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Despite the importance of emotions in science education, research?on affect remains sparse. A promising direction is to explore the role of immersive visualisation in evoking affective responses. We investigate whether touch-based zooming interaction with a tabletop visualisation of the tree of life evokes various affective responses, particularly, the epistemic affective responses of awe, curiosity, surprise, and confusion. Ten students participated in semi-structured interviews while interacting with the visualisation. Verbal utterances and interactions with the visual interface were videorecorded. Students' verbal and non-verbal affective responses in relation to five evolutionary themes were analysed. Results revealed that students expressed all four affective responses while engaging the zooming feature, with awe and surprise most frequently uttered. Most affective responses were associated with the themes of biological relationships and evolutionary time. Awe was highly associated with evolutionary time, surprise with biological relationships, and confusion with both these conceptual themes. For eight participants, awe was the initial affective response generated after exposure to the dynamic tree of life. The study demonstrates that interacting with an immersive visualisation through zooming can induce affective responses in relation to multiple conceptual themes in evolution. The findings provide insight into multidirectional interconnections between affect, dynamic visualisation, and biology concepts.

Previous research suggests that everyday expressions are commonly used in students' descriptions of nutrient uptake. This study investigate a classroom context in year 5 with a focus on signs of scientific meaning-making about nutrient uptake with an animation as a resource in two different schools. In one of the schools there was also a teacher review. The aim of this study is to investigate the pedagogical affordances of scientific terms and everyday expressions in the animation and in classroom teaching. Further, students' signs of scientific meaning-making at the meso and submicro organizational level in group discussions and written descriptions are analyzed and if taking part of a teacher review influenced the students' use of scientific terms and everyday expressions. The results show that the students who had a teacher review use everyday expressions at the meso and submicro level to a greater extent than the students who did not have an teacher review. The everyday expressions are often used as a kind of translation from the scientific terms in the students' drawings.

Calicioids form a research field that has encompassed ascomycetous fungi with stalked ascomata similar to those of the lichen genus Calicium. Early generic circumscriptions of calicioid lichens and fungi were mainly based on morphological and secondary chemistry information. After the introduction of molecular data, taxonomy in the group has been reconsidered. Here, based on a broad geographical sampling, Coniocybe Ach. was revised using molecular and morphological features. Three loci (ITS, LSU and rpb1) were compared to infer its phylogenetic position, and a total of 52 new sequences (14 ITS, 24 LSU and 14 rpb1) were produced. Apart from its type C. furfuracea, Coniocybe was revised and emended to also include C. brachypoda and C. confusa. In addition, a new species, Coniocybe eufuracea, was described, and a key to the species of Coniocybe was provided.

Rapid developments in educational technology in higher education are intended to make learning more engaging and effective. At the same time, cognitive load theory stresses limitations of human cognitive architecture and urges educational developers to design learning tools that optimise learners' mental capacities. In a 2-month study we investigated university students' learning with an AI-enriched digital biology textbook that integrates a 5000-concept knowledge base and algorithms offering the possibility to ask questions and receive answers. The study aimed to shed more light on differences between three sub-types (intrinsic, germane and extraneous) of cognitive load and their relationship with learning gain, self-regulated learning and usability perception while students interacted with the AI-enriched book during an introductory biology course. We found that students displayed a beneficial learning pattern with germane cognitive load significantly higher than both intrinsic and extraneous loads showing that they were engaged in meaningful learning throughout the study. A significant correlation between germane load and accessing linked suggested questions available in the AI-book indicates that the book may support deep learning. Additionally, results showed that perceived non-optimal design, which deflects cognitive resources away from meaningful processing accompanied lower learning gains. Nevertheless, students reported substantially more favourable than unfavourable opinions of the AI-book. The findings provide new approaches for investigating cognitive load types in relation to learning with emerging digital tools in higher education. The findings also highlight the importance of optimally aligning educational technologies and human cognitive architecture.

Hands-on digital interactivity in science centers provides new communicative opportunities. The "Microcosmos" multi-touch table allows visitors to interact with 64 image "cards" of (sub)microscopic biological structures and processes embedded across seven theme categories. This study presents the integration of biological content, interactive features and logging capabilities into the table, and analyses visitors' usage and preferences. Data logging recorded 2,070,350 events including activated category, selected card, and various finger-based gestures. Visitors interacted with all cards during 858 sessions (96 s on average). Finger movements covered an average accumulated distance of 4.6 m per session, and about 56% of card interactions involved two fingers. Visitors made 5.53 category switches per session on average, and the virus category was most activated (average 0.96 per session). An overall ranking score related to card attractive power and holding power revealed that six of the most highly used cards depicted viruses and four were colourful instrument output images. The large finger traversal distance and proportion of two-finger card interaction may indicate the intuitiveness of the gestures. Observed trends in visitor engagement with the biological visualizations are considered in terms of construal level theory. Future work will examine how interactions are related to potential learning of biological content.

Abstract Background Patients who need a live donor kidney transplant (LDKT) must often ask potential donors (PLDs) themselves. This is a difficult task and healthcare could unburden them by making this first contact, ensuring also that PLDs receive correct information. We investigated how PLDs experience receiving a letter from healthcare about LDKT, live kidney donation, and inviting them to meet with professionals to get more information. Methods The letter (LD-letter) was sent to a cohort of 46 individuals, from which a purposeful sample of 15 were interviewed using a semi-structured guide covering their experience of the letter, views on being approached by healthcare, and opinions on style and content. Interviews were analyzed using conventional inductive analysis. Results We identified three categories of experiences: Category (1) Reflections on receiving the letter, contains three subcategories relating to how the letter did not induce pressure to donate, did not affect the PLD’s relationship with the patient with kidney disease, and made the letter-receiver feel important in the transplant process; Category (2) The letter creates clarification and trust, also contains three subcategories, relating to how it clarified the voluntariness of donation and neutrality of healthcare providers with respect to the PLD’s decision, elucidated the patient with kidney disease’s current stage of disease (where transplantation was approaching), and unburdened patients from the responsibility of contacting PLDs on their own; Category (3) Opinions and suggestions about the letter and further communication, with four subcategories, relating to preference of a letter as the first step for communication about LDKT, suggestions on style and content, views on following up the letter, and how open meetings about LDKT were an important information source. Furthermore, 80% of the interviewees found the letter’s information comprehensive, 67% found it easy to read and respectful, and 86% rated it as good or very good. Conclusion Potential donors prefer and recommend a letter as the first step for communication regarding LD. The LD-letter unburdens patients from the task of asking PLDs and stresses the voluntariness of donation, does not leave PLDs feeling coerced or lead to negative effects in their relationship with the patient.

Central to evolution is the concept of a common ancestry from which all life has emerged over immense time scales, but learning and teaching temporal aspects of evolution remain challenging. This study investigated students' interpretation of evolutionary time when engaging with a multi-touch tabletop application called DeepTree, a dynamic visualization of a phylogenetic tree. Specifically, we explored how interactive finger-based zooming (zooming "in" and "out") influenced students' interpretation of evolutionary time, and how temporal information and relationships were conceptualized during interaction. Transcript analysis of videotaped interview data from ten secondary school students while they interacted with DeepTree revealed that zooming was interpreted in two ways: as spatially orientated (movement within the tree itself), or as time-orientated (movement in time). Identified misinterpretations included perceiving an implicit coherent timeline along the y-axis of the tree, that the zooming time duration in the virtual tree was linearly correlated to real time, and that more branch nodes correspond to a longer time. Sources for erroneous interpretations may lie in transferring everyday sensory experiences (e.g., physical movements and observing tree growth) to understanding abstract evolution concepts. Apart from estimating the occurrence of dinosaurs, DeepTree was associated with an improvement in interpretation of relative order of evolutionary events. Although highly promising, zooming interaction in DeepTree does not facilitate an intuitive understanding of evolutionary time. However, the opportunity to combine visual and bodily action in emerging technologies such as Deep Tree suggests a high pedagogical potential of further development of zooming features for optimal scientific understanding.

Applying artificial intelligence (AI) to support science learning is a prominent aspect of the digital education revolution. This study investigates students' interaction and learning with an AI book, which enables the inputting of questions and receiving of suggested questions to understand biology, in comparison with a traditional E-book. Students (n = 16) in a tertiary biology course engaged with the topics of energy in cells and cell signaling. The "AI book" group (n = 6) interacted with the AI book first followed by the E-book, while the "E-book" group (n = 10) did so in reverse. Students responded to pre-/posttests and to cognitive load, motivation, and usability questionnaires; and three students were interviewed. All interactions with the books were automatically logged. Results revealed a learning gain and a similar pattern of feature use across both books. Nevertheless, asking questions with the AI book was associated with higher retention and correlated positively with viewing visual representations more often. Students with a higher intrinsic motivation to know and to experience stimulation perceived book usability more favorably. Interviews revealed that posing and receiving suggested questions was helpful, while ideas for future development included more personalized feedback. Future research shall explore how learning can be benefitted with the AI-enriched book.

Evolutionary theory explains a wide range of biological phenomena. Proper understanding of evolutionary mechanisms such as natural selection is therefore an essential goal for biology education. Unfortunately, natural selection has time and again proven difficult to teach and learn, and students' resulting understanding is often characterized by misconceptions. Previous research has often focused on the importance of certain key concepts such as variation, differential survival, and change in population. However, so-called threshold concepts (randomness, probability, spatial scale, and temporal scales) have also been suggested to be important for understanding of natural selection, but there is currently limited knowledge about how students use these concepts. We sought to address this lack of knowledge by collecting responses to three different natural selection items from 247 university students from Sweden and Germany. Content analysis (deductive and inductive coding) and subsequent statistical analysis of their responses showed that they overall use some spatial scale indicators, such as individuals and populations, but less often randomness or probability in their explanations. However, frequencies of use of threshold concepts were affected by the item context (e.g., the biological taxa and trait gain or loss). The results suggest that the impact of threshold concepts, especially randomness and probability, on natural selection understanding should be further explored.

Vast parts of the Baltic Sea have been mycologically neglected and are still awaiting exploration. Here we summarise earlier records of marine fungi from the Baltic, supplementing them with discoveries from fieldwork in Sweden in 2019. Although marine fungal diversity is clearly attenuated in the brackish water of the Baltic Sea, a substantial number has still been discovered. Here we list 77 species from the Baltic Sea, whereas after a critical assessment a further 18 species have been excluded as records of marine fungi. The species have mainly been identified by their morphological features, supplemented by DNA-based diagnostics. Most of the species have their main distributions in temperate areas of the Atlantic Ocean. Some of the Baltic species discovered here represent far disjunctions to tropical waters while only a very few are until now only recorded for the Baltic Sea. In this paper two species belong in Basidiomycota, while the most ascomyceteous speciose classes are Sordariomycetes (with 42 species) and Dothideomycetes (24). Halosphaeriaceae is the most speciose family in marine habitats, as also in the Baltic Sea, represented here by 29 species. Three species are new to Europe, and in addition 13 to the Baltic Sea and 13 to Sweden.

This paper presents a study of children's ideas of the body's internal structure. Children between four and 13 years (N = 170) individually produced drawings. During each drawing session the children explained their drawings to a facilitator and added written labels either by themselves or, if they were too young to write, with the facilitator's help. The results provide an updated comprehensive picture of children in different age groups and their views on the internal structure of the body. The type and numbers of organs drawn are similar to those documented in previous studies. However, in comparison to recent studies, the children drew more organs, the brain was indicated almost as often as the heart, and the Valentine heart was frequently used as a symbol. In contrast with previous research, children drew connections between organs. This result calls for caution regarding conclusions made from decontextualized questions. The importance of providing children with the opportunity to clarify their drawings is emphasised since it otherwise becomes a question of the researcher's interpretation. The connections they draw, and explanations they give to their drawings, have interesting implications for understanding children's ideas, and hence both for teaching and learning and for science education research.

A lichenicolous species, Calicium ramboldiicola , growing on Ramboldia elabens is described. In phylogenetic analyses with 22 Calicium taxa, based on 121 sequences from five DNA regions (mtSSU, Mcm7 , nuITS, nuLSU, β-tubulin), the new species formed a strongly supported clade with C. abietinum and C. verrucosum. Although the ascomata of the new species resemble miniatures of those of C. abietinum , no morphological synapomorphies for this clade were found. Calicium ramboldiicola is known from boreal and hemiboreal areas of northern Europe and north-eastern North America. It is the second known lichenicolous species of Calicium and the first found on a lichen in the Lecanorales. [ABSTRACT FROM AUTHOR]

Despite the importance of emotions in science education, research on affect remains sparse. A promising direction is to explore the role of immersive visualisation in evoking affective responses. We investigate whether touch-based zooming interaction with a tabletop visualisation of the tree of life evokes various affective responses, particularly, the epistemic affective responses of awe, curiosity, surprise, and confusion. Ten students participated in semi-structured interviews while interacting with the visualisation. Verbal utterances and interactions with the visual interface were videorecorded. Students' verbal and non-verbal affective responses in relation to five evolutionary themes were analysed. Results revealed that students expressed all four affective responses while engaging the zooming feature, with awe and surprise most frequently uttered. Most affective responses were associated with the themes of biological relationships and evolutionary time. Awe was highly associated with evolutionary time, surprise with biological relationships, and confusion with both these conceptual themes. For eight participants, awe was the initial affective response generated after exposure to the dynamic tree of life. The study demonstrates that interacting with an immersive visualisation through zooming can induce affective responses in relation to multiple conceptual themes in evolution. The findings provide insight into multidirectional interconnections between affect, dynamic visualisation, and biology concepts. [ABSTRACT FROM AUTHOR]

Visual images are crucial for communicating science in educational contexts and amongst practitioners. Reading images contributes to meaning-making in society at large, and images are fundamental communicative tools in public spaces such as science centers. Here, visitors are exposed to a range of static, dynamic, and digital visual representations accessible through various multimodal and interactive possibilities. Images conveying scientific phenomena differ to what extent they represent real objects, and include photographs, schematic illustrations, and measurement-based models. Depicting realism in biological objects, structures and processes through images differs with respect to, inter alia, shading, color, and surface texture. Although research has shown that aspects of these properties can both potentially benefit and impair interpretation, little is known about their impact on viewers’ visual preference and inclination for further exploration. Therefore the aim of this study is to investigate what effect visual properties have on visitors’ perception of biological images integrated in an interactive science center exhibit. Visitors responded to a questionnaire designed to assess the impact of three indicators of realism (shading, color, and surface texture) and biological content (e.g., cells and viruses) on participants’ preferences, perceptions of whether biological images depicted real objects, and their desire to further explore images. Inspired by discrete choice experiments, image pairs were systematically varied to allow participants to make direct choices between images with different properties. Binary logistic regression analysis revealed that the three indicators of realism were all significant predictors of participants’ assessments that images depict real objects. Shadows emerged as a significant predictor of preference for further exploration together with the presence of cells in the image. Correlation analysis indicated that images that were more often selected as depicting real objects were also more often selected for further exploration. We interpret the results in terms of construal level theory in that a biological image perceived as a realistic portrayal would induce a desire for further exploration. The findings have implications for considering the role of realism and preference in the design of images for communicating science in public spaces.

Antibiotic resistance is typically used to justify education about evolution, as evolutionary reasoning improves our understanding of causes of resistance and possible countermeasures. It has also been promoted as a useful context for teaching natural selection, because its potency as a selection factor, in combination with the very short generation times of bacteria, allows observation of rapid selection. It is also amenable to animations, which have potential for promoting conceptual inferences. Thus, we have explored the potential benefits of introducing antibiotic resistance as a first example of natural selection, in animations, to novice pupils (aged 13-14 years). We created a series of animations that pupils interacted with in groups of 3-5 (total n = 32). Data were collected at individual (pre-/post- test) and group (collaborative group questions) levels. In addition, the exercise was video-recorded and the full transcripts were analysed inductively. The results show that most of the pupils successfully applied basic evolutionary reasoning to predict antibiotic resistance development in tasks during and after the exercise, suggesting that this may be an effective approach. Pedagogical contributions include the identification of certain characteristics of the bacterial context for evolution teaching, including common misunderstandings, and factors to consider when designing animations.

Educational videos on the Internet comprise a vast and highly diverse source of information. Online search engines facilitate access to numerous videos claiming to explain natural selection, but little is known about the degree to which the video content match key evolutionary content identified as important in evolution education research. In this study, we therefore analyzed the content of 60 videos accessed through the Internet, using a criteria catalog with 38 operationalized variables derived from research literature. The variables were sorted into four categories: (a) key concepts (e.g. limited resources and inherited variation), (b) threshold concepts (abstract concepts with a transforming and integrative function), (c) misconceptions (e.g. that evolution is driven by need), and (d) organismal context (e.g. animal or plant). The results indicate that some concepts are frequently communicated, and certain taxa are commonly used to illustrate concepts, while others are seldom included. In addition, evolutionary phenomena at small temporal and spatial scales, such as subcellular processes, are rarely covered. Rather, the focus is on population-level events over time scales spanning years or longer. This is consistent with an observed lack of explanations regarding how randomly occurring mutations provide the basis for variation (and thus natural selection). The findings imply, among other things, that some components of natural selection warrant far more attention in biology teaching and science education research.

Modern evolutionary theory is both a central theory and an integrative framework of the life sciences. This is reflected in the common references to evolution in modern science education curricula and contexts. In fact, evolution is a core idea that is supposed to support biology learning by facilitating the organization of relevant knowledge. In addition, evolution can function as a pivotal link between concepts and highlight similarities in the complexity of biological concepts. However, empirical studies in many countries have for decades identified deficiencies in students' scientific understanding of evolution mainly focusing on natural selection. Clearly, there are major obstacles to learning natural selection, and we argue that to overcome them, it is essential to address explicitly the general abstract concepts that underlie the biological processes, e.g., randomness or probability. Hence, we propose a two-dimensional framework for analyzing and structuring teaching of natural selection. The first--purely biological--dimension embraces the three main principles "variation," "heredity," and "selection" structured in nine key concepts that form the core idea of natural selection. The second dimension encompasses four so-called thresholds, i.e., general abstract and/or non-perceptual concepts: "randomness," "probability," "spatial scales," and "temporal scales." We claim that both of these dimensions must be continuously considered, in tandem, when teaching evolution in order to allow development of a meaningful understanding of the process. Further, we suggest that making the thresholds tangible with the aid of appropriate kinds of visualizations will facilitate grasping of the threshold concepts, and thus, help learners to overcome the difficulties in understanding the central theory of life.

Abstract Background Macroevolutionary time is a difficult idea to grasp and is considered to be a threshold concept in teaching and learning evolution. One way of addressing this subject is to use animations that represent evolutionary time. The aim of this descriptive and exploratory study was to investigate how various representations of time in an animation affect the way undergraduate students comprehend different temporal aspects of hominin evolution. Two factors, namely differences in timelines (the number of timelines with different scales) and the mode of the default animated time rate (either constant throughout the animation or decreasing as the animation progressed) were combined to give four different time representations. The temporal aspects were investigated using undergraduate students’ ability to find events at specific times, to comprehend relative order, to comprehend concurrent events, to estimate the duration of time intervals and their ability to compare the lengths of time intervals. Results The results revealed that “finding events at specific times” near to the end of the animation (closer to present time), where the sequence of events appeared very quickly, was more difficult for groups working with animations with only one timeline. We also found that the ability to comprehend concurrent events can be impaired if several timelines are displayed and the animation speed is relatively high. The ability to estimate the duration of a time interval was more difficult for groups working with animations with only one timeline, especially at the end of the animation where the sequence of events occurred quickly. Making correct comparisons of time intervals was relatively independent of which animation was used with one notable exception: groups working with an animation featuring several timelines and a decreasing default animated time rate performed worst at comparing events with intervals that spanned parts of the timeline with different scales. Conclusions Our results indicate that the choice of animation should depend on the teaching intention. However, a visualization with several timelines, and an animated time which slowed down toward present time, generated the best results for the majority of items tested. Temporal scale shift may interfere with the perception of time in cases where durations are compared.

A large polyporoid mushroom from the West Usambara Mountains in North-eastern Tanzania produces dark brown, up to 60-cm large fruiting bodies that at maturity may weigh more than 10 kg. It has a high rate of mycelial growth and regeneration and was found growing on both dry and green leaves of shrubs; attached to the base of living trees, and it was also observed to degrade dead snakes and insects accidentally coming into contact with it. Phylogenetic analyses based on individual and concatenated data sets of nrLSU, nrSSU and the RPB2 and TEF1 genes showed it, together with Laetiporus, Phaeolus, Pycnoporellus and Wolfiporia, to form a monophyletic group in Polyporales. Based on morphological features and molecular data, it is described as Kusaghiporia usambarensis.