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A Reading-Writing Assignment Based on Popular Literature To Enhance Learning about Microbiology.

ABSTRACT: In order to stimulate engagement in microbiology, a reading-writing assignment based on a narrative popular science book was created for a one-semester introductory microbiology course. In order to encourage critical thinking, students were required to formulate a question related to the book to research and report on. Active learning was supported by guidance and feedback at each stage of the assignment. The assignment components were graded according to a rubric based on the learning outcomes: reading comprehension, question formulation, literature research, synthesis, and written communication. Median scores for the assignment components indicated that students successfully demonstrated the learning outcomes. A question was included on the final examination, asking students to summarize their most important learning from the assignment. Qualitative analysis of the exam answers revealed a wide variety of lessons learned about the practical applications of microbiology. On average, students scored better on the assignment and the assignment-related exam question than on the final exam. There was no significant correlation between a student's performance on the final exam and their performance on either of the assignment-related assessments, suggesting that the assignment benefited students regardless of their exam-taking capability. According to surveys administered at the end of the introductory microbiology course and again when students were enrolled in a senior microbiology course, a strong majority of students found the reading-writing assignment to be engaging and informative. This assignment may be modified in various ways in order to suit the needs of other courses.

SUBMITTER: O'Connor T

PROVIDER: S-EPMC6508906 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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A Reading-Writing Assignment Based on Popular Literature To Enhance Learning about Microbiology.

O'Connor Tracy T

Journal of microbiology & biology education 20190426 1

In order to stimulate engagement in microbiology, a reading-writing assignment based on a narrative popular science book was created for a one-semester introductory microbiology course. In order to encourage critical thinking, students were required to formulate a question related to the book to research and report on. Active learning was supported by guidance and feedback at each stage of the assignment. The assignment components were graded according to a rubric based on the learning outcomes: ...[more]

PMID: 31160935

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Project description:PurposeTo investigate the effect of reading or writing on a smartphone in terms of intraocular pressure (IOP) changes.DesignProspective, comparative case series.ParticipantsThirty-nine (39) healthy young (age < 40) volunteers.MethodsThe participants were requested to conduct standardized work (i.e., read a sample text on single mobile device and subsequently type it on the same device) under daylight [300 lux] and low-light [100 lux] conditions independently on consecutive days. On each day, three sets of IOP measurements (total: 7) using a rebound tonometer (iCare PRO; Tiolat, Helsinki, Finland) were performed: (1) pre-work (baseline) [2 measurements], (2) during smartphone work [5, 15, and 25 minutes], and (3) post-work [5 and 15 minutes].Main outcome measuresChanges in IOP at different check-out points.ResultsUnder the daylight condition, the mean baseline IOP was 13.7 ± 1.8 mmHg, and the mean IOP increased after 5 minutes of work (14.1 ± 1.8 mmHg; +2.0 ± 1.9%; P < 0.001). When the smartphone work lasted for 15 minutes, the IOP showed a further significant increase (15.5 ± 1.7 mmHg; +12.9 ± 4.4%; P < 0.001), which persisted over the course of the 25 minutes of smartphone work (15.3 ± 1.8 mmHg; +11.1 ± 3.9%; P < 0.001); then, after stopping work for 5 minutes, the IOP was restored (13.9 ± 1.7 mmHg; +0.9 ± 2.1%; P = 0.220). Under the low-light condition, the mean IOP was significantly increased immediately after 5 minutes of smartphone work (from 13.9 ± 1.9 to 15.6 ± 1.8 mmHg; +12.1 ± 4.8%; P < 0.001); this IOP increase continued: 17.3 ± 1.9 [+24.7 ± 10.3%] at 15 minutes' work, and 17.0 ± 1.7 mmHg [+23.1 ± 9.5%] at 25 minutes' work (P < 0.001 at both check-out points). Five minutes after stopping the smartphone work, interestingly, the IOP significantly dropped, to a level even lower than that of the pre-work (12.8 ± 1.9 mmHg; -8.1 ± 3.0%; P < 0.001), and at post-work 15 minutes, the IOP returned to the baseline (13.9 ± 1.8 mmHg; -0.3 ± 2.6%; P = 0.360).ConclusionsIn healthy young subjects, reading or writing on smartphone significantly increased IOP, and the changes of IOP were faster and greater under the low-light condition. Smartphone users who are concerned about IOP fluctuation are advised to (1) take a break if they read or write on smartphone for more than 5 minutes, and (2) avoid using smartphones wherever possible in dark places.

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A Reading-Writing Assignment Based on Popular Literature To Enhance Learning about Microbiology.

Publications

A Reading-Writing Assignment Based on Popular Literature To Enhance Learning about Microbiology.

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