Transformative Interventions in Cell Biology: The Development and Use of Instructor/Student-Interactive Demonstrations of Key Cell Biology Concepts
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| Title: | Transformative Interventions in Cell Biology: The Development and Use of Instructor/Student-Interactive Demonstrations of Key Cell Biology Concepts |
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| Language: | English |
| Authors: | Prashanth Ramesh Rao, Ashok Belle Upadhyaya, Meera Nanjundan |
| Source: | International Journal of Teaching and Learning in Higher Education. 2023 35(2):219-237. |
| Availability: | International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Cytology, Biology, Science Instruction, Scientific Concepts, Teaching Methods, Learning Activities, Online Courses, Evidence Based Practice, Active Learning, Molecular Biology, Academic Persistence, Undergraduate Students, Career Choice, Student Research, Student Interests, Large Group Instruction, Genetics, Intervention, Teacher Student Relationship, Science Teachers, Transformative Learning |
| ISSN: | 1812-9129 |
| Abstract: | In Cell Biology, a sophomore/junior undergraduate-level high-enrollment core course, students areexpected to develop a broad and detailed understanding of the functioning of eukaryotic cells. Forexample, some of the more challenging biological concepts include machinery involved in thereplication and translational processes, protein trafficking/orientation in membranes, as well as bothG protein-coupled receptor and receptor tyrosine kinase signal transduction pathways. Inthis instructional article, we describe prior published reports of the use of interactive demonstrations of several of these key biological concepts in the classroom. Furthermore, we narrate our efforts tointegrate several of these disparate evidence-based techniques (EBTs) with supplementation of our own demonstrations into a common cell biology curriculum. We have adapted these EBTs to suit large lecture classrooms (200+) as well as extended it to an online course format. We expect the hands-onnature of these learning activities will facilitate active learning of these challenging concepts in the short-term, while helping narrow achievement gaps for marginalized students, increasing student retention in majors such as Cell and Molecular Biology, and lastly for enhancing student success inpost-graduate career goals over the long-term. Our overall goal is to share our own experiencesdeploying these approaches in-person and online that could potentially lead to a more widespreadadoption of these learning props in undergraduate cell biology education as well as to stimulate research interests in evaluating the effectiveness of this unique and expanded collection of prop demonstration activities for undergraduate cell biology courses. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1411959 |
| Database: | ERIC |
| Abstract: | In Cell Biology, a sophomore/junior undergraduate-level high-enrollment core course, students areexpected to develop a broad and detailed understanding of the functioning of eukaryotic cells. Forexample, some of the more challenging biological concepts include machinery involved in thereplication and translational processes, protein trafficking/orientation in membranes, as well as bothG protein-coupled receptor and receptor tyrosine kinase signal transduction pathways. Inthis instructional article, we describe prior published reports of the use of interactive demonstrations of several of these key biological concepts in the classroom. Furthermore, we narrate our efforts tointegrate several of these disparate evidence-based techniques (EBTs) with supplementation of our own demonstrations into a common cell biology curriculum. We have adapted these EBTs to suit large lecture classrooms (200+) as well as extended it to an online course format. We expect the hands-onnature of these learning activities will facilitate active learning of these challenging concepts in the short-term, while helping narrow achievement gaps for marginalized students, increasing student retention in majors such as Cell and Molecular Biology, and lastly for enhancing student success inpost-graduate career goals over the long-term. Our overall goal is to share our own experiencesdeploying these approaches in-person and online that could potentially lead to a more widespreadadoption of these learning props in undergraduate cell biology education as well as to stimulate research interests in evaluating the effectiveness of this unique and expanded collection of prop demonstration activities for undergraduate cell biology courses. |
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| ISSN: | 1812-9129 |
