Journal of Microbiology & Biology Education
Print ISSN: 1935-7877
The Journal of Microbiology & Biology Education is a free open access journal that features original, previously unpublished, peer-reviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education.
Latest content:
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Scaffolding Activities Increase Performance and Lower Frustration with Genotype-to-Evolution Models in Molecular Genetics
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Author:
Kristy Wilson
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Citation: Kristy Wilson. 2020. Scaffolding activities increase performance and lower frustration with genotype-to-evolution models in molecular genetics. doi:10.1128/jmbe.v21i3.2033
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Abstract:
Conceptual modeling was introduced in molecular genetics so students could integrate topics and apply molecular reasoning and mechanisms to phenotype, inheritance, and population dynamics. Structure Mechanism Relationship Function (SMRF) models were introduced. SMRF models focus on the function of a specified system using structures/nouns in boxes and processes/relationships/verbs on arrows. This SMRF model formatting enables discussion, feedback, and assessment. Scaffolding activities were introduced to provide students with support for modeling and were intended to decrease or prevent students’ frustration, intimidation, and discouragement during the learning process. Comparing a semester without scaffolding activities to semesters with scaffolding results indicate the following benefits: 1) better performance on modeling on first exam, 2) less student resistance towards modeling, and 3) better use of class time. This article has the training activity for SMRF modeling, scaffolding activities, a grading rubric, and selection of adaptable question prompts to make conceptual modeling more accessible to instructors.
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What’s Your Diagnosis? A Rapid Inquiry–Based Game To Differentiate and Review Medically Important Microbes †
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Authors:
Grace L. Axler-DiPerte,
Mary T. Ortiz
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Citation: Grace L. Axler-DiPerte, Mary T. Ortiz. 2020. What’s your diagnosis? a rapid inquiry–based game to differentiate and review medically important microbes † . doi:10.1128/jmbe.v21i3.2059
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Abstract:
A central component of science education involves teaching the process of hypothesis development and modification. This is often done through repeated cycles of questioning, followed by data collection and refinement of hypotheses. Microbiology courses often include units on infectious diseases grouped by body system, with the goal of allowing students to make observations and use data to identify a specific microbe or class of microbes. Given that disease syndromes often have similar signs and symptoms, but diverse etiologies, it can be difficult for students to distinguish and differentiate them. We present a rapid-paced and engaging game that enables students to practice deductive and inductive cycles of reasoning to distinguish among various causes of infectious disease. This game requires students to identify a microbe from a field of diverse, yet medically important, microorganisms by asking a series of Yes/No questions and replicating the process of elimination used in differential diagnosis. Students compete against each other, individually or in teams, to be the first to reach a “diagnosis” and learn to quickly refine their hypotheses and determine the most direct line of investigation using simple Yes/No questioning. This game can be played in 15 to 30 minute sessions, and can be easily customized to a particular course’s content.
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Do Students Learn Better with Pecha Kucha, an Alternative Presentation Format?
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Authors:
Min-Ken Liao,
Greg Lewis,
Mike Winiski
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Citation: Min-Ken Liao, Greg Lewis, Mike Winiski. 2020. Do students learn better with pecha kucha, an alternative presentation format?. doi:10.1128/jmbe.v21i3.2111
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Abstract:
Oral presentation assignments help students develop and engage multiple learning skills. In the process of preparing a presentation, students search and evaluate information (evidence-based engagement), decide whether to include it (content relevancy), organize information in an engaging manner (audience engagement), adhere to the presentation instructions (logistics), and attempt to appear credible (credibility). The final product is often a 15-minute PowerPoint presentation. In this study, we introduced students to the Pecha Kucha presentation format: 20 slides shown for 20 seconds each. While previous studies claimed that Pecha Kucha is pedagogically superior to traditional formats, particularly in the presentation and communication competence, its impacts on learning have not been examined. This study, which involved students in three classes, was designed to do so. All the students presented twice in a semester, but in one class, the first presentation was in Pecha Kucha and second in the traditional format and in the other two classes, the first was in the traditional format and second in Pecha Kucha. Five decision-making categories were assessed: evidence-based engagement, content relevancy, audience engagement, logistics, and credibility. Also assessed were the students’ confidence levels in presentation. The statistically significant differences between these two formats mostly reflected the intentional selection of presentation material to meet the time constraint of the Pecha Kucha format. However, all were slightly more confident in presentation after the second one. Students also reported that they preferred listening to Pecha Kucha than to traditional PowerPoint presentations.
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From Hashtag to High School: How Viral Tweets Are Inspiring Young Scientists To Embrace STEM
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Authors:
Jocelyn E. Swift,
Brian Lovett,
Christine E. Koltermann,
Chelsey L. Beck,
Matt T. Kasson
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Citation: Jocelyn E. Swift, Brian Lovett, Christine E. Koltermann, Chelsey L. Beck, Matt T. Kasson. 2020. From hashtag to high school: how viral tweets are inspiring young scientists to embrace stem. doi:10.1128/jmbe.v21i3.2133
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Abstract:
Social media is an increasingly important professional tool for scientists. In particular, scientists use their social media profiles to communicate science and build communities with like-minded scientists and nonscientists. These networks include journalists who can amplify social media science communication, disseminating it to new audiences on- and offline. Our experience with an outreach project where Peeps marshmallows were inoculated with diverse fungi, which we called #FungalPeeps, has demonstrated that these networks can be an effective conduit between researchers and high school students. Following popular science journalism, #FungalPeeps, a project initiated at West Virginia University, inspired a mycology research project in Notre Dame High School in San Jose, California. Herein, we describe how this connection between academia, journalists, and the high school classroom happened, and how everyone involved benefited from this educational collaboration. We further suggest ways that modern social media networks could be leveraged to incorporate more such practical learning experiences into progressive science curricula to better cultivate young STEM scientists.
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COVID-19 and the Central Dogma: an Activity To Improve Student Learning and Engagement †
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Authors:
Carli Roush,
Alita R. Burmeister
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Citation: Carli Roush, Alita R. Burmeister. 2020. Covid-19 and the central dogma: an activity to improve student learning and engagement † . doi:10.1128/jmbe.v21i3.2145
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Abstract:
The Central Dogma of molecular biology describes the transfer of genetic information within organisms and is a core concept in the biological sciences. However foundational, the Central Dogma is often misrepresented when taught in introductory college biology courses. In particular, the Central Dogma is often taught with a requisite DNA step, an incorrect conception that omits the possibility of RNA-based molecular systems, such as SARS-CoV-2, the causative agent of COVID-19. In this new contribution, we offer a practical way to clarify correct conceptions and make them immediately relevant through COVID-19. In this new digital ‘sorting cards’ activity, students collaboratively synthesize and map their knowledge of core molecular biology. Building off of the typically-presented concepts of the Central Dogma, we also introduce two sorting card “expansion packs” for double-stranded DNA viruses and single-stranded RNA viruses. We provide activity templates for all sets of cards using a free web-based collaborative platform suitable for sudden shifts to online learning (as in our implementation), pre-planned online learning, and in-person classes. While truly hands-on activities can be difficult to replicate in the context of online learning, the use of collaborative websites and creative freedom in this activity encourages student engagement in and ownership of their learning.
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Students Who Analyze Their Own Data in a Course-Based Undergraduate Research Experience (CURE) Show Gains in Scientific Identity and Emotional Ownership of Research †
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Authors:
Katelyn M. Cooper,
Matthew L. Knope,
Maya J. Munstermann,
Sara E. Brownell
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Citation: Katelyn M. Cooper, Matthew L. Knope, Maya J. Munstermann, Sara E. Brownell. 2020. Students who analyze their own data in a course-based undergraduate research experience (cure) show gains in scientific identity and emotional ownership of research † . doi:10.1128/jmbe.v21i3.2157
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Abstract:
While it has been established that course-based undergraduate research experiences (CUREs) lead to student benefits, it is less clear what aspects of CUREs lead to such gains. In this study, we aimed to understand the effect of students analyzing their own data, compared with students analyzing data that had been collected by professional scientists. We compared the experiences of students in a CURE investigating whether the extinction risk status of terrestrial mammals and birds is associated with their ecological traits. Students in the CURE were randomly assigned to analyze either data that they had collected or data previously collected by professional scientists. All other aspects of the student experience were designed to be identical. We found that students who analyzed their own data showed significantly greater gains in scientific identity and emotional ownership than students who analyzed data collected by professional scientists.
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About JMBE
As ASM’s first open-access online education journal, the Journal of Microbiology & Biology Education (JMBE) offers original, previously unpublished, peer-reviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education at the undergraduate, graduate, professional (e.g., medical school), K-12 outreach, and informal education level. JMBE is edited by informed science educators who are active in the pursuit of scholarly teaching and biology education reform. Please visit the JMBE Editorial Board page for a list of current JMBE Editors.
JMBE operates under a continuous publication model, where manuscripts are made available online as soon as they become ready. When a manuscript appears online, it will be cataloged in one of three issues: Spring (April), Back to School (August), or Winter (December). These three issues make up the year's volume. These issues may also include themed content focused on a broad, inter-disciplinary topic.
The scope of the JMBE is rooted in the biological sciences and branches to other disciplines. JMBE publishes articles addressing such topics as good pedagogy and design, student interest and motivation, recruitment and retention, citizen science, and institutional transformation. JMBE may also choose to accept manuscripts for publication in special themed issues, which cross-cut the scientific disciplines. Recent themed topics include ethics in science, scientific citizenship, and science communication.
JMBE Editors are committed to providing extensive feedback, guidance, and support for authors from submission through publication. JMBE offers a number of enhancements to ensure that the publication process is transparent and that both readers and authors get the most out of JMBE’s excellent content. JMBE reader features include free, open access content available in HTML and PDF format. JMBE author features include step-by-step Author Guidelines in multiple languages, video tutorials for each section, a manuscript self-diagnosis tool, and a comprehensive submission checklist. Authors can expect detailed feedback from the review process, in which articles undergo a blind review by at least 2-3 peer reviewers (and a lab safety committee, if applicable). For more author features, to learn about the review process, and to submit a manuscript, please visit the JMBE submission site: jmbesubmissions.asm.org.
JMBE does not charge its readership to access content. The JMBE Editorial Board is committed to providing open access online content. JMBE Editors seek to publish meaningful contributions to the conversation of science education and scholarly teaching and believe that the only way to do so is through content that is easily available to the public. JMBE is also indexed in Directory of Open Access Journals, CrossRef, and PubMed Central.
JMBE is for science educators like you. By providing perspectives and reviews that help inform instruction, vetted activities and tools that are ready to use in a classroom or laboratory setting, and research that tests those educational approaches, JMBE content is a valuable resource for science educators at any level. JMBE content will make it easy to keep up to date on and incorporate education initiatives—such as active learning—into your lesson plans and provide talking points for the science education reform conversations at your institution. Most importantly, JMBE content encourages you to review and reflect on your own teaching practices—essential for your ongoing professional development.