Biology Students (biology + student)

Distribution by Scientific Domains


Selected Abstracts


MAKING EVOLUTION RELEVANT AND EXCITING TO BIOLOGY STUDENTS

EVOLUTION, Issue 6 2007
David M. Hillis
First page of article [source]


Myiasis after study trip to French Guiana

JOURNAL DER DEUTSCHEN DERMATOLOGISCHEN GESELLSCHAFT, Issue 5 2010
Heike A. Schreiber
Summary Cutaneous myiasis is usually a harmless tropical disease caused by infestation with larvae from a variety of flies. Because of its rare occurrence in Europe, it is often misdiagnosed. Increased travel to tropical regions has correspondingly increased the number of cases observed in Europe. The furuncular type of cutaneous myiasis in a 31-year-old biology student was diagnosed upon his return from French Guiana. The student cultured one of the larvae to obtain a botfly. This case is discussed in the light of the current literature on pathogenesis, incidence and therapy of cutaneous myiasis. [source]


Self-efficacy, reasoning ability, and achievement in college biology

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2007
Anton E. Lawson
Abstract This study compared the relationships of self-efficacy and reasoning ability to achievement in introductory college biology. Based on the hypothesis that developing formal and postformal reasoning ability is a primary factor influencing self-efficacy, a significant positive correlation was predicted between reasoning ability and degree of self-efficacy to complete biological tasks. Further, reasoning ability was predicted to be more highly correlated with course achievement than self-efficacy. The study involved pre- and posttesting 459 introductory biology students. Both self-efficacy and reasoning ability increased during the semester. As predicted, self-efficacy and reasoning ability were positively correlated. Depending on the nature of the achievement measure, reasoning ability accounted for some 15 to 30 times more variance in achievement than self-efficacy. Also, as predicted, reasoning ability was a strong predictor of self-efficacy, but self-efficacy was not a strong predictor of reasoning ability. Self-efficacy estimates and achievement were higher for the concrete tasks than for the formal tasks and higher for the formal tasks than for the postformal tasks. In general, students tended to overestimate their abilities to carry out the concrete, formal, and postformal tasks. Results support the study's working hypothesis that intellectual development continues for some students during the college years, that a postformal level of intellectual development exists, and that reasoning ability is a primary factor influencing both self-efficacy and achievement. Student overestimation of their abilities may contribute to complacency, lack of effort, and to less than optimal achievement. Consequently, it may be advantageous early in the semester to provide students with particularly challenging tasks that "shock" them out of their complacency and perhaps increase their effort, their reasoning skills, and their achievement. 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 706,724, 2007 [source]


Learning from inquiry-based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2003
Carolyn S. Wallace
The use of inquiry-based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an inquiry-based laboratory experience. Using interpretive data analysis, the five students' conceptual ecologies, learning beliefs, and science epistemologies were explored. Findings indicated that students with constructivist learning beliefs tended to add more meaningful conceptual understandings during inquiry labs than students with positivist learning beliefs. All students improved their understanding of experiment in biology. Implications for the teaching of biology labs are discussed. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 986,1024, 2003 [source]


Integrating pharmacology topics in high school biology and chemistry classes improves performance

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2003
Rochelle D. Schwartz-Bloom
Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 922,938, 2003 [source]


What do medical students read and why?

MEDICAL EDUCATION, Issue 8 2000
A survey of medical students in Newcastle-upon-Tyne, England
Objectives There is increasing interest in the role of medical humanities within the undergraduate curriculum, but we know little about medical students' views on this or about their reading habits. Our study explored the reading habits of medical students, and their attitudes towards literature and the introduction of humanities into the curriculum. Design Self-completion questionnaire survey. Setting Newcastle University and Medical School. Subjects All first-, second- and third-year undergraduate medical students (384), biology students (151) and a random sample of law students (137) were sent a self-completion questionnaire to assess reading levels, attitudes towards literature and the medical humanities (medical students) and the perceived benefits of reading. Results Medical students read widely beyond their course and articulate a range of benefits from this, including: increasing awareness of life outside their experience; introspection or inspiration; emotional responses; and stimulation of an interest in reading or literature. Of the medical students, 40% (103/258) read one or more fiction books per month, but 75% (193) read fewer non-curricular books since starting university, largely because of time pressures, work, study or academic pressures and restricted access to books. A total of 77% (194) thought that medical humanities should definitely or possibly be offered in the curriculum, but of these 73% (141) thought it should be optional and 89% (172) that it should not be examined. Conclusions Medical students read literature for a variety of very positive and valued reasons, but have found leisure reading harder to maintain since starting university. They support inclusion of the humanities in medical education, but have mixed views on how this should be done. [source]


A simple method for detecting genetically modified maize in common food products

BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION, Issue 1 2004
Chris Brinegar
Abstract A commercially available leaf DNA extraction and amplification kit has been adapted for the detection of genetically modified material in common food products containing maize. Amplification using published primer pairs specific for the Bacillus thuringiensis delta-endotoxin and maize invertase genes results in a 226-bp invertase PCR product in all samples (an internal positive control) plus a 184-bp product in samples that are genetically modified with the endotoxin gene. The ease and rapidity of DNA extraction and PCR make this exercise especially suitable for advanced-placement high school or lower division college biology students. [source]