"Deconstructing" scientific research: a practical and scalable pedagogical tool to provide evidence-based science instruction.
Ontology highlight
ABSTRACT:
SUBMITTER: Clark IE
PROVIDER: S-EPMC2796859 | biostudies-literature | 2009 Dec
REPOSITORIES: biostudies-literature
Publications
"Deconstructing" scientific research: a practical and scalable pedagogical tool to provide evidence-based science instruction.
Clark Ira E IE Romero-Calderón Rafael R Olson John M JM Jaworski Leslie L Lopatto David D Banerjee Utpal U
PLoS biology 20091222 12
Similar Datasets
Project description:The evolution of the next generation sequencing technology increases the demand for efficient solutions, in terms of space and time, for several bioinformatics problems. This paper presents a practical and easy-to-implement solution for one of these problems, namely, the all-pairs suffix-prefix problem, using a compact prefix tree. The paper demonstrates an efficient construction of this time-efficient and space-economical tree data structure. The paper presents techniques for parallel implementations of the proposed solution. Experimental evaluation indicates superior results in terms of space and time over existing solutions. Results also show that the proposed technique is highly scalable in a parallel execution environment.
| S-EPMC4417569 | biostudies-literature
Project description:Encouragement of students across all communities through scientific outreach programs is critical to engaging the next generation, exciting young minds to pursue careers in science and medicine. Herein, we present a uniquely structured and widely influential science outreach program. Founded in 2005, the Duke Chemistry Outreach (DCO) employs a pedagogical approach to outreach that aims to teach its audience a new scientific concept, while instilling a pure enjoyment of science. DCO has performed 583 events reaching over 70,000 participants throughout 2,270 hours, with the majority of events in Durham, the surrounding North Carolinian communities, and across 8 other states. The flexibility and diversity of this outreach program creates a framework amendable for others to adopt in both secondary and higher education settings.
| S-EPMC7188294 | biostudies-literature
Project description:New approaches for teaching and assessing scientific inquiry and practices are essential for guiding students to make the informed decisions required of an increasingly complex and global society. The Science Skills approach described here guides students to develop an understanding of the experimental skills required to perform a scientific investigation. An individual teacher's investigation of the strategies and tools she designed to promote scientific inquiry in her classroom is outlined. This teacher-driven action research in the high school biology classroom presents a simple study design that allowed for reciprocal testing of two simultaneous treatments, one that aimed to guide students to use vocabulary to identify and describe different scientific practices they were using in their investigations-for example, hypothesizing, data analysis, or use of controls-and another that focused on scientific collaboration. A knowledge integration (KI) rubric was designed to measure how students integrated their ideas about the skills and practices necessary for scientific inquiry. KI scores revealed that student understanding of scientific inquiry increased significantly after receiving instruction and using assessment tools aimed at promoting development of specific inquiry skills. General strategies for doing classroom-based action research in a straightforward and practical way are discussed, as are implications for teaching and evaluating introductory life sciences courses at the undergraduate level.
| S-EPMC3940468 | biostudies-literature
Project description:The "h index" proposed by Hirsch [Hirsch JE (2005) Proc Natl Acad Sci USA 102:16569-16573] is a good indicator of the impact of a scientist's research and has the advantage of being objective. When evaluating departments, institutions, or laboratories, the importance of the h index can be further enhanced when it is properly calibrated for the size of the group. Particularly acute is the issue of federally funded facilities whose number of actively publishing scientists frequently dwarfs that of academic departments. Recently, Molinari and Molinari [Molinari JF, Molinari A (2008) Scientometrics, in press] developed a methodology that shows that the h index has a universal growth rate for large numbers of papers, allowing for meaningful comparisons between institutions. An additional challenge when comparing large institutions is that fields have distinct internal cultures, with different typical rates of publication and citation; biology is more highly cited than physics, for example. For this reason, the present study has focused on the physical sciences, engineering, and technology and has excluded biomedical research. Comparisons between individual disciplines are reported here to provide a framework. Generally, it was found that the universal growth rate of Molinari and Molinari holds well across the categories considered, testifying to the robustness of both their growth law and our results. The goal here is to set the highest standard of comparison for federal investment in science. Comparisons are made of the nation's preeminent private and public institutions. We find that many among the national science facilities compare favorably in research impact with the nation's leading universities.
| S-EPMC2084276 | biostudies-literature
Project description:Curated undergraduate research experiences have been widely used at colleges and universities for decades to build student interest, technical preparation, and confidence in the pursuit of scientific careers. Educators often employ standardized survey instruments to evaluate learning outcomes for research experiences, but many of these assessments consider only technical skill development and career interests and are not rooted in discrete pedagogical theories. As higher education aims to create inclusive and equitable learning experiences for students, we argue that pedagogical assessment tools for undergraduate research experiences need to expand to consider outcomes such as increased science literacy, confidence in relational "soft" skills, and a sense of belonging to a community that values scientific inquiry. We report on and critique a survey instrument that uses validated metrics to evaluate student sense of belonging and the relational skills developed during an undergraduate research experience. We also provide a revised survey instrument that is founded in social and emotional learning principles and expectation disconfirmation theory. We describe best practices for remodeling the undergraduate research environment to prioritize these inclusive learning objectives alongside publishable research output that is sought by research advisors. Survey tools, like the one described here, are critical for helping colleges and universities train students in science while evolving to promote inclusivity, self-efficacy, and sense of belonging. Higher education programs will continue to produce scientists, but a focus on confidence-building and soft-skill development is essential for creating a general population that is scientifically literate and supportive and trusting of the scientific process.
| S-EPMC11910173 | biostudies-literature
Project description:The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices.
| S-EPMC5749969 | biostudies-literature
Project description:Plant diversity is currently being lost at an unprecedented rate, resulting in an associated decrease in ecosystem services. About a third of the world's vascular plant species face the threat of extinction due to a variety of devastating activities, including, over-harvesting and over exploitation, destructive agricultural and forestry practices, urbanization, environmental pollution, land-use changes, exotic invasive species, global climate change, and more. We therefore need to increase our efforts to develop integrative conservation approaches for plant species conservation. Botanical gardens devote their resources to the study and conservation of plants, as well as making the world's plant species diversity known to the public. These gardens also play a central role in meeting human needs and providing well-being. In this minireview, a framework for the integrated missions of botanical gardens, including scientific research, in/ex situ conservation, plant resource utilization, and citizen science are cataloged. By reviewing the history of the development of Kunming Botanical Garden, we illustrate successful species conservation approaches (among others, projects involving Camellia, Rhododendron, Magnolia, Begonia, Allium, Nepenthes, medicinal plants, ornamental plants, and Plant Species with Extreme Small Populations), as well as citizen science, and scientific research at Kunming Botanical Garden over the past 80 years. We emphasize that Kunming Botanical Garden focuses largely on the ex situ conservation of plants from Southwest China, especially those endangered, endemic, and economically important plant species native to the Yunnan Plateau and the southern Hengduan Mountains. We also discuss the future challenges and responsibilities of botanical gardens in a changing world, including: the negative effects of outbreeding and/or inbreeding depression; promoting awareness, study, and conservation of plant species diversity; accelerating global access to information about plant diversity; increasing capacity building and training activities. We hope this minireview can promote understanding of the role of botanical gardens.
| S-EPMC6137266 | biostudies-literature
Project description:Recent outbreaks of Zika, chikungunya and dengue highlight the importance of better understanding the spread of disease-carrying mosquitoes across multiple spatio-temporal scales. Traditional surveillance tools are limited by jurisdictional boundaries and cost constraints. Here we show how a scalable citizen science system can solve this problem by combining citizen scientists' observations with expert validation and correcting for sampling effort. Our system provides accurate early warning information about the Asian tiger mosquito (Aedes albopictus) invasion in Spain, well beyond that available from traditional methods, and vital for public health services. It also provides estimates of tiger mosquito risk comparable to those from traditional methods but more directly related to the human-mosquito encounters that are relevant for epidemiological modelling and scalable enough to cover the entire country. These results illustrate how powerful public participation in science can be and suggest citizen science is positioned to revolutionize mosquito-borne disease surveillance worldwide.
| S-EPMC5655677 | biostudies-literature
Project description:BackgroundResponsiveness to citizens as users of technological innovation helps motivate translational research and commercial engagement among academics. Yet, retaining citizen trust and support for research encourages caution in pursuit of commercial science.ObjectivesWe explore citizen expectations of the specifically academic nature of commercial science [i.e. academic entrepreneurship (AE)] and the influence of conflict of interest concerns, hopes about practical benefits and general beliefs.Design, setting and participantsWe conducted a cross-sectional national opinion survey of 1002 Canadians online in 2010.ResultsApproval of AE was moderate (mean 3.2/5, SD 0.84), but varied by entrepreneurial activity. Concern about conflict of interests (COI) was moderate (mean 2.9/5, SD 0.86) and varied by type of concern. An ordinary least-squares regression showed that expectations of practical benefits informed support for AE, specifically that academic-industry collaboration can better address real-world problems; conflict of interest concerns were insignificant.ConclusionsThese findings suggest that citizens support AE for its potential to produce practical benefits, but enthusiasm varies and is reduced for activities that may prioritize private over public interests. Further, support exists despite concern about COI, perhaps due to trust in the academic research context. For user engagement in research priority setting, these findings suggest the need to attend to the commercial nature of translational science. For research policy, they suggest the need for governance arrangements for responsible innovation, which can sustain public trust in academic research, and realize the practical benefits that inform public support for AE.
| S-EPMC5810666 | biostudies-literature
Project description:The number of biomedical sciences PhDs persisting in academic faculty careers has been declining. As one potential influence on trainees' intention to persist, we investigate the development of scientific communication (SC) skills, hypothesizing that attitudes and behaviors regarding scientific writing, speaking, and presenting predict academic research career intention, through science identity. After adapting a social-cognitive career theoretical model of SC to include science identity and mentor practices, we conducted a longitudinal survey of 185 doctoral and postdoctoral fellows. Structural equation modeling was used to examine relationships among SC productivity, SC self-efficacy, SC outcome expectations, mentor practices in SC, science identity, and research career intention. Results confirmed the overall model and revealed additional specific pathways: SC productivity and SC outcome expectations directly predicted career intention; SC productivity and mentor practices predicted science identity through SC self-efficacy. Demographic factors did not predict intention when controlling for SC variables. Findings support a model of SC skill development as a predictor of research career intention (R2 = .32). The finding that SC language use predicts science identity has important sociolinguistic implications. The key factors in this process are actionable at the trainee, mentor, and institutional levels, suggesting potential for SC interventions to increase career persistence.
| S-EPMC7029843 | biostudies-literature