The logic of university students' misunderstanding of natural selection

Misunderstanding of the idea of evolution (natural selection) was assumed to occur because students were basing their explanations on the following mistaken assumptions: (1) variations in a population have little importance in its change process; (2) when nature changes, it is not at random. From these assumptions, hypotheses were developed and tested by analyzing the responses of 322 university sophomores (education majors) on an evolution problem “How could the bat have evolved wings?”. A classification system that was developed required judgments on whether a population or typological focus was used, whether the change process was open or closed to environmental information and how the selection process functioned. The contention that misunderstanding is logical was supported by acceptance of the following hypotheses: (1) students adopting a population focus also used a closed-change process; (2) students seeing change as more directed used less functional selection processes, with one exception; (3) students using acquired traits did not use a functional idea of selection.     

Ask Dr. Discovery: the impact of a casual mobile game on visitor engagement with science museum content

Educational technology research and development - This study examines the impact of a mobile game app on science museum visitors’ level of engagement with exhibit content, compared to a non...     

Intermingling and bumpiness: Exploring meaning making in the discourse of a science classroom

In this study we capture and analyse in qualitative terms the conversational rhythm—the ebb and the flow of meaning making—in a Year 5 class in order to understand when and how teacher and students succeed in developing shared understandings, and when and how they encounter difficulties. We use the two contrasting concepts of intermingling and bumpiness to catch the phenomenological aspect of time in the science class, which is constituted by the voices of the teacher and the students as they come together to construct disciplinary knowledge. It is a collaborative action research that sheds light on the struggles and possibilities that arise in a science class as a teacher enacts a socio-cultural perspective and engages his students in collecting and analysing experimental data and reasoning through a particular model.     

Student‐Centered and Dynamic Interfaces that Enrich Technical Learning for Online Science Learners: A Review of the Literature

Communicating complex scientific and technical information presents a challenge for food science educators. The most efficient learning occurs when all senses are engaged, one reason that many educators believe that scientific principles are best taught with hands‐on laboratory experiences. Today there are many challenges to the continuation of these “wet labs” including the cost of building the labs as well as equipment, materials, and personnel to run them. Many current e‐learning technologies are based on 2‐dimensional delivery systems, and are often inadequate to provide a substitute for a laboratory exercise. However, recent advances in technology have evolved to more closely reflect the kinds of learning experiences that students typically have in a laboratory class. This review describes the role of these emerging technologies as teaching tools for educators, with the clear understanding that similar concepts can be utilized by management of technical teams in the work place.     

Extracurricular Activities and the Curriculum

The Internet's growth and its impact on learners has been phenomenal and accessing the Web is the norm in our daily lives. Youths use the Internet to support their school activities in many ways. The National Science Foundation supported a qualitative research project that was designed to better understand the Internet's impact. It involved extensive interviews with thirty-four rural youths in two states who had broadband Internet access via satellite transmissions. Subjects rapidly gained skills through Web use to support their learning. The authors describe, through the youths, own words, various ways in which they interact with the Internet. The authors provide several suggestions on how teachers can exploit the growing Internet savvy of their students.     

Using surface plasmon resonance imaging to study bacterial biofilms

This paper describes the use of Surface Plasmon Resonance imaging (SPRi) as an emerging technique to study bacterial physiology in real-time without labels. The overwhelming majority of bacteria on earth exist in large multicellular communities known as biofilms. Biofilms are especially problematic because they facilitate the survival of pathogens, leading to chronic and recurring infections as well as costly industrial complications. Monitoring biofilm accumulation and removal is therefore critical in these and other applications. SPRi uniquely provides label-free, high-resolution images of biomass coverage on large channel surfaces up to 1 cm² in real time, which allow quantitative assessment of biofilm dynamics. The rapid imaging capabilities of this technique are particularly relevant for multicellular bacterial studies, as these cells can swim several body lengths per second and divide multiple times per hour. We present here the first application of SPRi to image Escherichia coli and Pseudomonas aeruginosa cells moving, attaching, and forming biofilms across a large surface. This is also the first time that biofilm removal has been visualized with SPRi, which has important implications for monitoring the biofouling and regeneration of fluidic systems. Initial images of the removal process show that the biofilm releases from the surface as a wave along the direction of the fluid flow.