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Learning how to learn : how to succeed in school without spending all your time studying
\"In this ... book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. [The] book explains why sometimes letting your mind wander is an important part of the learning process, how to avoid 'rut think' in order to think outside the box, why having a poor memory can be a good thing, the value of metaphors in developing understanding, [and how] to stop procrastinating\"-- Provided by publisher.
Book
The development and application of bioinformatics core competencies to improve bioinformatics training and education
Bioinformatics is recognized as part of the essential knowledge base of numerous career paths in biomedical research and healthcare. However, there is little agreement in the field over what that knowledge entails or how best to provide it. These disagreements are compounded by the wide range of populations in need of bioinformatics training, with divergent prior backgrounds and intended application areas. The Curriculum Task Force of the International Society of Computational Biology (ISCB) Education Committee has sought to provide a framework for training needs and curricula in terms of a set of bioinformatics core competencies that cut across many user personas and training programs. The initial competencies developed based on surveys of employers and training programs have since been refined through a multiyear process of community engagement. This report describes the current status of the competencies and presents a series of use cases illustrating how they are being applied in diverse training contexts. These use cases are intended to demonstrate how others can make use of the competencies and engage in the process of their continuing refinement and application. The report concludes with a consideration of remaining challenges and future plans.
Journal Article
Barriers to integration of bioinformatics into undergraduate life sciences education: A national study of US life sciences faculty uncover significant barriers to integrating bioinformatics into undergraduate instruction
Bioinformatics, a discipline that combines aspects of biology, statistics, mathematics, and computer science, is becoming increasingly important for biological research. However, bioinformatics instruction is not yet generally integrated into undergraduate life sciences curricula. To understand why we studied how bioinformatics is being included in biology education in the US by conducting a nationwide survey of faculty at two- and four-year institutions. The survey asked several open-ended questions that probed barriers to integration, the answers to which were analyzed using a mixed-methods approach. The barrier most frequently reported by the 1,260 respondents was lack of faculty expertise/training, but other deterrents-lack of student interest, overly-full curricula, and lack of student preparation-were also common. Interestingly, the barriers faculty face depended strongly on whether they are members of an underrepresented group and on the Carnegie Classification of their home institution. We were surprised to discover that the cohort of faculty who were awarded their terminal degree most recently reported the most preparation in bioinformatics but teach it at the lowest rate.
Journal Article
Promoting Interest and Performance in High School Science Classes
We tested whether classroom activities that encourage students to connect course materials to their lives will increase student motivation and learning. We hypothesized that this effect will be stronger for students who have low expectations of success. In a randomized field experiment with high school students, we found that a relevance intervention, which encouraged students to make connections between their lives and what they were learning in their science courses, increased interest in science and course grades for students with low success expectations. The results have implications for the development of science curricula and theories of motivation.
Journal Article
Measuring attitudes towards biology major and non-major: Effect of students’ gender, group composition, and learning environment
This study examined the effect of collaborative learning (CL) versus traditional lecture-based learning (TL) pedagogies and gender group composition in effecting positive or negative attitudes of biology major and nonmajor men and women students. The experimental research method was administered in experimental and control groups to test the hypotheses. Students’ attitudes refer to their positive or negative feelings and inclinations to learn biology. A nine-factor attitude scale was administered in (1) single-gender nonmajor biology, (2) mixed-gender nonmajor biology, (3) single-gender major biology, and (4) mixed-gender biology major groups. Men (221) and women (219) were randomly assigned into single and mixed-gender classes without groups and single-gender groups (4M) or (4W) and mix-gender (2M+2W) groups. In CL nonmajor and major single-gender groups, women demonstrated significantly higher positive attitudes than men. In contrast, men’s attitudes were significantly improved in mixed-gender CL groups for major and nonmajor sections, and the effect size was larger in mix-gender classes. Women feel less anxious in single-gender groups but more anxious in mixed-gender groups. In mixed-gender groups, men’s self-efficacy, general interest, and motivation enhanced significantly; overall, men experienced greater satisfaction and triggered their desire to collaborate better, affecting all nine attitudinal factors. There was an interaction effect demonstrating the teaching pedagogy’s impact on improving students’ attitudes toward biology; students’ gender and gender-specific group composition have been the most influential factor for nonmajor students. These findings suggest that there is a need for developing gender-specific and context-specific learning pedagogies, and instructors carefully select gender grouping in teaching undergraduate science subjects.
Journal Article
Impact of guided inquiry-based laboratory experiments on secondary school students’ attitudes toward biology in Ethiopia: A quasi-experimental study
Attitude plays a vital role in achieving modern science education goals by enhancing students’ conceptual understanding, motivation, academic performance, interest, and engagement in scientific inquiry. However, in many Ethiopian schools, attitudes toward science are often overlooked, and traditional teacher-centered instruction combined with limited resources hampers their development. To address these issues, this study examined the effect of Guided Inquiry-Based Laboratory Experiments Enriched Instruction (GIBLEI) on secondary school students’ attitudes toward biology, using a quasi-experimental design with pretest-treatment-posttest phases. Two biology classes from purposively selected Ethiopian secondary schools were randomly assigned to an experimental group (EG, N = 46) and a control group (CG, N = 29). Over eight weeks, the EG received GIBLEI, while the CG experienced Traditional Laboratory Experiments Enriched Instruction (TLEI). Attitudes were measured using a 5-point Likert scale. The results showed that GIBLEI significantly improved students’ overall attitude toward biology, enthusiasm for biology, perception of biology as a course, and understanding of biology as a process, compared to TLEI. However, it did not significantly affect their views of biology as a career. GIBLEI also promoted gender inclusivity by reducing attitude differences between male and female students. These findings highlight the benefits of GIBLEI in fostering positive attitudes, engagement, and inclusivity in biology education, enhancing both student outcomes and equity in science learning.
Journal Article
Promoting microbiology education through the iGEM synthetic biology competition
Synthetic biology has developed rapidly in the 21st century. It covers a range of scientific disciplines that incorporate principles from engineering to take advantage of and improve biological systems, often applied to specific problems. Methods important in this subject area include the systematic design and testing of biological systems and, here, we describe how synthetic biology projects frequently develop microbiology skills and education. Synthetic biology research has huge potential in biotechnology and medicine, which brings important ethical and moral issues to address, offering learning opportunities about the wider impact of microbiological research. Synthetic biology projects have developed into wide-ranging training and educational experiences through iGEM, the International Genetically Engineered Machines competition. Elements of the competition are judged against specific criteria and teams can win medals and prizes across several categories. Collaboration is an important element of iGEM, and all DNA constructs synthesized by iGEM teams are made available to all researchers through the Registry for Standard Biological Parts. An overview of microbiological developments in the iGEM competition is provided. This review is targeted at educators that focus on microbiology and synthetic biology, but will also be of value to undergraduate and postgraduate students with an interest in this exciting subject area.
The iGEM competition involves research in synthetic biology, a rapidly developing area of science that combines principles from engineering and biology; iGEM projects frequently tackle biotechnology-associated problems and their broad reach offers excellent educational opportunities for microbiology-based students and researchers.
Journal Article
Enhancing secondary school students’ science process skills through guided inquiry-based laboratory activities in biology
Science process skills (SPS) are vital for enhancing student engagement, critical thinking, and academic achievement in science education. However, Ethiopian secondary schools often rely on traditional, rote-based laboratory methods that hinder SPS development. This study examined the effect of Guided Inquiry-Based Laboratory Experiments enriched Instructional (GIBLEI) approach on improving students’ SPS in biology. GIBLEI promotes active, inquiry-based learning, encouraging students to investigate, hypothesize, experiment, and draw conclusions. By shifting from passive observation to hands-on exploration, GIBLEI addresses limitations of traditional methods, fostering deeper understanding, problem-solving skills, and reducing educational disparities in science classrooms. In this quasi-experimental study, two biology classes from selected schools were randomly assigned to experimental (EG, N = 46) and control groups (CG, N = 29). The EG received GIBLEI-based instruction for eight weeks, focusing on inquiry-based laboratory activities that require students to investigate, hypothesize, and draw conclusions. The CG, meanwhile, received traditional lab instruction with a focus on observation and confirmation of set procedures. Data on SPS development were gathered using essay tests scored with rubrics. Welch’s t-test revealed that post-test SPS scores in the EG were significantly higher than those in the CG, with a large effect size (82%), demonstrating GIBLEI’s effectiveness. ANCOVA further confirmed that the improvement was attributable to the GIBLEI approach rather than initial group differences. The Wilcoxon signed-rank test showed significant SPS improvement within the EG from pre-test to post-test, underscoring the approach’s effectiveness over time. Additionally, an independent samples t-test indicated no significant gender differences in SPS within the EG, suggesting that GIBLEI benefits both male and female students equally. The findings highlight GIBLEI as a promising tool to foster SPS, supporting its integration into biology curricula to enhance student engagement, skill acquisition, and equal learning outcomes across genders.
Journal Article
Virtual Simulations as Preparation for Lab Exercises: Assessing Learning of Key Laboratory Skills in Microbiology and Improvement of Essential Non-Cognitive Skills
To investigate if a virtual laboratory simulation (vLAB) could be used to replace a face to face tutorial (demonstration) to prepare students for a laboratory exercise in microbiology.
A total of 189 students who were participating in an undergraduate biology course were randomly selected into a vLAB or demonstration condition. In the vLAB condition students could use a vLAB at home to 'practice' streaking out bacteria on agar plates in a virtual environment. In the demonstration condition students were given a live demonstration from a lab tutor showing them how to streak out bacteria on agar plates. All students were blindly assessed on their ability to perform the streaking technique in the physical lab, and were administered a pre and post-test to determine their knowledge of microbiology, intrinsic motivation to study microbiology, and self-efficacy in the field of microbiology prior to, and after the experiment.
The results showed that there were no significant differences between the two groups on their lab scores, and both groups had similar increases in knowledge of microbiology, intrinsic motivation to study microbiology, as well as self-efficacy in the field of microbiology.
Our data show that vLABs function just as well as face to face tutorials in preparing students for a physical lab activity in microbiology. The results imply that vLABs could be used instead of face to face tutorials, and a combination of virtual and physical lab exercises could be the future of science education.
Journal Article
Writing About Testing Worries Boosts Exam Performance in the Classroom
Two laboratory and two randomized field experiments tested a psychological intervention designed to improve students' scores on high-stakes exams and to increase our understanding of why pressure-filled exam situations undermine some students' performance. We expected that sitting for an important exam leads to worries about the situation and its consequences that undermine test performance. We tested whether having students write down their thoughts about an upcoming test could improve test performance. The intervention, a brief expressive writing assignment that occurred immediately before taking an important test, significantly improved students' exam scores, especially for students habitually anxious about test taking. Simply writing about one's worries before a high-stakes exam can boost test scores.
Journal Article