Linking Biochemistry Concepts to Food Safety Using Yogurt as a Model

This laboratory activity was designed to strengthen our Food and Nutritional Science students’ knowledge of biochemistry concepts and the relationship between these concepts and food science. The result was a laboratory experience in which biochemistry concepts are taught using yogurt as a model, in order to link those concepts to food safety, an important area of food science. The students employed a colorimetric method to measure the lactase activity of bacterial strains found in commercial yogurts and were encouraged to relate the activity to bacterial lactic acid production, fermentation, and food safety. Students were assessed with pre‐ and post‐test exams, laboratory reports, class performance rubrics, and the Intrinsic Motivation Inventory (IMI). The result demonstrated that the students successfully completed the learning objectives and were motivated during the activity. This exercise could be used as a template for a simplified and engaging way to introduce food science majors, as well as other students, to complex biochemistry and molecular biology concepts using food, particularly yogurt, as a model.     

Implementation of a project-based molecular biology laboratory emphasizing protein structure-function relationships in a large introductory biology laboratory course

In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the stability of their newly created protein with respect to wild-type crystallin. This laboratory utilizes basic techniques in molecular biology to emphasize the importance of connections between DNA and protein. This project lab has helped engage students in their own learning, has improved students' skills in critical thinking and analysis, and has promoted interest in basic research in biology.     

Evaluating the effectiveness of interactive computer tutorials for an undergraduate mathematical literacy course

This article describes a study of learning when students used interactive spreadsheet‐based computer tutorials in a mathematical literacy course. It foregrounds theories relating to the role of computer technology (and specifically spreadsheets) as a mediator for learning of mathematics. It outlines the application of quantitative methods involving pre‐ and post‐testing of students, both in the computer laboratory and in the lecture sessions, and discusses factors constraining the experimental design and the usefulness of the results. There are indications that the data reveal real differences between the learning experiences in the lecture sessions and the computer laboratories. It appears that in some respects the computer tutorials were more effective in conveying the concepts than the lecture sessions were. A method of analysing and representing the data, that tracks the extent of learning of concepts through the pre‐ and post‐tests, was developed. It allows for the performance of sub‐groups of students to be examined separately. This analysis shows that simple definitions of disadvantage (such as having English as a second language) are inadequate to account for the poor performance of students in the lower quartile.     

Implementation of Real‐World Experiential Learning in a Food Science Course Using a Food Industry‐Integrated Approach

Success skills have been ranked as the most important core competency for new food science professionals to have by food science graduates and their employers. It is imperative that food science instructors promote active learning in food science courses through experiential learning activities to enhance student success skills such as oral and written communication, critical thinking, problem solving, and team work. The aim of this study was to incorporate “real‐world” experiential learning into a food product development course. Undergraduate students enrolled in a food product development course worked on a semester‐long product development case study developed by the Instructor of the course and the Manager from ACH Food Companies, Inc. The case study was presented to students in the form of a product development competition. Students were placed into groups and given the task to develop a cake mix with specified parameters. At the end of the semester, student groups participated in a case study competition to showcase their product concepts. Each student group gave a PowerPoint presentation and was evaluated using selected criteria. Students rated the course overall as being very good. Students perceived the case study to be beneficial and informative regarding employer (ACH's) expectations. Students recommended that the Instructor minimize restrictions/specifications for product concepts and increase the quantity of course/laboratory meetings per week. This approach will continue to be used and further evaluated as an approach to incorporate active learning and provide food science undergraduates with a sense of employer expectations.     

家庭背景、自我教育期望与高等教育获得——基于CFPS 2010—2016年追踪数据的实证研究

当前,学者们在研究高等教育获得的影响因素时,对家庭社会经济地位、同胞数量等先赋性因素的关注较多,而对自我教育期望等自致性因素的关注较少。基于2010—2016年中国家庭追踪调查(CFPS)数据,通过Logistic回归分析和结构方程模型(SEM),本研究发现:家庭社会经济地位和自我教育期望正向影响学生高等教育获得结果,同胞数量负向影响学生高等教育获得结果;此外,家庭社会经济地位和同胞数量还可以通过自我教育期望间接影响学生高等教育获得结果。     

Effectiveness of Podcasts Delivered on Mobile Devices as a Support for Student Learning During General Chemistry Laboratories

Chemistry instructors in teaching laboratories provide expert modeling of techniques and cognitive processes and provide assistance to enrolled students that may be described as scaffolding interaction. Such student support is particularly essential in laboratories taught with an inquiry-based curriculum. In a teaching laboratory with a high instructor-to-student ratio, mobile devices can provide a platform for expert modeling and scaffolding during the laboratory sessions. This research study provides data collected on the effectiveness of podcasts delivered as needed in a first-semester general chemistry laboratory setting. Podcasts with audio and visual tracks covering essential laboratory techniques and central concepts that aid in experimental design or data processing were prepared and made available for students to access on an as-needed basis on iPhones^® or iPod touches^®. Research focused in three areas: the extent of podcast usage, the numbers and types of interactions between instructors and student laboratory teams, and student performance on graded assignments. Data analysis indicates that on average the podcast treatment laboratory teams accessed a podcast 2.86 times during the laboratory period during each week that podcasts were available. Comparison of interaction data for the lecture treatment laboratory teams and podcast treatment laboratory teams reveals that scaffolding interactions with instructors were statistically significantly fewer for teams that had podcast access rather than a pre-laboratory lecture. The implication of the results is that student laboratory teams were able to gather laboratory information more effectively when it was presented in an on-demand podcast format than in a pre-laboratory lecture format. Finally, statistical analysis of data on student performance on graded assignments indicates no significant differences between outcome measures for the treatment groups when compared as cohorts. The only statistically significant difference is between students who demonstrated a high level of class participation in the concurrent general chemistry lecture course; for this sub-group the students in the podcast treatment group earned a course average that was statistically significantly higher than those in the lecture treatment group.     

From Genes to Proteins to Behavior: A Laboratory Project That Enhances Student Understanding in Cell and Molecular Biology

In the laboratory, students can actively explore concepts and experience the nature of scientific research. We have devised a 5-wk laboratory project in our introductory college biology course whose aim was to improve understanding in five major concepts that are central to basic cellular, molecular biology, and genetics while teaching molecular biology techniques. The project was focused on the production of adenine in Saccharomyces cerevisiae and investigated the nature of mutant red colonies of this yeast. Students created red mutants from a wild-type strain, amplified the two genes capable of giving rise to the red phenotype, and then analyzed the nucleotide sequences. A quiz assessing student understanding in the five areas was given at the start and the end of the course. Analysis of the quiz showed significant improvement in each of the areas. These areas were taught in the laboratory and the classroom; therefore, students were surveyed to determine whether the laboratory played a role in their improved understanding of the five areas. Student survey data demonstrated that the laboratory did have an important role in their learning of the concepts. This project simulated steps in a research project and could be adapted for an advanced course in genetics.     

Supplemental instruction in introductory biology I: enhancing the performance and retention of underrepresented minority students

Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers.     

大学生绿色消费认知、意向及行为实证研究——基于武汉市某本科高校的调查

现阶段,作为一种全新的消费方式和生活理念,绿色消费已成为绿色营销研究的一个重要领域。文章通过问卷调查法,以武汉市某本科高校的300名大学生为样本,调查大学生绿色消费观和消费行为现状。调查结果显示：大学生绿色消费认知不够全面和深入;大学生绿色消费意向已形成但水平较低;大学生绿色消费行为水平较低但前景广阔。基于调查结果文章指出,应从加强绿色消费教育、提升绿色消费认知、加强市场监管、提高产品质量并降低价格等方面推动大学生绿色消费。     

Teachers' understanding and the use of the learning cycle

This study examined the relationships that exist between high school science teachers' understanding of the Piagetian developmental model of intelligence, its inherent teaching procedure—the learning cycle—and classroom teaching practices. The teachers observed in this study had expressed dissatisfaction with the teaching methods they used, and, subsequently, attended a National Science Foundation sponsored in-service program designed to examine laboratory-centered science curricula and the educational and scientific theories upon which the curricula were based. The teachers who exhibited a sound understanding of the Piagetian model of intelligence and the learning cycle were more likely to effectively implement learning cycle curricula. They were able to successfully integrate their students' laboratory experiences with class discussions to construct science concepts. The teachers who exhibited misunderstandings of the Piagetian developmental model of intelligence and the learning cycle also engaged their students in laboratory activities, but these activities were weakly related to learning cycles. For example, the data gathered by their students were typically not used in class discussions to construct science concepts. Therefore, these teachers apparently did not discern the necessity of using the data and experiences from laboratory activities as the impetus for science concept attainment. Additional results comparing degrees of understanding, teaching behaviors and questioning strategies are discussed.     

A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc “were not real” and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the “wet” laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.     

‘Dry laboratories’ in science education; computer‐based practical work

Practical (laboratory) work in science education has traditionally been used to allow students to rediscover already known concepts and ideas, to demonstrate concepts taught in the classroom or, in the case of inquiry‐based science curricula, to teach concepts. Often, these laboratory practicals do not achieve their goals and may even confuse or demotivate students. It is not that using ‘wet’ practicals is intrinsically wrong; rather, it is that they are often used for the wrong reasons. They do have a place in science curricula ‐ for the conveyance of tacit knowledge that can only be achieved in the laboratory setting. In our view, their use should be restricted to that.

Non‐laboratory practicals ('dry labs'), and especially multimedia practicals, tend to be used for completely different reasons. They are best used to help students achieve specific cognitive skills (such as analysis, synthesis and evaluation) needed to practise science and to carry out scientific inquiry. This article sketches the problems associated with the use of dry laboratories in science education, presents design considerations for the use of such practicals in science education and presents examples of innovative non‐traditional practicals.     

多媒体手段在中学化学教学中的应用

利用多媒体辅助教学手段，有针对性地制作计算机CAI课件，把一些微观抽象的化学现象和课堂上无法充分演示的实验，利用二维或三维的图 象、动画进行模拟，向学生提供丰富的感性材料，特别是把从字材料中获得的概念转化为直观的形象，把难以想象的微观世界宏观化，通过直观的视觉来帮助学生观察分析，从而使中学化学教学中的一些疑难概念、理论等为学生理解接受。     

A small-scale concept-based laboratory component: the best of both worlds

In this article, we describe an exploratory study of a small-scale, concept-driven, voluntary laboratory component of Introductory Biology at the Massachusetts Institute of Technology. We wished to investigate whether students' attitudes toward biology and their understanding of basic biological principles would improve through concept-based learning in a laboratory environment. With these goals in mind, and using our Biology Concept Framework as a guide, we designed laboratory exercises to connect topics from the lecture portion of the course and highlight key concepts. We also strove to make abstract concepts tangible, encourage learning in nonlecture format, expose the students to scientific method in action, and convey the excitement of performing experiments. Our initial small-scale assessments indicate participation in the laboratory component, which featured both hands-on and minds-on components, improved student learning and retention of basic biological concepts. Further investigation will focus on improving the balance between the minds-on concept-based learning and the hands-on experimental component of the laboratory.     

Online assessment of learning and engagement in university laboratory practicals

In science education, laboratory practicals are frequently assessed through submission of a report. A large increase in student numbers necessitated us adapting a traditional practical report into an online test with automated marking. The assessment was designed to retain positive features of the traditional laboratory report but with added pedagogic and administrative benefits made possible through the online medium. After performing their experiments, students were given idealised data, enabling immediate comparison with their own results, and asked to perform a series of calculations based on that ideal data. The two‐part test asked questions about the students' calculations. Part I was formative, ensuring that the students had mastered basic concepts before advanced concepts were tested in Part II. The test rewarded correct methodology and understanding as well as the right answers and gave absolute consistency to the marking scheme. Students could submit at their convenience and received instant feedback. The assessment was met with emphatically positive feedback from students. In addition, it was possible to track submissions by students, providing insights into their behaviour. Students appeared to group into three submission styles—early submitters, considered submitters and last minute submitters—information which can be useful to guide pedagogic practice. In the latest iteration, analysis of submission behaviour gave us confidence to reduce the time before the submission deadline, which resulted in a substantial increase in student attainment.     

Computer simulation and concept development in students of genetics

Conclusion Computer simulations in genetics have the potential to complement laboratory activities and to act as an adjunct to the use of traditional sets of problems. In these roles, simulations such as CATLAB, generate qualitative changes in the learning experiences of students. For example, the simulated breeding experiment may be repeated and strategies modified without regard of the time and management constraints associated with actual laboratory experimentation; problem-solving may involve active data generation, in contrast to the style of textbook problems. This study showed that students reported a favourable attitude to CATLAB and that their use of the program lead to meaningful learning. The cognitive gains made by the student group encompassed both genetic concepts and processes. The scope for use of computer simulations as an adjunct to, or in some cases even replacement of traditional activities, and for an analysis of their impact is considerable.     

Hydrodistillation and antimicrobial properties of lemongrass oil (Cymbopogon citratus,Stapf): An undergraduate laboratory exercise bridging chemistry and microbiology

A traditional classroom usually focuses on concepts from a specific discipline. However, solving complex real‐world problems requires integration and application of knowledge from various fields. Here, we describe a 4‐hr undergraduate‐level laboratory exercise that utilizes concepts of extraction and biological property, bridging between chemistry and microbiology courses. In the first half of this exercise, students performed hydrodistillation to extract essential oil from a locally available herb, lemongrass (Cymbopogon citratus, Stapf). In the second half, students investigated the potential antimicrobial activity of the extracted oil against various microorganisms using the Kirby–Bauer disk diffusion method. Students also developed their own experimental questions based on the extracted oil and the antimicrobial testing technique. Self‐assessment questionnaire shows students’ appreciation of the experiments and substantial learning gains in the extraction process, properties of the extracts, and antimicrobial activity testing. This laboratory exercise prompts students to formulate their own experimental questions and engages students in interdisciplinary experimentation.     

职业学校学生互联网使用行为的影响因素研究--基于中国家庭追踪调查数据

本研究运用中国家庭追踪调查2018年截面数据,分析人口学因素、学生参与对职业学校学生互联网使用行为的影响因素。研究结果显示:城乡类型对互联网使用差异的形成未产生显著影响,人均家庭收入对业余上网时长和互联网商业行为产生显著影响;学习时长对除互联网社交之外的所有网络使用行为产生显著影响;在第二课堂参与中,仅社团活动的参与对互联网学习产生了正向影响。家庭社会经济地位并非数字鸿沟的主要成因,学生在校的就读经历是影响互联网使用差别的重要因素。     

A microcosm of the biomedical research experience for upper-level undergraduates

The skill set required of biomedical researchers continues to grow and evolve as biology matures as a natural science. Science necessitates creative yet critical thinking, persuasive communication skills, purposeful use of time, and adeptness at the laboratory bench. Teaching these skills can be effectively accomplished in an inquiry-based, active-learning environment at a primarily undergraduate institution. Cell Biology Techniques, an upper-level cell biology laboratory course at St. John Fisher College, features two independent projects that take advantage of the biology of the nematode Caenorhabditis elegans, a premier yet simple model organism. First, students perform a miniature epigenetic screen for novel phenotypes using RNA interference. The results of this screen combined with literature research direct students toward a singe gene that they attempt to subclone in the second project. The biology of the chosen gene/protein also becomes an individualized focal point with respect to the content of the laboratory. Progress toward course goals is evaluated using written, oral, and group-produced assignments, including a concept map. Pre- and postassessment indicates a significant increase in the understanding of broad concepts in cell biological research.