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 |
|---|---|
| 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 |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwG0StJ0_5xJVN0nOmODhNlKAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNwzWbTXE-wAFkezkgIBEICBm7S7eFHMfzmSJ4Qwxh70zE3XSf_22-AWtcBMQTdCM9Eh3znK33wy51kb8p9UL21GbYHREDiJRqvy9TjDHys0Vy_g4rCITSG6k2nQyTFHXJqaJl7_fX6as0cVzo0Ey5j-J19uuc9n9GpyGz9M28Kvb2hu2HGHgGHKmRiUl7MOV3cvLGyEv3FALcwdh3bjrpRWeywrlG3EGROwzn7o Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1411959 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Transformative Interventions in Cell Biology: The Development and Use of Instructor/Student-Interactive Demonstrations of Key Cell Biology Concepts – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Prashanth+Ramesh+Rao%22">Prashanth Ramesh Rao</searchLink><br /><searchLink fieldCode="AR" term="%22Ashok+Belle+Upadhyaya%22">Ashok Belle Upadhyaya</searchLink><br /><searchLink fieldCode="AR" term="%22Meera+Nanjundan%22">Meera Nanjundan</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Teaching+and+Learning+in+Higher+Education%22"><i>International Journal of Teaching and Learning in Higher Education</i></searchLink>. 2023 35(2):219-237. – Name: Avail Label: Availability Group: Avail Data: International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2023 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Cytology%22">Cytology</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Concepts%22">Scientific Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Molecular+Biology%22">Molecular Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Large+Group+Instruction%22">Large Group Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1812-9129 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1411959 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 219 Subjects: – SubjectFull: Cytology Type: general – SubjectFull: Biology Type: general – SubjectFull: Science Instruction Type: general – SubjectFull: Scientific Concepts Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Learning Activities Type: general – SubjectFull: Online Courses Type: general – SubjectFull: Evidence Based Practice Type: general – SubjectFull: Active Learning Type: general – SubjectFull: Molecular Biology Type: general – SubjectFull: Academic Persistence Type: general – SubjectFull: Undergraduate Students Type: general – SubjectFull: Career Choice Type: general – SubjectFull: Student Research Type: general – SubjectFull: Student Interests Type: general – SubjectFull: Large Group Instruction Type: general – SubjectFull: Genetics Type: general – SubjectFull: Intervention Type: general – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Science Teachers Type: general – SubjectFull: Transformative Learning Type: general Titles: – TitleFull: Transformative Interventions in Cell Biology: The Development and Use of Instructor/Student-Interactive Demonstrations of Key Cell Biology Concepts Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Prashanth Ramesh Rao – PersonEntity: Name: NameFull: Ashok Belle Upadhyaya – PersonEntity: Name: NameFull: Meera Nanjundan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2023 Identifiers: – Type: issn-electronic Value: 1812-9129 Numbering: – Type: volume Value: 35 – Type: issue Value: 2 Titles: – TitleFull: International Journal of Teaching and Learning in Higher Education Type: main |
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