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

Jasti, Chandana; Hug, Barbara; Waters, Jillian L.; Whitaker, Rachel J.

doi:10.1525/abt.2014.76.9.6

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…The implementation of SJG and JG in Embryology course plays a direct role in improving cooperative skills and student achievement (Haviz, 2015(Haviz, , 2016. The principles of cooperative learning that are applied in small groups (Bellanca et al, 2010;Slavin, 2014), provide more space for students to take on the role and work together as a learner (Cetindamar & Hopkins, 2008;Jasti et al, 2014). Social interactions that occur in learning activities affect how students master the material (Pang, Lau, Seah, Cheong, & Low, 2018;Shin, Lee, & Ha, 2017).…”

Section: Figure 2 Cooperative Of Student Skills On Embryology Coursementioning

confidence: 99%

“…(Oakes, Hegedus, Ollerenshaw, Drury, and Ritchie, 2019) found that the jigsaw method increases knowledge about anatomy by involving group work, peer-led learning, minimal supervision, and leads to increased student performance and learning motivation. While other research also reports that various biology topics such as ecology (Asshoff, Düsing, Winkelmann, & Hammann, 2019;Smith & Chang, 2005), microbiology (Jasti, Hug, Waters, & Whitaker, 2014), anatomy (Koprowski & Perigo, 2000), biology developmental (Haviz, 2015) that are taught with jigsaw have a positive impact on students' understanding, interest in learning, and thinking ability including cognitive (Bennett, 2016) and metacognitive awareness (Palennari, 2016).…”

Section: Introductionmentioning

confidence: 99%

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Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

Haviz

Lufri

2019

JPBI

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Subject jigsaw has been identified as one of alternative model to teach difficult materials such as embryology. This study aimed to analyze the impact of the subject jigsaw model on students’ achievement. This quasi-experimental study employed post-test only control group design. As many as 84 students from the fifth semester in Biology Department of IAIN Batusangkar were involved as the sample. They were grouped in three classes which were taught using subject jigsaw model, jigsaw model, and conventional (control). The instruments were observation sheet and test. The cooperative skills and student learning outcome data were analyzed using ANOVA and least significance difference (LSD). The results showed that cooperative skills of students, at beginner, intermediate, and advanced levels, who learn with subject jigsaw are higher than those learning with successive Jigsaw of 3.10, 3.21, and 2.99. Furthermore, the students’ learning outcomes, who taught with subject jigsaw were significantly different from other treatments (F = 28.590; p-value < 0.05). Based on the LSD results showed that the students achievement on subject jigsaw model was better than the others. Thus, subject jigsaw model is recommended to implement in embryology course.

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Section: Figure 2 Cooperative Of Student Skills On Embryology Coursementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

Haviz

Lufri

2019

JPBI

View full text Add to dashboard Cite

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Is being familiar with biodiversity related to reasoning about ecology?

Hartley

Doherty

et al. 2018

Ecosphere

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Many science educators believe that student recognition of biodiversity is an important precursor to discovering patterns and understanding processes that define and shape ecological systems. We investigated (1) the total number, taxonomic categories, specificity, and diversity of backyard organisms that middle (MS) and high school (HS) students and teachers named, (2) how the number, specificity, and diversity of organisms that students and teachers named related to their overall performance on an ecology learning progression assessment, and (3) the types of information students used to sort and group organisms. Our sample population included 264 MS students, 374 HS students, and 108 teachers in five U.S. states (California, Colorado, Maryland, Michigan, and New York). We found that students were more likely to name vertebrates than plants or microorganisms, while teachers were more likely to name vertebrate and plants than microorganisms. Teachers named a higher total number (richness) and diversity of organisms and named more organisms in specific (e.g., bull snake) than general taxonomic categories (e.g., snake) than did students. Individual performance on the ecology learning progression assessment was positively correlated to the total number (richness), diversity, and specificity of organisms that students and teachers could name. The types of information students invoked to group organisms together varied by question context. Most students invoked information related to form/outward traits, habitat, function (e.g., decomposer), and taxa (e.g., fungi, plant, animal). Notably, some students invoked ideas about evolutionary relationships among organisms. This work corroborates previous findings about student familiarity with biodiversity and provides preliminary evidence that familiarity with local biodiversity is linked to reasoning about ecology.

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Teaching-learning: a mutual exchange between high school and graduate students in the field of microbiology

Crispim

Vaz

Pereira

et al. 2020

FEMS Microbiology Letters

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The teaching-learning process becomes more attractive when practical classes are used as part of methodological tools. Aiming (i) to stimulate the interest of high school students in the microbiological world and (ii) to provide didactic experience for microbiology graduate students, practical classes were undertaken. These classes were carried out during 2016 and 2017 using the infrastructure at Universidade Federal de Viçosa. Briefly, laboratory classes were prepared and taught by microbiology graduate students and an evaluation questionnaire was answered by the participants after the classes. Approximately 95% of high school students, from both years, evaluated the experience outside the school routine as very good and good; in detail, 90.09% (2016) and 100% (2017) of graduate students evaluated this experience as very good and good. The relationship between high school and graduate students also increased the curiosity of the former regarding the university environment. Accordingly, information retention regarding the ‘microbiology world’ was verified after 1 year and the students were able to remember important terms related to the microbiology class. In addition, this work allowed graduate and high school students to build a closer relationship and created an excellent teaching-learning strategy for both.

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

Cited by 5 publications

References 17 publications

Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

Implementing of subject jigsaw learning model and its impact on students’ achievement in Embryology course

Is being familiar with biodiversity related to reasoning about ecology?

Teaching-learning: a mutual exchange between high school and graduate students in the field of microbiology

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