Search

Course-based undergraduate research experiences (CUREs) provide opportunities for undergraduate students to engage in authentic research and generally increase the participation rate of students in research. Students' participation in research has a positive impact on their science identity and self-efficacy, both of which can predict integration of students in Science, Technology, Engineering, and Math (STEM), especially for underrepresented students. The main goal of this study was to investigate instructor-initiated CUREs implemented as upper-level elective courses in the Biomedical Sciences major. We hypothesized that these CUREs would (i) have a positive impact on students' scientific identity and self-efficacy and (ii) result in gains in students' self-assessed skills in laboratory science, research, and science communication. We used Likert-type surveys developed by Estrada et al. (14) under the Tripartite Integration Model of Social Influence to measure scientific identity, self-efficacy, and scientific value orientation. When data from all CUREs were combined, our results indicate that students' self-efficacy and science identity significantly increased after completion. Students' self-assessment of research and lab-related skills was significantly higher after completion of the CUREs. We also observed that prior to participation in the CUREs, students' self-assessment of molecular and bioinformatic skills was low, when compared with microbiological skills. This may indicate strengths and gaps in our curriculum that could be explored further.

Existing research has investigated student problem-solving strategies across science, technology, engineering, and mathematics; however, there is limited work in undergraduate biology education on how various aspects that influence learning combine to generate holistic approaches to problem solving. Through the lens of situated cognition, we consider problem solving as a learning phenomenon that involves the interactions between internal cognition of the learner and the external learning environment. Using phenomenography as a methodology, we investigated undergraduate student approaches to problem solving in biology through interviews. We identified five aspects of problem solving (including knowledge, strategy, intention, metacognition, and mindset) that define three qualitatively different approaches to problem solving; each approach is distinguishable by variations across the aspects. Variations in the knowledge and strategy aspects largely aligned with previous work on how the use or avoidance of biological knowledge informed both concept-based and nonconcept-based strategies. Variations in the other aspects revealed intentions spanning complete disengagement to deep interest with the course material, different degrees of metacognitive reflections, and a continuum of fixed to growth mindsets. We discuss implications for how these characterizations can improve instruction and efforts to support development of problem-solving skills.

Views of obesity as a consequence of "lack of willpower" or other behavioral choices, rather than a complex array of biological and other factors, are quite common among undergraduate students. Many undergraduates in prenursing or biology programs have little exposure to the physiology and pathophysiology of obesity, including learning about leptin and other hormones involved in appetite control. I developed materials for teaching about the pathophysiology of obesity in two different pathophysiology courses: one designed as a survey of pathophysiology topics for prenursing majors, and the other designed as an in-depth exploration of the molecular and cellular basis of selected diseases for upper-division biology majors. In the molecular basis of disease course, obesity is covered as part of a unit organized around metabolic syndrome. The discussion includes molecular and cellular mechanisms that link obesity to several other diseases, including type 2 diabetes and atherosclerosis. This article briefly describes the approaches I have taken for teaching obesity to two different undergraduate student populations and lists several resources that may be useful tools for teaching about obesity.

Visual literacy, which is the ability to effectively identify, interpret, evaluate, use, and create images and visual media, is an important aspect of science literacy. As molecular processes are not directly observable, researchers and educators rely on visual representations (e.g., drawings) to communicate ideas in biology. How learners interpret and organize those numerous diagrams is related to their underlying knowledge about biology and their skills in visual literacy. Furthermore, it is not always obvious how and why learners interpret diagrams in the way they do (especially if their interpretations are unexpected), as it is not possible to "see" inside the minds of learners and directly observe the inner workings of their brains. Hence, tools that allow for the investigation of visual literacy are needed. Here, we present a novel card-sorting task based on visual literacy skills to investigate how learners interpret and think about DNA-based concepts. We quantified differences in performance between groups of varying expertise and in pre- and postcourse settings using percentages of expected card pairings and edit distance to a perfect sort. Overall, we found that biology experts organized the visual representations based on deep conceptual features, while biology learners (novices) more often organized based on surface features, such as color and style. We also found that students performed better on the task after a course in which molecular biology concepts were taught, suggesting the activity is a useful and valid tool for measuring knowledge. We have provided the cards to the community for use as a classroom activity, as an assessment instrument, and/or as a useful research tool to probe student ideas about molecular biology.

Understanding molecular processes and coordinating the various activities across levels of organization in biological systems is a complicated task, yet many curricular guidelines indicate that undergraduate students should master it. Employing mechanistic reasoning can facilitate describing and investigating biological phenomena. Biofilms are an important system in microbiology and biology education. However, few empirical studies have been conducted on student learning of biofilms or how students utilize mechanistic reasoning related to systems thinking to explain biofilm formation. Using mechanistic reasoning and the theory of knowledge integration as conceptual and analytical frameworks, we examined the features of 9 undergraduate biology students' mechanistic models of a specific transition point in biofilm development. From these data, we constructed a model of knowledge integration in the context of biofilms, which categorizes students' knowledge based on features of their descriptions (e.g., entities, correct connections, and the nature of connections). We found that 4 of 9 students produced a fragmented model, 4 of 9 students produced a transitional model, and 1 student produced a connected model. Overall, students often did not discuss cell-cell communication mechanics in their mechanistic models and rarely included the role of gene regulation. Most connections were considered nonnormative and lacked important entities, leading to an abundance of unspecified causal connections. We recommend increasing instructional support of mechanistic reasoning within systems (e.g., identifying entities across levels of organization and their relevant activities) and creating opportunities for students to grapple with their understanding of various biological concepts and to explore how processes interact and connect in a complex system.

In Cell Biology, a sophomore/junior undergraduate-level high-enrollment core course, students areexpected to develop a broad and detailed understanding of the functioning of eukaryotic cells. Forexample, some of the more challenging biological concepts include machinery involved in thereplication and translational processes, protein trafficking/orientation in membranes, as well as bothG protein-coupled receptor and receptor tyrosine kinase signal transduction pathways. Inthis instructional article, we describe prior published reports of the use of interactive demonstrations of several of these key biological concepts in the classroom. Furthermore, we narrate our efforts tointegrate several of these disparate evidence-based techniques (EBTs) with supplementation of our own demonstrations into a common cell biology curriculum. We have adapted these EBTs to suit large lecture classrooms (200+) as well as extended it to an online course format. We expect the hands-onnature of these learning activities will facilitate active learning of these challenging concepts in the short-term, while helping narrow achievement gaps for marginalized students, increasing student retention in majors such as Cell and Molecular Biology, and lastly for enhancing student success inpost-graduate career goals over the long-term. Our overall goal is to share our own experiencesdeploying these approaches in-person and online that could potentially lead to a more widespreadadoption of these learning props in undergraduate cell biology education as well as to stimulate research interests in evaluating the effectiveness of this unique and expanded collection of prop demonstration activities for undergraduate cell biology courses.

We present as a case study the evolution of a series of participant-centered workshops designed to meet a need in the life sciences education community--the incorporation of best practices in the assessment of student learning. Initially, the ICABL (Inclusive Community for the Assessment of Biochemistry and Molecular Biology/BMB Learning) project arose from a grass-roots effort to develop material for a national exam in biochemistry and molecular biology. ICABL has since evolved into a community of practice in which participants themselves--through extensive peer review and reflection--become integral stakeholders in the workshops. To examine this evolution, this case study begins with a pilot workshop supported by seed funding and thoughtful programmatic assessment, the results of which informed evidence-based changes that, in turn, led to an improved experience for the community. Using participant response data, the case study also reveals critical features for successful workshops, including participant-centered activities and the value of frequent peer review of participants' products. Furthermore, we outline a train-the-trainer model for creating a self-renewing community by bringing new perspectives and voices into an existing core leadership team. This case study, then, offers a blueprint for building a thriving, evolving community of practice that not only serves the needs of individual scientist-educators as they seek to enhance student learning, but also provides a pathway for elevating members to positions of leadership.

Here, we propose a laboratory exercise to quickly determine single nucleotide polymorphisms (SNPs) in human "alcohol dehydrogenase 1B (ADH1B)" and "aldehyde dehydrogenase 2 (ALDH2)" genes involved in alcohol metabolism. In this exercise, two different genotyping methods based on polymerase chain reaction (PCR), namely allele-specific (AS) PCR and a PCR-restriction fragment polymorphism (RFLP) analysis, can be performed under the same PCR program (2-step × 35 cycles, 35 min total) in parallel using a hair root lysate as a template. In AS-PCR, the target regions of the G- or A-alleles of both genes are allele-specifically amplified in a single PCR tube. In the PCR-RFLP analysis, the two genes are amplified simultaneously in a single tube, and then a portion of the PCR product is double-digested with restriction enzymes "Ms"lI and "Eam"1104I for 5 min. The resulting reaction products of each method are electrophoresed side by side, and the genotypes are determined from the DNA band patterns. With the optimized protocol, the whole process from template preparation to genotyping can be completed in about 75 min. During PCR, students also perform an ethanol patch test to estimate their ability to metabolize alcohol. This series of experiments can help students learn the principles and applications of PCR/SNP analyses. By comparing the genotypes revealed by PCR and the phenotypes revealed by the patch tests, students can gain a better understanding of the clinical value of genetic testing.

Course-based Undergraduate Research Experiences (CUREs) integrate active, discovery-based learning into undergraduate curricula, adding tremendous value to Biochemistry and Molecular Biology (BMB) education. There are multiple challenges in transforming a research project into a CURE, such as the readiness of students, the time commitment of the instructor, and the productivity of the research. In this article, we report a CURE course developed and offered in the University of Massachusetts Amherst BMB Department since 2018 that addresses these challenges. Our CURE focuses on fungal effectors which are proteins secreted by a destructive pathogenic fungus Fusarium oxysporum, one of the top five most devastating plant pathogens. By studying this group of proteins, students are connected to real-world problems and participate in the search for potential solutions. A 3-week "standard Boot Camp" is implemented to help students familiarize themselves with all basic techniques and boost their confidence. Next, molecular cloning, a versatile technique with modularity and repeatability, is used as the bedrock of the course. Our past 5 years of experience have confirmed that we have developed a novel and feasible CURE protocol. Measurable progress documented by students who took this course includes stimulated active learning and increased career trajectory to pursue hypothesis-based research to address societal needs. In addition, data generated through the course advance ongoing lab research. Collectively, we encourage the implementation of CURE among research-intensive faculty to provide a more inclusive research experience to undergraduate students, an important element in predicting career success.

To evaluate the impact of active learning approaches in a basic molecular and cell biology course for undergraduate students, we assessed the effect of learning by teaching and peer review on the learning outcomes. A literature seminar activity with peer review and feedback was organized as a compulsory activity for all students, covering about 25% of the course content. The remaining 75% of the course was delivered as classical lectures. The students collaborated in groups to present the content of a review article complemented with a research article. For each group of students, an opponent group was assigned to challenge the presenting group by questions and contribute to the evaluation of the presentation together with the teacher. Based on the feedback survey, the students reacted positively to this active learning exercise, and they strongly recommended keeping it in the future editions of the course. The students' exam scores strongly indicated that the learning outcomes from the learning by teaching part of the course were consistently higher than from the classical lecture part of the course. Further optimization of the active learning part of the course is outlined based on student feedback.

Background: Students who are blind are integrated into public schools in many countries, yet are often excluded from full participation in science since most learning materials are visual. To create a compensatory route, an existing model-based inquiry-learning environment was adapted by means of sonification (addition of non-speech sounds that represent dynamic information). The learning environment uses agent-based models and a complex systems approach to teach the Kinetic Molecular Theory (KMT) and Gas Laws. The models are accompanied by a workbook consisting of text (printed or auditory) and images (printed or tactile). Objectives: The current research examined whether such perceptual compensation creates a comparable learning environment for learners who are blind compared with learners who are sighted using the original learning environment. The aim of the study is to expand knowledge about how the auditory channel may compensate the visual channel among individuals who are blind. Methods: Conceptual learning in science and reasoning about complex systems were assessed using pre- and post-questionnaires. To explore learners' learning progression throughout the unit, four progression analysis "windows" were selected. These were groups of adjacent or nearly adjacent items in the workbook that permitted a glimpse of learners' progression. Results: The sonified environment not only supported the learning of learners who are blind compared with the learning of learners who are sighted using visual material, but even furthered their learning with respect to diffusion, one of the more challenging concepts in KMT. It seems the types of sonified representations used in this study increased listeners' sensitivity to the micro-level interactions in a way less accessible in visual representations. Takeaways: Sonified environments can be provide learners who are blind with equitable participation by compensating and complementing the visual channel. Sonification can have implications for students who are blind as well as students who are sighted.

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.

Undergraduate research experiences (UREs) significantly enhance the outcomes of students who participate. Unfortunately, students may face barriers to engaging in UREs, which creates challenges for students' development of essential research skills that may not be covered thoroughly in laboratory classes. Overall, there is a need for a curriculum that does not rely on the availability of lab resources and that allows students to gain more practice in developing laboratory critical-thinking skills such as troubleshooting. To address this challenge, we designed and implemented a student-initiated course (STIC) called A Primer on Research Techniques in Molecular Biology (PORT) at a large public university. Using mixed qualitative and quantitative methods, we evaluated the outcomes of PORT and students' perceived differences between regular courses and STICs. PORT was effective for teaching students how common molecular biology techniques work. Additionally, PORT helped students develop core research competencies and practice the critical-thinking skills they need to troubleshoot. Students described the STIC instructor as more relatable, approachable, and accessible, though less experienced in pedagogy compared with faculty in regular courses. The students also suggested that regular courses could benefit from additional focus on practical skills development and the inquiry-based learning model that was employed by PORT.

Recently, biological aging has been quantified in DNA-methylation samples of older adults and applied as so-called "methylation profile scores" (MPSs) in separate target samples, including samples of children. This nascent research indicates that (1) biological aging can be quantified early in the life course, decades before the onset of aging-related disease, (2) is affected by common environmental predictors of childhood development, and (3) shows overlap with "developmental processes" (e.g., puberty). Because the MPSs were computed using algorithms developed in adults, these studies indicate a molecular link between childhood environments, development, and adult biological aging. Yet, if MPSs can be used to connect development and aging, previous research has only traveled one way, deriving MPSs developed in adults and applying them to samples of children. Researchers have not yet quantified epigenetic measures that reflect the pace of child development, and tested whether resulting MPSs are associated with physical and psychological aging. In this perspective I posit that combining measures of biological aging with new quantifications of child development has the power to address fundamental questions about life span: How are development and experience in childhood related to biological aging in adulthood? And what is aging?

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.

In this paper I suggest a pragmatic model for the notion of 'information' used in molecular biology in the description of protein synthesis. Discarding any ontological commitments of the term 'information', I propose a view of information based on an analogy with communication. This view could at least supplement the existing information-metaphor that should be updated for two reasons: (i) the concept of information it presupposes, and (ii) the origin of the metaphor itself. Besides, the metaphorical nature of the notion of 'information' is still often overlooked, which leads to a false sense of understanding of the underlying genetic phenomena it should describe. The advantages of a model based on communication, as it is seen by the field of pragmatics, is twofold: (i) it provides a rather simple analogy between human communication and basic genetic processes, and (ii) it supplies the tools for the understanding of the non-literal use of the term 'information'.

An integrated and projected-based laboratory course was described, integrating interconnected knowledge points and biochemistry and molecular biology techniques on a research project-based system. The program, which served as an essential extension of theoretical courses to practice, was conducted with a sophomore of basic medical science who had completed the course in medical biochemistry and molecular biology. This course engaged students in learning "genetic manipulation" and "recombinant DNA technology" to understand the target gene's role in disease mechanics, thus altering evaluation and treatment for clinical disease. Students could master applied and advanced techniques, such as cell culture, transfection, inducing exogenous fusion protein expression, purifying protein and its concentration assay, quantitative polymerase chain reaction, and western bot analysis. This laboratory exercise links laboratory practices with the methods of current basic research. Students need to complete the experimental design report and laboratory report, which could be advantageous for improving their ability to write lab summaries and scientific papers in the future. The reliability and validity analyses were conducted on the questionnaire, and we examined students' satisfaction with the course and their gains from the course. The student feedback was generally positive, indicating that the exercise helped consolidate theoretical knowledge, increase scientific research enthusiasm, and provide a powerful tool to be a better person and make informed decisions.

This study reports on the theoretical- and empirical-based design and evaluation of cell membrane biology learning activities within the Model of Educational Reconstruction and experiential realism. First, we designed analogy-based learning activities by considering students' and scientists' conceptions as described in the literature. Secondly, we carried out two video-taped teaching experiments to study students' learning processes when interacting with the learning activities. Interpreting students' conceptual development as thinking pathways enabled us to identify and understand the roots of their learning difficulties. Due to inherent ontological and epistemological presumptions, the students had difficulties in understanding that cell membrane structure determines their two-fold function: to separate and to connect environments in order to maintain living processes. The multiple analogies we employed helped foster conceptual development because they highlighted aspects of the concrete everyday experiences the students already had, but had not thought about. As a result of the learning activities, the students revised their conceptions regarding the terms "barrier," "gatekeeper" and "environment" and connected these to a more coherent conceptual structure of cell membrane biology. Methods and outcomes of the study may contribute to a better understanding of how this important concept can be brought to science classrooms.

National calls to improve science education include focusing on scientific practices coupled with learning disciplinary core ideas. Among the practices is constructing explanations. In the field of cellular and molecular biology, explanations typically include a mechanism and can be used to make predictions about phenomena. In this work, we developed an assessment item about transcription, a key process in the biology core concept of genetic information flow. We used a mechanistic framework to develop a rubric that identifies undergraduate explanations that leverage molecular or sub-molecular mechanisms, descriptions, or use unlinked ideas. We applied this rubric to categorize 346 undergraduate written explanations and compare five-item versions. We found that one version elicited sub-molecular mechanistic explanations from 20% of students, compared to between 2% and 13% from other versions. This version included the element of time, by indicating that a new RNA was formed as part of transcription. We also developed and applied a conceptual rubric to capture the context students used in their explanations and found a median of two context ideas in student explanations of transcription. Our work demonstrates that with careful item wording, undergraduates can explain molecular processes like transcription by leveraging sub-molecular mechanisms.

As data and protocols are increasingly generated, accessed, and manipulated electronically, many labs are shifting to storing data in electronic laboratory notebooks (ELNs). ELNs provide clear advantages in readability, shareability, searchability, accessibility, and data security over their paper counterparts. Our interdisciplinary program implemented ELNs across several sections of our gateway molecular biology laboratory course and analyzed the impact on 384 students (13 sections total from Fall 2016 to Spring 2018) using surveys, focus groups, and grade data. We found that students prefer the electronic format, citing the ease of transitioning to lab reports and the longevity of their data. Course grades overall were not affected by the change. Based on our experience, we offer suggestions for smoothing the transition to an ELN system in undergraduate and graduate laboratory courses, including use during remote teaching.

Proteins are essential for cell function, and their biological performance depends on three-dimensional (3D) structures. Insulin is made up of 51 amino acids and is a critical hormone involved in glycaemia regulation. In basic education, concepts involving proteins (synthesis, structure, interactions, and function) are abstract and difficult for students to understand. The use of protein 3D models that assist in visualising biomolecular structures can be an important didactic tool to understand the complexity of protein structure. Here, we propose a practical activity for the construction of a 3D model of insulin, as a tool for teaching protein synthesis and structure to students in the 9th-grade of basic education. The activity involved three classes of one hour each. 62 students role-played the insulin mRNA translation and represented the primary structure through balloons tied to a string. They also built an 3D insulin model using Styrofoam balls and wire. The activities proved to be effective, as there was a better understanding by students regarding proteins and their characteristics. Therefore, practical classes for teaching proteins can be used in basic education to improve learning of abstract and sub-microscopic concepts.

We describe a novel, university-level, introductory biology course that uses evolution as a narrative framework. Our course conveys the content in an introductory biology course by telling the story of the evolution of life on Earth. We begin with early Earth environments in which biological molecules and processes evolved and led to the first RNA-based living entities, then to DNA-based cells, and then to all of the life around us. We use this framework to describe the evolution of the physiological processes important for beginning biology students. This structure contrasts with the widespread "levels of organization" approach in which the order of topics treats the molecular level first, then cells and organisms, and finally evolutionary and ecological processes. This traditional approach is limited in at least two ways: (1) The material taught at each level is not explicitly connected to that at other levels, making the concepts more difficult to assimilate and retain; and (2) Evolution is taught as a discrete section of the course, rather than as the integrating principle of life itself. We find that our narrative evolutionary approach enables students to more effectively assimilate, retain, and connect the vast amount of information presented in an introductory biology course.

This study explored the Rwandan secondary students' opinions on learning biochemistry concepts covered in the Rwandan advanced level of secondary school biology curriculum, and the reasons behind the difficulty of the concepts. In this research, sequential exploratory mixed-method designs were adopted. The sample comprised 195 secondary school students, who were purposively selected from the schools in Rwamagana and Kayonza districts of Rwandan Eastern Province. Data were collected using self-administered questionnaires and focus group semi-structured interview guides. Data analysis was carried out using both quantitative and qualitative approaches. Results from this research showed that photosynthesis and respiration are the major units that are challenging to study with the respective percentages of 62.5 and 75.1. On the other hand, the concept of enzymes is the most difficult according to students' views. The lack of adequate laboratory and learning resources and teachers' teaching styles were reportedly the reasons behind the difficulty of these units. Therefore, the provision of continuous professional development training on advances in teaching and learning biochemistry to in-service teachers would be one of the strategies to enhance students' understanding of these concepts.

The COVID-19 pandemic ushered in an unprecedented period of both crisis and innovation in higher education. The shift to an online learning environment was particularly problematic for courses in which students learn disciplinary practices. Scientific practice requires hands-on training and collaborative engagement with instructors and peers, dimensions of the learning environment that were challenging to recreate online. Here, we describe the resulting instructional innovations and challenges experienced in shifting multiple undergraduate- and graduate-level molecular bioscience labs, including Genetics, Cell Biology, Bioinformatics, and Advanced Microscopy, to an online learning environment. Instructors pursued novel approaches, techniques, and at-home lab tools with varying success. Many innovations were retained after the transition back to an in-person learning environment because they uniquely supported previously overlooked aspects of student learning. Consistent with other reports, we found that marginalized students pursuing science were disproportionately burdened by COVID-19 and the shift to an online learning environment. A description of what worked for online learning, what didn't, and what is worth holding onto in the future is valuable for constructing learning environments that effectively support learners in their disciplinary practice.

This study aims to develop an integrated textbook called "MERISKA" (an acronym of Metacognition, Critical Thinking, Islamic values, and Character in Indonesian). This integrated textbook MERISKA with content to practice metacognitive skills (include planning, monitoring, and evaluation in the learning process), critical thinking skills in the form of questions (which include interpretation, analyzing, evaluation, inference, explanation, and self-regulation), and the content of Islamic values through "comparative-confirmation" integration techniques in the form of relationships between verses of the Qur'an or Hadith with biology concepts, especially Cell and Molecular Biology, then finding an example of character (Akhlaq) from that relation. The development steps refer to the 4D model (defined as: define, design, develop, and disseminate). This approach is appropriate where each stage describes the process of compiling the MERISKA integrated textbook. The results indicate that the integrated textbook MERISKA, has the required criteria of validity, practicality, and effectiveness. The validation results show that the MERISKA textbook has an average validity value of 4.53 (very valid or high). The practicality results obtained an average score of 4.00 (by lecturers) and 4.53 (by students). Dissemination of product development is held through the Webinar (Web seminar) series "Integration of Islam and Science" and the publication of the textbook MERISKA with ISBN. The development of the integrated textbook MERISKA certainly provides benefits for students and lecturers. Students are facilitated by the MERISKA textbook as a learning resource, while lecturers are helped to improve their metacognitive skills, critical thinking, Islamic values, and character in the learning process.

Despite the advantages proffered by technology in science education, little has been done to develop and validate innovative technology-based instructional materials on Central Dogma of Molecular Biology. It is imperative to test any newly generated instructional materials to validate their quality before being widely used. Hence, this study aimed to validate the developed simulation-based instructional materials on Central Dogma of Molecular Biology for Senior High School. This study utilized Research and Development (R&D) design involving 50 Grade 12 STEM learners and 15 Biology education experts chosen through purposive sampling. Results revealed that experts strongly agreed that the developed simulation-based instructional materials on Central Dogma of Molecular Biology have content, technical, and instructional qualities. Meanwhile, the pretest and posttest results revealed that the learners demonstrated significant conceptual improvement from approaching proficiency to advanced mastery level in Central Dogma of Molecular Biology concepts. Further, the learners' pretest and posttest mean scores on the concepts differed significantly (p<0.05). Therefore, it is recommended that the developed simulation-based instructional materials be used to complement in teaching Central Dogma of Molecular Biology.

The essence of Genetics lies in the understanding of the concepts of Central Dogma of Molecular Biology. Although these ideas are fundamental to the field, they are notoriously difficult to understand and visualize. While simulation-based instructional materials are found to improve the teaching-learning process in science education, little has been done to assess their effectiveness in teaching and learning the concepts of Central Dogma of Molecular Biology. Hence, this study aimed to examine the effectiveness of simulation-based instructional materials towards the learning performance of Grade 12 learners on the concepts of Central Dogma of Molecular Biology. This study utilized a mixed-method approach. Results of the pretest and posttest showed that the learners demonstrated from approaching proficiency to advanced mastery level on the concepts of Central Dogma of Molecular Biology. Furthermore, it was revealed that the pretest and posttest mean scores of the learners on the concepts differed significantly (p<0.05). The result of the semi-structured interview revealed that the learners were engaged in experiential learning with the use of simulation-based instructional materials. An action plan was designed based on the study to utilize the simulation-based instructional materials in the teaching-learning process.

The Genomics Education Partnership (GEP) engages students in a course-based undergraduate research experience (CURE). To better understand the student attributes that support success in this CURE, we asked students about their attitudes using previously published scales that measure epistemic beliefs about work and science, interest in science, and grit. We found, in general, that the attitudes students bring with them into the classroom contribute to two outcome measures, namely, learning as assessed by a pre- and postquiz and perceived self-reported benefits. While the GEP CURE produces positive outcomes overall, the students with more positive attitudes toward science, particularly with respect to epistemic beliefs, showed greater gains. The findings indicate the importance of a student's epistemic beliefs to achieving positive learning outcomes.

Students in environmental sciences, ecology, or wildlife management are often reluctant to acquire training in basic laboratory techniques. To advocate the importance of this training, we reviewed literature in the fields of biological and environmental science for one frequently used technique--centrifugation--and evaluated whether centrifugation parameters are properly expressed. Centrifugation is used to extract and purify different types of biomolecules for further characterization or quantification. The repeatability of the procedure depends on the proper identification of parameters defining the gravitational force applied to a solution, for example the duration, distance from central axis, and angular velocity. Correctly expressing rotation velocity--the "speed"--is therefore crucial to ensuring repeatability and the possibility of using the same protocols in different laboratories. When scrutinizing the materials and methods sections of publications in ecology, zoology, botany, or general biology journals, we noticed that velocity is expressed in different ways and essential information is often missing. We sampled 2000 articles in different fields of biological sciences that recorded centrifugation as a technique in the materials and methods section. We found centrifugation velocity to be properly expressed in gravitational force "g" in only 47.8% of the papers. The score dropped to 40.4% in journals specialized in ecology. We use this analysis to advocate for a minimum of training in the techniques of biochemistry that are of common use in environmental sciences. Better training would allow higher reproducibility of results in scientific publications.

CRISPR-Cas9 is revolutionizing how we conduct scientific research, treat disease, and develop new crops. The widespread impact of this genome-editing technology makes it critical for undergraduate students to understand and engage with this new tool. In this article, we describe a multi-week lab module that teaches undergraduates how to design CRISPR-Cas9 constructs and screen for CRISPR-modified genotypes. The module is conducted through the lens of independent research; students conduct a genotype screen for novel knockout mutations. In our module, students screen Zea mays (maize) seedlings for mutations in the MAD2 gene, which assists our ongoing investigation of meiotic chromosome segregation. This module can be adapted to knockout any gene in any organism, and thus align with an instructor's research program. Engaging in original research helps undergraduate students develop independence and initiative in the lab as well as the molecular techniques of CRISPR-Cas9.

In 2020, the COVID-19 pandemic changed the landscape for out-of-school-time STEM programs. The LEAH Knox Scholars (LKS) program is a five-week, in-person molecular biology research experience for low-income high school youth of color who are underrepresented in the sciences. The program is organized and implemented by Health Resources in Action, a nonprofit public health organization in partnership with Massachusetts Institute of Technology (MIT). In response to the pandemic, all 2020 LKS program activities shifted from in-person to virtual engagement using the Zoom platform. To assess program implementation, qualitative data and quantitative data were collected through four virtual focus groups with youth participants and six key informant interviews with LKS staff, as well as pre-and post-surveys. Discussions explored program successes, challenges, opportunities for improvement, and perceived program impact. Key findings from these discussions identified several successes of the virtually adapted program including: relationship building between youth and staff, the teaching of life skills via a workshop format, and the implementation of a hands-on research curriculum. Barriers to program implementation included technological challenges such as limited internet capability and "Zoom fatigue"; and limitations in assessing student engagement via the virtual format. Key learnings from this case study have relevant applications for STEM initiatives that need to adapt to the new environment post COVID-19. The findings of this experience demonstrate that "at-home" research experiences are not only possible in a pandemic but can be effective in preparing high school youth for STEM-based careers through hands-on experiences in the sciences in a virtual format. Such efforts are important, especially in adverse circumstances, to actively eliminate disparities and promote equity and inclusion in STEM fields.

Current initiatives to transform undergraduate STEM education in the United States advocate for the use of multidimensional learning, wherein instruction provides opportunities for students to gain competency with fundamental or cross-disciplinary concepts and practices. To achieve this goal, the discipline-based education research (DBER) community is drawing on theories and approaches from the cognitive sciences to better understand how instructional choices may influence student cognition and performance. In this study, we investigate the extent to which adding visual representation to exam questions may alter the cognitive demand placed on the learner, thereby affecting exam performance. Exam questions were crafted in pairs -- one form embedded some necessary information within a visual representation, while the other comprised only text -- and distributed on exams across an undergraduate molecular life sciences curriculum. Comparison of analogous questions indicates that visual representation does affect performance on most questions; however, the nature of that effect depends on other features (e.g., format, cognitive level) of the task. Adding a visual representation to difficult open-response questions often decreased performance further, while adding a representation to similarly difficult forced-response items was more likely to increase performance. Drawing on cognitive theories of learning, we rationalize how the presence and interactivity of these elements may affect the cognitive load of the task and working memory efficiency. The findings of this study have implications for instructors regarding the design and interpretation of student assessments and call on researchers for deeper investigation of the relationship between student cognition and multidimensional assessments.

Problem-based learning encourages students to deepen their understanding of a concept by working through a real-world example of course content. Case studies represent a form of problem-based learning that engages students in realistic scenarios to achieve a deeper understanding of concepts. Case studies have been shown to facilitate the learning of challenging subject matter. We hypothesized that the use of a case study would help students better learn the topic of genomic imprinting, an abstract phenomenon in molecular biology and genetics. We wrote an interrupted case study that focused on genomic imprinting. The case study consists of three short popular news articles that relate to genomic imprinting. Each article is followed by a set of two to four questions. Students read each article and discuss its associated questions in small groups and then with the entire class before moving on to the next article. We deployed the case study in an intermediate-level molecular biology course at a small, liberal arts university. We assessed student learning and attitudes toward the case study (50 pre/postmatched pairs). In four true/false assessment questions, our results showed that the students' performance on the assessment after the case study was significantly higher than their performance before the case study. Students also self-reported increased knowledge of concepts related to genomic imprinting. Finally, students were likely to agree that the case study was beneficial to their learning and was an enjoyable classroom activity. We conclude that the case study is an effective way to instruct students about the topic of genomic imprinting.

3D printing is a widely used technology in a number of STEM fields and can be incorporated into undergraduate education in order to engage students in active learning. Using the Technological Pedagogical Content Knowledge (TPACK) framework, this study examined student perceptions of completing 3D printing of a physical model in two different Biology courses, Anatomy and Physiology and Molecular Biology. Students completed surveys before and after engaging in a semester-long 3D printing project. Demographic information was also collected in order to assess student perceptions based on race and sex. Students reported increased confidence with 3D printing technology after completing their projects, and this effect occurred similarly across race and sex. Student attitudes towards their 3D printing experience were overwhelmingly positive, with general interest and excitement being the most common themes. These results suggest that 3D printing projects can be successfully implemented in undergraduate courses and generate positive student outcomes. Engaging women and underrepresented minority students with 3D printing technology may have significant implications for retention of these students in STEM programs.

Some science subjects are often perceived to be difficult and boring by students due to their nature and the way they are taught. This study sought to check the effectiveness of the technology-enhanced instruction method with comprehensive use of virtual labs and animations in teaching nerve cells' (neurons and glial cells) structures and functions. Mayer's cognitive theory of multimedia learning provided the theoretical model to frame the study. This study used a quasi-experimental design of pre-test and post-test where four secondary schools all from the southern province of Rwanda were selected from two different districts. Two schools from Ruhango District were assigned to the experimental group while the other two schools from Muhanga District were assigned to the control group. The study involved 168 students, 83 forming the control group, and 85 forming the experimental group. The biology test based on nerve cells was used to assess the effect of teaching strategies before and after learning. The collected data were analyzed using SPSS version 23, and we computed a multivariate analysis of variance (MANOVA) and repeated measures ANOVA. The results indicated that the students who learned nerve cells by use of technology-enhanced instruction of virtual labs and animations outperformed those who learned with conventional methods (M. exp. = 80.41% with SD = 10.32 versus M. cont. = 47.11% with SD = 10.68 and a p-value < 0.05). The results also indicated that after learning with virtual labs and animations, the number of students who were able to perform each of the 20 questions of the test increased considerably. The study recommends the use of virtual labs and animations to enhance students' understanding of nerve cells.

Research and education are two areas often compartmentalised or separated by an abyss, linked in this study by a service-learning methodology, the Small World Initiative project. The programme instruction starts at the university, reaches secondary school and returns to university to complete the research, challenging young students to discover novel bioactive-producing microorganisms from environmental soil samples. In this study, 13 soil samples were analysed and 260 bacterial isolates were recovered. Ten of them were selected as potential producers of antimicrobial molecules (AP[superscript +]), obtained from six soil samples. Antibiosis tests revealed that three isolates produced antimicrobial molecules, with inhibitory activity against 90% of the tested indicator bacteria, including relevant pathogens. Regarding antibiotic susceptibility, 4 of 10 AP[superscript +] bacterial isolates were susceptible for all tested antibiotics, five were resistant to at least one antibiotic and one showed a multidrug resistance phenotype, showing students the importance of searching for new antimicrobial agents and the risk of antibiotic resistance. To test the impact of the project, satisfaction surveys and knowledge and attitudes questionnaires about microorganisms and antibiotics were carried out, acquiring satisfactory results. Therefore, a connecting loop has been formed between teaching and research, promoting scientific vocations and communicating scientific culture through a focus on antimicrobial resistance.

As a universal and extensively adopted technique, enzyme-linked immunosorbent assay (ELISA) can be used to detect and quantify small molecules in many applications both clinical and analytical. However, generally, students experiment mechanically using commercial ELISA kits according to the instructions and eventually produce a standard curve to calculate the concentration of the sample to be measured, cannot understand the critical factors and process of method establishment. This study systematically introduced undergraduates to using the pathogen-specific antigen and establishing an indirect ELISA method to detect the diagnostic target pathogen "Burkholderia pseudomallei." This course aimed to develop the experimental skills of the students and improve their scientific research knowledge, which fully embody the organic combination of scientific research and teaching. Students independently selected the diagnostic antigen target of interest, obtained the antigen proteins using genetic engineering techniques, and established an ELISA method through a series of conditional optimization experiments. In addition, typical student-generated data, experimental methods, and a student feedback interpretation are presented in this study. Overall, the students were able to combine abstract knowledge with practice and understand the principles and applications of antigen--antibody interactions, thus enabling them to gain practical experience in molecular biology techniques, and learn how to use this principle to establish an ELISA method for detecting infectious diseases.

In an academic semester, living in social isolation and under restrictions of the pandemic, we organized weekly multidisciplinary seminars from a postgraduate course program in Curitiba, Southern Brazil, integrating students from different regions of Brazil and South America. Outstanding researchers from Brazil, Germany, France, Argentina, Mexico, Portugal, England, and United States' institutions gave seminars on chronic and infectious diseases with immunological, pharmacological, biochemical, cellular, and molecular biology point of views. The meetings were longer than traditional seminars, containing a part with scientific debate and other with a humanization or deconstruction of the researcher including trajectory, hobbies, scientific, and social thoughts. To facilitate learning and conceptualization, the seminars were available through YouTube and we applied weekly questionnaires to be answered rescuing scientific and motivational topics to give companionship and support to the students in pandemic times. Here, we are defending the creation of permanent platforms for scientific diffusion, with higher accessibility, connecting centers of different levels and giving academic excellence and opportunities for young researchers. Feedback received from participants indicates that this seminar structure can increase confidence and improve their perception of scientific processes and inspire researchers with development trajectories. We have discussed multidisciplinarity, scientific excellence, regional isolation and economic inequality, integration, humanization, and the value of science in society.

Common wisdom holds that ATP hydrolysis is spontaneous because of the weakness of its phosphoanhydride bonds, electrostatic repulsion within the polyanionic ATP[superscript 4]-molecule, and resonance stabilization of the inorganic phosphate and ADP products. By examining the pH-dependence of the hydrolysis Gibbs free energy, we show that in fact, above pH 7, ATP hydrolysis is spontaneous due mainly to the low concentration of the H[superscript +] that is released as product. Hence, ATP is essentially just an electrophilic target whose attack by H[subscript 2]O causes the acidity of the water nucleophile to increase dramatically; the spontaneity of the resulting acid ionization supplies much of the released Gibbs free energy. We also find that fermentation lowers pH not due to its organic acid products (e.g., lactic, acetic, formic, or succinic acids), but again, due to the H[superscript +] product of ATP hydrolysis.

We developed a curriculum for an upper-level molecular biology course-based undergraduate research laboratory class funded by a National Science Foundation CAREER grant that focuses on identifying new small proteins in the bacterium, "Escherichia coli." Our CURE class has been continually offered each semester for the last 10 years, with multiple instructors collaboratively developing and implementing their own pedagogical approach while maintaining the same overall scientific goal and experimental strategy. In this paper, we delineate the experimental strategy for our molecular biology CURE laboratory class, describe a range of pedagogical approaches implemented by multiple instructors, and provide recommendations for teaching the class. The purpose of our paper is to share our experiences both in developing and teaching a molecular biology CURE laboratory class based on small protein identification and in creating a curriculum and support system that allows traditional, non-traditional, and under-represented students to participate in authentic research projects.

The development of information technology and portable devices has sparked a revolution in the field of education, facilitating access to diverse educational resources and lifelong learning. In particular, the COVID-19 pandemic has accelerated the transition from face-to-face to distance teaching, which requires online education to be provided worldwide. Biochemistry and Molecular Biology are key basic medical courses in laboratory-based science that cover complicated theories and applications. The balance between traditional and online courses, and the effectiveness of online courses, are fundamental to the teaching quality of Biochemistry and Molecular Biology. In this study, we explored the concepts, designs, and practices of a new blended online course and identified potential challenges. We hope that our experiences will provide new ideas for online teaching and promote teaching reform and the development of Medical Biochemistry and Molecular Biology education.

Multiple studies have shown that testing contributes to learning at all educational levels. In this observational classroom study, we report the use of a learning tool developed for a Genetics and Molecular Biology course at the college level. An interactive set of practice exams that included 136 multiple choice questions (MCQ) or matching queries was developed in the open-source Moodle platform. All MCQ questions contained four answer choices and configured for immediate feedback upon answering. Feedback consisted of providing the right answer and a short explanation of the learning objective examined. The interactive material was tested and refined for several semesters. Usefulness of this tool was assessed in two distinct settings: (1) during a face-to-face semester (Fall 2019) by comparing the grades in a final departmental exam between students who used the tool and those who did not, and (2) during an online semester (Fall 2020) by analyzing the grades in the first and last attempts on study sessions and students' performance in monthly exams. We found that when solving practice tests, students obtained a significantly higher scores in the last attempt compared with their first attempt, and that students who used the material performed better than those who did not. In all cases, answering the practice exams was optional, but students made full use of them preferentially during the online semester. This classroom research exemplifies the documented effectiveness of practice tests enhanced with feedback in biological sciences education through an open-source learning platform.

Effectively teaching scientific reasoning requires an understanding of the challenges students face when learning these skills. We designed an assessment that measures undergraduate student abilities to form hypotheses, design experiments, and interpret data from experiments in cellular and molecular biology. The assessment uses intermediate-constraint free-response questions with a defined rubric to facilitate use with large classes, while identifying common reasoning errors that may prevent students from becoming proficient at designing and interpreting experiments. The assessment measured a statistically significant improvement in a senior-level biochemistry laboratory course, and a larger improvement between the biochemistry lab students and a separate cohort in a first-year introductory biology lab course. Two common errors were identified for forming hypotheses and using experimental controls. Students frequently constructed a hypothesis that was a restatement of the observation it was supposed to explain. They also often made comparisons to control conditions not included in an experiment. Both errors were most frequent among first-year students, and decreased in frequency as students completed the senior-level biochemistry lab. Further investigation of the absent controls error indicated that difficulties with reasoning about experimental controls may be widespread in undergraduate students. The assessment was a useful instrument for measuring improvement in scientific reasoning at different levels of instruction, and identified errors that can be targeted to improve instruction in the process of science.