1887

Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom

    Authors: Eric E. Goff1, Katie M. Reindl2, Christina Johnson3, Phillip McClean3, Erika G. Offerdahl2, Noah L. Schroeder4, Alan R. White1,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biological Sciences, University of South Carolina, Columbia, SC 29208; 2: Department of Biological Sciences, North Dakota State University, Fargo, ND 58102; 3: Department of Plant Sciences, North Dakota State University, Fargo, ND 58102; 4: Department of Leadership Studies in Education and Organizations, Wright State University, Dayton, OH 45435
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Received 16 August 2016 Accepted 16 December 2016 Published 21 April 2017
    • ©2017 Author(s). Published by the American Society for Microbiology.

    • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
    • †Supplemental materials available at http://asmscience.org/jmbe
    • *Corresponding author. Mailing address: Petigru College, Suite 200, 1521 Greene St., University of South Carolina, Columbia, SC 29208. Phone: 803-777-1813. E-mail: [email protected].
    Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1223
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    Abstract:

    Many undergraduate biology courses have begun to implement instructional strategies aimed at increasing student interaction with course material outside of the classroom. Two examples of such practices are introducing students to concepts as preparation prior to instruction, and as conceptual reinforcement after the instructional period. Using a three-group design, we investigate the impact of an animation developed as part of the Virtual Cell Animation Collection on the topic of concentration gradients and their role in the actions of ATP synthase as a means of pre-class preparation or post-class reinforcement compared with a no-intervention control group. Results from seven sections of introductory biology ( = 732) randomized to treatments over two semesters show that students who viewed animation as preparation ( = 0.44, < 0.001) or as reinforcement ( = 0.53, < 0.001) both outperformed students in the control group on a follow-up assessment. Direct comparison of the preparation and reinforcement treatments shows no significant difference in student outcomes between the two treatment groups ( = 0.87). Results suggest that while student interaction with animations on the topic of concentration gradients outside of the classroom may lead to greater learning outcomes than the control group, in the traditional lecture-based course the timing of such interactions may not be as important.

Key Concept Ranking

Lead
0.88724494
Respiration
0.8675283
Spring
0.8280953
Inclusions
0.53958327
Stems
0.51985884
Mitosis
0.4756878
0.88724494

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2017-04-21
2019-10-14

Abstract:

Many undergraduate biology courses have begun to implement instructional strategies aimed at increasing student interaction with course material outside of the classroom. Two examples of such practices are introducing students to concepts as preparation prior to instruction, and as conceptual reinforcement after the instructional period. Using a three-group design, we investigate the impact of an animation developed as part of the Virtual Cell Animation Collection on the topic of concentration gradients and their role in the actions of ATP synthase as a means of pre-class preparation or post-class reinforcement compared with a no-intervention control group. Results from seven sections of introductory biology ( = 732) randomized to treatments over two semesters show that students who viewed animation as preparation ( = 0.44, < 0.001) or as reinforcement ( = 0.53, < 0.001) both outperformed students in the control group on a follow-up assessment. Direct comparison of the preparation and reinforcement treatments shows no significant difference in student outcomes between the two treatment groups ( = 0.87). Results suggest that while student interaction with animations on the topic of concentration gradients outside of the classroom may lead to greater learning outcomes than the control group, in the traditional lecture-based course the timing of such interactions may not be as important.

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Author and Article Information

  • Received 16 August 2016 Accepted 16 December 2016 Published 21 April 2017
  • ©2017 Author(s). Published by the American Society for Microbiology.

  • [open-access] This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial-NoDerivatives 4.0 International license (https://creativecommons.org/licenses/by-nc-nd/4.0/ and https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode), which grants the public the nonexclusive right to copy, distribute, or display the published work.
  • †Supplemental materials available at http://asmscience.org/jmbe
  • *Corresponding author. Mailing address: Petigru College, Suite 200, 1521 Greene St., University of South Carolina, Columbia, SC 29208. Phone: 803-777-1813. E-mail: [email protected].

Figures

Learning about Chemiosmosis and ATP Synthesis with Animations Outside of the Classroom
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Citation: Goff E, Reindl K, Johnson C, McClean P, Offerdahl E, Schroeder N, White A. 2017. Learning about chemiosmosis and atp synthesis with animations outside of the classroom . J. Microbiol. Biol. Educ. 18(1): doi:10.1128/jmbe.v18i1.1223
/content/jmbe/10.1128/jmbe.v18i1.1223.f1-jmbe-18-5
FIGURE 1

Experimental treatment groups as defined by the presence and timing of their interaction with Virtual Cell animations.

jmbe/18/1/jmbe-18-5f1_thmb.gif
jmbe/18/1/jmbe-18-5f1.gif
Image of FIGURE 1

Click to view

FIGURE 1

Experimental treatment groups as defined by the presence and timing of their interaction with Virtual Cell animations.

Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1223
Download as Powerpoint
/content/jmbe/10.1128/jmbe.v18i1.1223.f2-jmbe-18-5
FIGURE 2

Descriptive statistics for mean score on the follow-up assignment by treatment condition. Bars in the boxes represent the median; the box represents the range between the first and third quartile, and the whiskers represent the standard deviation.

jmbe/18/1/jmbe-18-5f2_thmb.gif
jmbe/18/1/jmbe-18-5f2.gif
Image of FIGURE 2

Click to view

FIGURE 2

Descriptive statistics for mean score on the follow-up assignment by treatment condition. Bars in the boxes represent the median; the box represents the range between the first and third quartile, and the whiskers represent the standard deviation.

Source: J. Microbiol. Biol. Educ. April 2017 vol. 18 no. 1 doi:10.1128/jmbe.v18i1.1223
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