Philosophy of Science Education
“You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.”
~Clay P. Bedford
Outline:
1. Introduction
2. Introductory Biology Series at Agnes Scott
3. Foundational Neuroscience Series at Agnes Scott: Cellular Neuroscience and Systems Neuroscience
4. Upper-Level Science Electives
5. Summary
1. Introduction
Science education should create curiosity in a student, and thus, create life-long students who think critically and actively engage in the challenges of their generation. Each well-planned science class and research lab should answer questions and in doing so, create even more questions and excite the mind in the process. Science is dynamic and requires a variety of tools and approaches to better understand a topic; science education is not any different. Requiring rote memorization does not reflect the nature, excitement, and curiosity of scientific discovery. Conversely, student-centered learning using varied teaching methods, assessments, and activities in the classroom and lab is an effective way to build and maintain students’ curiosity in biology.
Further, actively engaging students in a research program challenges students to develop scientific thinking, a skill that can transfer to any area of study. The ability to apply the scientific method is a skill set sought by leaders in a variety of fields, not just in science. By teaching all students to apply the scientific method to a proposed question, we are training them to be critical thinkers and confident leaders. This approach to science education is my opportunity to positively influence undergraduate students who may or may not continue in a career in science. Overwhelming evidence demonstrates that when students have small research projects on a definable question, their understanding of the scientific process and critical thinking skills are greatly enhanced. The earlier we can engage students in research, the better their educational experience and the more informed a decision they can make about career options in the future.
Biology offers a platform from which to discuss many global challenges. Should we use GMO’s to extinguish poverty? By creating super viruses, are we arming terrorists? What is Ebola? What is sustainable energy? And the list goes on. Through biology education, we begin to engage students on topics they will likely face again in their lifetime: aging parents/grandparents, addictive behaviors, sexual behavior, thinking and memory, how we learn, mood disorders, and diseases that have a burden on our health care system.
Classes in biology at the undergraduate level enhance the education of the students and shape them into deep thinkers, impacting our world for the better.
2. Introductory Biology Series at Agnes Scott
During my time at Agnes Scott, I have taught in the introductory series. Prior to the Fall 2014, the introductory Biology series included BIO 191, BIO 192, and BIO 210. In Fall 2012 and Fall 2013, I taught BIO 210 Scientific Inquiry and Communication and in Spring 2014, I taught BIO 192 Genetics and Molecular Biology – the molecular biology portion.
The Biology Department spent 2 years working on a new introductory series, BIO 110: Integrative Biology I & BIO 111: Integrative Biology II. The work to develop these new classes has been intense and time consuming. It has also been exciting and encouraging to invest time and energy into something we know to be necessary and better for our students.
As the introductory biology classes stood prior to Fall 2014, the classes were heavy in content, which resulted in some students dropping a science major and did not encourage non-majors to consider biology to fulfill a distributional requirement. These new classes are based on some key competencies and key concepts published by the National Science Foundation in a document called “Vision and Change” which examines undergraduate biology education. By focusing on key competencies and key concepts, the heavier content is left for the upper levels.
In BIO 110, we reminded students each lecture what the core concepts and competencies of the course were, and, at the end of each lecture, we asked them to identify concepts and competencies in that specific lecture material. We also track the concepts and competencies throughout the semester to ensure we are covering each of them.
Concepts: 1. Evolution 2. Structure and Function 3. Information flow, exchange, and storage 4. Pathways and transformations of energy and matter and 5. Systems
Competencies: 1. Ability to apply the process of science 2. Ability to use quantitative reasoning 3. Ability to use modeling and simulation 4. Ability to tap into the interdisciplinary nature of science 5. Ability to communicate and collaborate with other disciplines and 6. Ability to understand the relationship between science and society.
By incorporating some of the assignments of BIO 210 into our new BIO 110 and BIO 111, we can tie in the important assignments with some of the biology content we are teaching, giving the assignments more meaning. One example is that in BIO 210, students had to create a poster for a presentation, like the posters presented at SpARC. Students often struggled with this assignment because it was not tied to research or a lab that they were currently conducting. To incorporate the poster assignment, students in BIO 110 presented a poster of their lab data for the semester at the very end of their first semester. This assignment went well, and students learned how to create a poster and present a poster.
In BIO 210, students learned how to search for scientific articles, how to break down a scientific article, and how to identify the scientific method. In BIO 110, these assignments were part of the class to introduce the background for our lab experience. By introducing these skills first, and in the setting with relevant content, our goal is that students will learn how to search the scientific literature to educate themselves on the background to a science question throughout their education.
To assess my introductory biology, I examine the student’s ability to describe the data in a figure from a paper. The pre-assessment is an early version of this assignment within the first unit and the post-assessment is the final time they are asked to describe the data from the figure – a question on the final. They receive feedback on their initial draft. To improve their writing through the semester, we discuss various class assignments, we highlight examples of good and not good scientific writing, and students are able to make appointments to talk about their specific assignment. For both of these classes, I have seen consistent improvement in the scientific writing for 85% or more of the class.
Here is a summary of changes made to BIO 110 as we reflected on the content and delivery of the course.
Fall 2014 – the first year BIO 110 was offered:
· I wrote the lab material based on a lab used at another institution.
· I wrote the majority of the lectures that were used for that class ranging from lectures on genetics to evolution and population ecology.
· The department evaluated the textbook choice at the end of the semester.
Fall 2015
· I flipped a few of the lectures in my section. I selected lectures that contained content that was harder for our students and recorded those lectures for my students.
· I compared how my students performed on tests and quizzes for those sections to other classes that were not flipped.
Fall 2016
· I recorded all the lectures to be used for BIO 110. I worked with Dr. Dutton to develop hands-on activities that would reinforce the lecture material in an applied way.
· In early August 2016, Dr. Tsunekage and Dr. Levin joined the BIO 110 rotation and made many contributions to hands on activities. Dr. Tsunekage redeveloped the lab into a fantastic experience for the students.
· I worked with faculty in the Biology department to develop the materials used in BIO 110 Fall 2017 and Fall 2018.
Fall 2019
· I continued to teach in a flipped classroom format, utilizing in class activities and quizzes for assessing student understanding.
Fall 2020 – Online
· I continued to teach in a flipped classroom format, utilizing in class group activities and quizzes for assessing student understanding.
Fall 2021
· I continued to teach in a flipped classroom format, utilizing in class group activities and quizzes for assessing student understanding.
· We added reading primary literature and finding hidden figures to the group work.
Fall 2022
· I recommended that we use the online Mastering Biology component of our textbook for the in class work. This did not go well in our classes. It was not cost effective for many of our students, and we found that students were not gaining insight from the activities.
· We continued the primary literature assignments – with one article assigned per unit. We talked through some of the primary literature in class.
· I utilized a group assignment of creating concept maps that link together the information in various chapters.
Fall 2023
· I dropped the quizzes because they were no longer providing the feedback necessary. I want to explore other quiz format options for Fall 2024.
· We switched to in class, group work (in place of the online Mastering Biology) and found the students were more engaged and better prepared for the tests.
· I updated the concept map assignment (linking together the information in various chapters) making it an individual assignment.
3. Foundational Neuroscience Series at Agnes Scott: Cellular Neuroscience and Systems Neuroscience
The Neuroscience faculty concluded, based on current educational research in Neuroscience introductory classes, that the introductory series needed to focus on skills first and content second.
· Design an experiment, analyze the results, draw conclusions, and report on the research both with scientific writing and an oral presentation.
· Critically read and evaluate scientific literature.
· Utilize effective teamwork to problem solve in an inquiry-based research lab.
For both courses in the Introductory Neuroscience series, we have students read primary literature, present primary literature, design experiments based on primary literature and work in teams to develop novel experiments. For both courses, pre and post assessment of the content will be measured as well as a assessment of scientific writing by comparing an initial draft without feedback to the final draft after several rounds of feedback from the professor and peers.
In Fall 2016, Dr. Dutton and myself co-taught the first semester of the introductory neuroscience series (BIO/PSY 250, now 350). I have taught that class every semester I was not on leave since Fall 2016. In spring 2018, I co-taught BIO/PSY 251 (now 351) with Dr. Blatchley and have co-taught it every spring since then.
We have divided up the lecture material based on our own expertise. Co-teaching the lectures gives students access to both faculty members, allows us to increase the number of students enrolled in the class, and allows lecture material to be taught by the resident expert in that area. Reflecting on best practices for the lectures and the assignments as well as the lab design has held us responsible for continuing to better our own teaching practice. We keep running notes through the semester of what improvements we need to make for the following year.
The lab is a CURE (Curriculum based undergraduate research experience) for both 350 and 351. We teach our own lab sections for each of those courses with inquiry-based research. This type of lab, a true research experience, is the best education for our students. Students learn how to apply the scientific method to answer a question through research experience. Often, students have to adjust to the fact that the science experiments do not always follow the plan in the syllabus or that they may already be familiar with the technique but not the question. The process is rewarding but requires a lot of explanation.
In BIO/PSY 250 (now 350) and 251 (now 351), students are introduced to many heavy neuroscience topics. In the past, I have thought it would be helpful to have a “cliff notes” version of their introductory text book. To that end, during my pre-tenure leave, I wrote a book entitled “Neuroscience Basics: A guide to the Brain’s involvement in Everyday Activities” which was published by Academic Press. It is a short book written in non-jargon language to help anyone understand basic functions of the brain. The process of writing the book was very rewarding and allowed me reflection on my own personal teaching.
To assess these foundational courses, we examine scientific writing skills. The pre-assessment is an early draft of a part of the writing assignment and the post-assessment is the final draft. They receive feedback on their initial draft. To improve their writing through the semester, we discuss various class assignments, we highlight examples of good and not good scientific writing, and students are able to make appointments to talk about their specific assignment. For BIO/PSY 350, we assign a summary document that integrates all the lecture topics into a review of an assigned disease. For BIO/PSY 351, we assign a grant-preproposal to prepare students for the technical grant writing required in STEM.
4. Agnes Scott Upper-Level Science Classes
I have thoroughly enjoyed teaching the upper-level science classes in my schedule. They are challenging and highly rewarding. The material covered in my upper levels is well suited for me based on my training and experience. Much of my upper-level content is based on current research published in academic journals demonstrating that competencies are more important than strict memorization of content. As science and science education are ever changing, I am committed to understanding the evidence based best practices of science education and incorporating those into my classroom.
I focus on several scientific skills that will aid students in future scientific careers through the course material in my upper-level classes.
1. Read Primary Literature. The first is the ability to read scientific literature critically. Each week, students must read primary literature related to the lecture topic.
2. Present Primary Literature. With this primary literature, I also select groups to present the papers to help students develop scientific communication.
3. Write Scientifically. The final project in my upper levels is a writing project. In the past, some of the projects have been grant proposals styled after an NIH grant, scientific manuscripts, or a review article where the students explore the topic but from a novel perspective. Two of these reviews have been published in peer-reviewed journals. One of the reviews is under review. One of the reviews that was published was added to and became a book chapter! (Hyperlinks to the publications can be found here.)
Book Chapters
R. Frank, K. Edwards, J. Larimore. Chapter 19: Yoga and Pilates as Methods of Symptom Management in Multiple Sclerosis in: Watson RR, Killgore WDS, eds., Nutrition and Lifestyle in Neurological Autoimmune Diseases: Multiple Sclerosis. San Diego: Academic Press, 2017. Pp 189-194
Manuscripts in Peer-Reviewed Journals
Frank R and Larimore J. Yoga as a Method of Symptom Management in Multiple Sclerosis. Frontiers in Neurodegeneration, 30 April 2015 | http://dx.doi.org/10.3389/fnins.2015.00133.
Olivia Bello, Kelsey Blair, Christopher Chapleau and Jennifer L. Larimore. Is memantine a potential therapeutic for Rett Syndrome? Frontiers in Neurosciene. December 2013.
Molecular Biology (BIO 216, was BIO 316)
We focus on primary literature and how different molecular biology techniques are utilized in a wide variety of disciplines to explore multiple problems that are major burdens on society. This past year, I incorporated more social and ethical implications of molecular biology research. The students engaged eagerly in the class activities that explored the connections between society and the science we were studying. This class also explores primary literature with each assigned chapter and an article exploring the ethical implications to society when we apply a molecular biology technique that we covered in that chapter.
The lab associated with BIO 216 (was BIO 316) Molecular Biology is a CURE (Curriculum based undergraduate research experience). I guide students to develop unique, open-ended questions that we explore through the semester. As I continue to teach labs here at Agnes, I will continue to develop labs that utilize an open-ended approach, preparing students for real-world problem solving. Open-ended questions engage the students who take ownership over their project, strengthen the student’s critical thinking and leadership skills, and deepen the student’s understanding of science. More information on these experiences can be found here.
BIO 330, Diseases of the Nervous System
The students lead much of the discussion and we use a Google Outline of the chapter material to guide the discussion. Each student must contribute to the outline and must lead that portion of the discussion. Students also have primary literature assignments and writing assignments.
BIO 492, Senior Seminar
The first time I taught this I focused on learning and memory. The second time I taught Senior seminar, we focused on the various aspects of addiction. Last year, I taught a senior seminar on the scientific discoveries of the women who have won the Nobel Prize in a STEM field. Each senior seminar is different and constructed in a way to engage the students in higher order learning and further develop scientific skills, such as reading scientific literature and polished scientific communication.
To assess my upper-level classes, I measure scientific writing skills. The pre-assessment is an early draft of a part of the writing assignment and the post-assessment is the final draft. They receive feedback on their initial draft. To improve their writing through the semester, we discuss various class assignments, we highlight examples of good and not good scientific writing, and students are able to make appointments to talk about their specific assignment.
5. Summary
My classroom goals are to continue to educate our students in a respectful and engaging classroom. My classes engage the curious nature of students. I seek to remain dynamic and fluid, adapting with the ever-changing knowledge of the scientific world. I also strive to provide our students with life-long tools; technical writing, ability to work in groups, forming testable hypothesis from multiple background sources, solid study habits, and the ability to read technical papers. My classroom goals are to use the exciting nature of science to ignite curiosity in our students, creating a life-long student who will think critically about global problems and engage in the challenges that are present in our world.
