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Prop Demonstrations in Biology Lectures Facilitate Student Learning and Performance

    Authors: Farshad Tamari1,*, Kevin M. Bonney1, Kristin Polizzotto1
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    Affiliations: 1: Department of Biological Sciences, Kingsborough Community College, Brooklyn, NY 11235
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 May 2015
    • Supplemental materials available at http://jmbe.asm.org
    • *Corresponding author. Mailing address: Department of Biological Sciences, Kingsborough Community College, 2001 Oriental Boulevard, Brooklyn, New York 11235. Phone: 718-368-5726. Fax: 718-368-4873. E-mail: [email protected].
    • ©2015 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. May 2015 vol. 16 no. 1 6-12. doi:10.1128/jmbe.v16i1.756
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    Abstract:

    Science students can benefit from visual aids. In biology lectures, visual aids are usually limited to tables, figures, and PowerPoint presentations. In this IRB-approved study, we examined the effectiveness of the use of five prop demonstrations, three of which are at the intersection of biology and chemistry, in three community college biology courses. We hypothesized that students’ performance on test questions is enhanced by the use of prop demonstrations. Consistent with our hypothesis, we showed that students learn more effectively and perform better on questions that relate to demonstrations than on questions related to lessons that do not have a demonstration component.

References & Citations

1. Bean JC 1996 Engaging ideas The professor’s guide to integrating writing, critical thinking, and active learning in the classroom Jossey-Bass Publishers San Francisco, CA 264 265 114 118
2. Bonney KM 2013 An argument and plan for promoting the teaching and learning of neglected tropical diseases J Microbiol Biol Educ 14 2 183 188 10.1128/jmbe.v14i2.631 24358381 3867755 http://dx.doi.org/10.1128/jmbe.v14i2.631
3. Carlin JL 2010 An investigative alternative to single-species dissection in the introductory biology laboratory Bioscene 36 2 28 33
4. Deese WC, Walczyk J, Eddy D 2000 Using demonstration assessments to improve learning J. Chem. Educ. 77 11 1511 1516 10.1021/ed077p1511 http://dx.doi.org/10.1021/ed077p1511
5. Green JH, Koza A, Moshynets O, Pajor R, Ritchie MR, Spiers AJ 2011 Evolution in a test tube. Rise of the wrinkly spreaders J. Biol. Educ. 45 1 54 59 10.1080/00219266.2011.537842 http://dx.doi.org/10.1080/00219266.2011.537842
6. Lakrim M 2009 Using MS PowerPoint presentation as a pedagogical tool to improve student learning at the community college J. Sci. Educ., Proceedings of the International Congress of Science Education 240 242
7. Polizzotto K, Ortiz MT 2008 Design projects in human anatomy and physiology Am. Biol. Teach. 70 4 230 234 10.1662/0002-7685(2008)70[230:DPIHAP]2.0.CO;2 http://dx.doi.org/10.1662/0002-7685(2008)70[230:DPIHAP]2.0.CO;2
8. Tamari F, Lakrim M, Brancaccio-Taras L 2012 Facilitating learning in a human anatomy and physiology course through microtheme writing assignments MountainRise 7 3 1 12
9. Wattanakasiwich P, Khamcharean C, Taleab P, Sharma M 2012 Interactive lecture demonstration in thermodynamics Lat. Am. J. Phys. Educ. 6 4 508 514

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2015-05-01
2019-11-12

Abstract:

Science students can benefit from visual aids. In biology lectures, visual aids are usually limited to tables, figures, and PowerPoint presentations. In this IRB-approved study, we examined the effectiveness of the use of five prop demonstrations, three of which are at the intersection of biology and chemistry, in three community college biology courses. We hypothesized that students’ performance on test questions is enhanced by the use of prop demonstrations. Consistent with our hypothesis, we showed that students learn more effectively and perform better on questions that relate to demonstrations than on questions related to lessons that do not have a demonstration component.

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Figures

Image of FIGURE 1.

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FIGURE 1.

Comparison of student performance on prop and non-prop test questions. * Indicates a statistically significant difference. P = prop questions; NP = non-prop questions.

Source: J. Microbiol. Biol. Educ. May 2015 vol. 16 no. 1 6-12. doi:10.1128/jmbe.v16i1.756
Download as Powerpoint
Image of FIGURE 2.

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FIGURE 2.

Comparisons of prop and non-prop questions in BIO 13, BIO 59, and BIO 37. Mean scores for each demonstration and its control are shown (treatment gray bars, control white bars). (A) Data for BIO 13 are shown. values for each comparison are as follows: monomers ( = 0.98), DNA replication ( < 0.001), translation ( = 0.45), protein structure ( = 0.96), gene linkage ( = 0.56). (B) Data for BIO 59 are shown. values for each comparison are as follows: monomers ( < 0.0001), DNA replication ( < 0.0001), translation ( < 0.0001), protein structure ( < 0.0001), gene linkage ( = 0.238). (C) Data for BIO 37 are shown. values for each comparison are as follows: DNA replication ( < 0.05), translation ( = 0.26), protein structure ( < 0.001). * Indicates a statistically significant difference.

Source: J. Microbiol. Biol. Educ. May 2015 vol. 16 no. 1 6-12. doi:10.1128/jmbe.v16i1.756
Download as Powerpoint
Image of FIGURE 3.

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FIGURE 3.

Students’ sentiments about whether prop demonstrations did or did not help them learn the material (concept) and remember the material (memory) that had a prop demonstration component. Data compiled for BIO 13, BIO 59, and BIO 37.

Source: J. Microbiol. Biol. Educ. May 2015 vol. 16 no. 1 6-12. doi:10.1128/jmbe.v16i1.756
Download as Powerpoint

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