HO relative to these lab styles is addressed.