33 results match your criteria American Biology Teacher[Journal]

  • Page 1 of 1

New Approaches in Cancer Biology Can Inform the Biology Curriculum.

Am Biol Teach 2018 Mar;80(3):168-174

Students tend to be very interested in medical issues that affect them and their friends and family. Using cancer as a hook, the ART of Reproductive Medicine: Oncofertility curriculum (free, online, and NIH sponsored) has been developed to supplement the teaching of basic biological concepts and to connect biology and biomedical research. This approach allows integration of up-to-date information on cancer and cancer treatment, cell division, male and female reproductive anatomy and physiology, cryopreservation, fertility preservation, stem cells, ethics, and epigenetics into an existing biology curriculum. Read More

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http://dx.doi.org/10.1525/abt.2018.80.3.168DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5878053PMC

A Card-Sorting Activity to Engage Students in the Academic Language of Biology.

Am Biol Teach 2017 Mar;79(3):233-237

Clinical Associate Professor, Department of Curriculum and Instruction, College of Education, University of Illinois at Urbana-Champaign, MC 708, 1310 S. Sixth St., Champaign, IL 61820, USA.

The activity described in this article is designed to provide biology students with opportunities to engage in a range of academic language as they learn the discipline-specific meanings of the terms "drug," "poison," "toxicant," and "toxin." Although intended as part of an introductory lesson in a comprehensive unit for the high school level, this approach to teaching academic language can be adapted for use with older or younger students and can be modified to teach other terms. Read More

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http://dx.doi.org/10.1525/abt.2017.79.3.233DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5751943PMC

Socratic Seminar with Data: A Strategy to Support Student Discourse and Understanding.

Am Biol Teach 2017 Aug 8;79(6):492-495. Epub 2017 Aug 8.

GSEO;

A Socratic seminar can be a powerful tool for increasing students' ability to analyze and interpret data. Most commonly used for text-based discussion, we found that using Socratic seminar to engage students with data contributes to student understanding by allowing them to reason through and process complex information as a group. This approach also provides teachers with insights about student misconceptions and understanding of concepts by listening to the student-driven discussion. Read More

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http://dx.doi.org/10.1525/abt.2017.79.6.492DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5685530PMC

Creating a Reliable, Cost-Effective ELISA Simulation.

Am Biol Teach 2017 Apr;79(4):301-304

Assistant Scientist at the Children's Health Research Center, Sanford Research, 2301 East 60th Street North, Sioux Falls, SD 57104.

The enzyme-linked immunosorbent assay (ELISA) is a fundamental laboratory technique with direct applications across scientific research and clinical diagnostics as well as everyday life. Unfortunately, many challenges exist that inhibit both its introduction and implementation in the high school biology classroom. We present a reliable yet inexpensive way of effectively simulating this assay, allowing student exposure to several advanced topics, including immunodetection, clinical diagnostics, and qualitative and quantitative colorimetric analysis. Read More

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http://dx.doi.org/10.1525/abt.2017.79.4.301DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5640158PMC
April 2017
1 Read

The Exposome: A New Frontier for Education.

Am Biol Teach 2016 09;78(7):542-548

Division of Pulmonary, Allergy and Critical Care Medicine, School of Medicine, Emory University, Atlanta, GA.

The historic debate of nature vs. nurture has emerged as a central yin-yang of contemporary health and disease research. The Human Genome Project provided the capability to define the nature of an individual by one's genetic sequence. Read More

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http://dx.doi.org/10.1525/abt.2016.78.7.542DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5578422PMC
September 2016
2 Reads

"Touching Triton": Building Student Understanding of Complex Disease Risk.

Am Biol Teach 2016 01;78(1):15-21

HudsonAlpha Institute for Biotechnology, 601 Genome Way, Huntsville, AL 35806.

Life science classrooms often emphasize the exception to the rule when it comes to teaching genetics, focusing heavily on rare single-gene and Mendelian traits. By contrast, the vast majority of human traits and diseases are caused by more complicated interactions between genetic and environmental factors. Research indicates that students have a deterministic view of genetics, generalize Mendelian inheritance patterns to all traits, and have unrealistic expectations of genetic technologies. Read More

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http://dx.doi.org/10.1525/abt.2016.78.1.15DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5287419PMC
January 2016

Integrating the Dimensions of NGSS within a Collaborative Board Game about Honey Bees.

Am Biol Teach 2016 Nov-Dec;78(9):755-763

Department of Curriculum and Instruction in the College of Education at UIUC and the Principal Investigator of Project NEURON and Impact on Science Education.

The current reform in U.S. science education calls for the integration of three dimensions of science learning in classroom teaching and learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. Read More

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http://dx.doi.org/10.1525/abt.2016.78.9.755DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5161416PMC
December 2016
1 Read

The Bio Bay Game: Three-Dimensional Learning of Biomagnification.

Am Biol Teach 2016 Nov-Dec;78(9):748-754

Clinical Associate Professor in the Department of Curriculum and Instruction, College of Education, University of Illinois, MC 708, 1310 S. Sixth St., Champaign, IL 61820, USA.

Pressing concerns about sustainability and the state of the environment amplify the need to teach students about the connections between ecosystem health, toxicology, and human health. Additionally, the Next Generation Science Standards call for three-dimensional science learning, which integrates disciplinary core ideas, scientific practices, and crosscutting concepts. The Bio Bay Game is a way to teach students about the biomagnification of toxicants across trophic levels while engaging them in three-dimensional learning. Read More

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http://dx.doi.org/10.1525/abt.2016.78.9.748DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5161412PMC
December 2016
4 Reads

Lights, Chemicals, Action: Studying Red Worms' Responses to Environmental Contaminants.

Am Biol Teach 2016 Sep;78(7):591-598

School of Education, University of Wisconsin-Milwaukee, Milwaukee, WI 53201.

We have developed an experimental module that introduces high school students to guided scientific inquiry. It is designed to incorporate environmental health and ecological concepts into the basic biology or environmental-science content of the high school curriculum. Using the red worm, a familiar live species that is amenable to classroom experimentation, students learn how environmental agents affect the animal's locomotion by altering sensory neuron-muscle interactions and, as a result, influence its distribution in nature. Read More

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http://dx.doi.org/10.1525/abt.2016.78.7.591DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6028194PMC
September 2016
14 Reads

Of Heart & Kidneys: Hands-On Activities for Demonstrating Organ Function & Repair.

Authors:
Robert M Kao

Am Biol Teach 2014 Oct;76(8):559-562

Center for Developmental Biology and Regenerative Medicine, Seattle Children's Research Institute, 1900 Ninth Ave., M/S JMB-5, Seattle, WA 98101. or .

A major challenge in teaching organ development and disease is deconstructing a complex choreography of molecular and cellular changes over time into a linear stepwise process for students. As an entry toward learning developmental concepts, I propose two inexpensive hands-on activities to help facilitate learning of (1) how to identify defects in heart and kidneys and (2) what evolutionarily conserved strategies from organ development can be applied to understand how to repair these defects. The ease of assembling these activities, combined with traffic flow as a metaphor for physiological function of heart and kidneys, provides students the opportunity to explore and discover biological concepts in organ formation and disease. Read More

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http://dx.doi.org/10.1525/abt.2014.76.8.10DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4582784PMC
October 2014

How Do Small Things Make a Big Difference? Activities to Teach about Human-Microbe Interactions.

Am Biol Teach 2014 Nov;76(9):601-608

Department of Microbiology, University of Illinois, 601 S. Goodwin Ave., Urbana, IL 61801. ( ).

Recent scientific studies are providing increasing evidence for how microbes living in and on us are essential to our good health. However, many students still think of microbes only as germs that harm us. The classroom activities presented here are designed to shift student thinking on this topic. Read More

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http://dx.doi.org/10.1525/abt.2014.76.9.6DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4266583PMC
November 2014

A Bioinformatics Module for Use in an Introductory Biology Laboratory.

Am Biol Teach 2012 May;74(5):318-322

ADRIENE ALAIE is Assistant Professor of Biological Sciences at Hunter College of the City University of New York, 695 Park Ave., Room 818N, New York, NY 10065, where VIRGINIA TELLER is Professor and Chair of Computer Sciences and WEI-GANG QIU is Associate Professor of Biological Sciences.

Since biomedical science has become increasingly data-intensive, acquisition of computational and quantitative skills by science students has become more important. For non-science students, an introduction to biomedical databases and their applications promotes the development of a scientifically literate population. Because typical college introductory biology laboratories do not include experiences of this type, we present a bioinformatics module that can easily be included in a 90-minute session of a biology course for both majors and non-majors. Read More

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http://dx.doi.org/10.1525/abt.2012.74.5.6DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6186437PMC

Partnership for Research & Education in Plants (PREP): Involving High School Students in Authentic Research in Collaboration with Scientists.

Am Biol Teach 2011 Mar;73(3)

Biology teacher and Ph.D. candidate in molecular and cellular biology at the University of Arizona, Life Sciences South no. 210, PO Box 210106, Tucson, AZ 85721-0106.

A partnership between scientists, high school teachers, and their students provides authentic research experiences to help students understand the nature and processes of science. The Partnership for Research and Education in Plants (PREP) engages students in a large-scale genomics research project using classroom-tested protocols that can help to find the function of a disabled gene in the widely studied plant Arabidopsis thaliana. Here, we describe the framework of PREP in the classroom within the context of the Read More

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http://dx.doi.org/10.1525/abt.2011.73.3.4DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3856900PMC
March 2011
1 Read

Use of the gl1 Mutant & the CA-rop2 Transgenic Plants of Arabidopsis thaliana in the Biology Laboratory Course.

Authors:
Zhi-Liang Zheng

Am Biol Teach 2006 Nov;68(9):e148-e153

Zhi-Liang Zheng is Assistant Professor of Plant Cellular Signaling, Department of Biological Sciences, Lehman College, City University of New York, Bronx, NY 10468; e-mail: .

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http://dx.doi.org/10.1662/0002-7685(2006)68[e148:UOTGMT]2.0.CO;2DOI Listing
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1945212PMC
November 2006

How can plants tell which way is up?

Am Biol Teach 2000 Jan;62(1):59-63

Botany, Miami University, Oxford, OH 45056, USA.

Many people think of plants as essentially sessile organisms that do not actively respond to their environment. What could be further from the truth! In fact, plants are capable of a variety of movements, including the dramatic nastic responses (such as Venus fly trap closure) and the less sensational tropisms. These latter movements are directed growth responses to some type of external stimulus such as gravity (gravitropism, formerly known as geotropism) or light (phototropism). Read More

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http://dx.doi.org/10.1662/0002-7685(2000)062[0059:HCPTWW]2.0.CO;2DOI Listing
January 2000
1 Read

The origins of life--a status report.

Authors:
G F Joyce L E Orgel

Am Biol Teach 1998 Jan;60(1):10-2

Department of Chemistry, Scripps Research Institute, La Jolla, CA 92037, USA.

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January 1998
2 Reads

Animals in education: are we prisoners of false sentiment?

Am Biol Teach 1993 May;55(5):276-80

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May 1993
2 Reads

Genetic engineering: a lesson on bioethics for the classroom.

Am Biol Teach 1991 May;53(5):294-7

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May 1991
2 Reads

What's a nice biology teacher like you doing teaching humanities?

Authors:
Carol A Biermann

Am Biol Teach 1990 Nov-Dec;52(8):487-90

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September 1998
1 Read

The evolutionary sequence: origin and emergences.

Authors:
S W Fox

Am Biol Teach 1986 Mar;48(3):140-9, 169

Institute for Molecular and Cellular Evolution, Univ. of Miami, Coral Gables, FL 33134, USA.

The evolutionary sequence is being reexamined experimentally from a "Big Bang"origin to the protocell and from the emergence of protocell and variety of species to Darwin's mental power (mind) and society (The Descent of Man). A most fundamentally revisionary consequence of experiments is an emphasis on endogenous ordering. This principle, seen vividly in ordered copolymerization of amino acids, has had new impact on the theory of Darwinian evolution and has been found to apply to the entire sequence. Read More

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Those deceptively simple postulates of Professor Robert Koch.

Authors:
J Lennox

Am Biol Teach 1985 ;47:216-21

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November 1986

How roots perceive and respond to gravity.

Authors:
R Moore

Am Biol Teach 1984 May;46(5):257-65

During their growth and development, plants exhibit several types of tropisms and movements (e.g., epinasty, circumnutation, gravitropism, phototropism). Read More

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IVF--in vitro fertilization.

Authors:
George H Kieffer

Am Biol Teach 1980 Apr;42(4):211-218, 231

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Science forum II: bioethics.

Am Biol Teach 1979 Apr;41(4):234-237, 256

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April 1979
1 Read

Can bioethics be taught?

Authors:
George H Kieffer

Am Biol Teach 1979 Mar;41(3):176-80

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Recombinant DNA: history of the controversy.

Am Biol Teach 1979 ;41:480-3, 491

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Bioethics: a rationale and a model.

Am Biol Teach 1978 Feb;40(2):85-90, 107

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February 1978

The perils of knitting new life.

Authors:
Marc Lappé

Am Biol Teach 1977 Apr;39(4):200-206, 210

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April 1977
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A survey of bioethics courses in U.S. colleges and universities.

Authors:
Jon R Hendrix

Am Biol Teach 1977 Feb;39(2):85-87, 92

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February 1977

The quality of life for the world's population: a unit on bioethics.

Am Biol Teach 1976 May;38(5):292-4

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Human genetic engineering: a survey of student value stances.

Am Biol Teach 1975 Dec;37(9):522-7

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December 1975
3 Reads
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