scholarly journals Student-produced video of role-plays on topics in cell biology and biochemistry: A novel undergraduate group work exercise

2019 ◽  
Author(s):  
Paul W. Young ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Cooperative Learning ◽  
Group Work ◽  
Cell Biology ◽  
Role Play ◽  
Life Sciences ◽  
Protein Translation ◽  
Role Playing ◽  
Problem Solving Skills

Group work or cooperative learning is a form of active learning that has potential benefits that extend beyond just being an alternative or improved way of learning course material. For example, Shimazoe and Aldrich (2010) identified six proposed benefits of active learning to students, namely (1) promoting deep learning, (2) helping students earn higher grades, (3) teaching social skills & civic values, (4) teaching higher order thinking skills, (5) promoting personal growth and (6) developing positive attitudes toward autonomous learning. There is evidence for the effectiveness of role-plays both in achieving learning outcomes (Azman, Musa, & Mydin, 2018; Craciun, 2010; Latif, Mumtaz, Mumtaz, & Hussain, 2018; McSharry & Jones, 2000; Yang, Kim, & Noh, 2010), but also in developing desirable graduate attributes such as teamwork, communication and problem solving skills [4]. The importance of such skills is widely touted by employers of science graduates, sometimes more so than discipline-specific knowledge, arguing in favour of the incorporation of role-plays and other forms of cooperative learning into undergraduate science curricula. Role-playing is probably not as widely used in the physical and life sciences as it is in other academic disciplines. In science the most obvious role-play scenarios in which students play the roles of people might be in examining historical figures at the centre of famous scientific discoveries or debates (Odegaard, 2003). In addition, role-plays fit well at the interface between science and other discipline when exploring ethical, legal or commercial implications of scientific discoveries(Chuck, 2011). However, to apply role-play to core topics in science or mathematics the roles that must be played are not those of people but rather of things like particles, forces, elements, atoms, numbers, laws, equations, molecules, cells, organs and so on. The learning scenarios for science-based roleplays in which the characters represented are not people are less obvious, probably explaining why the use of role-plays in science education is less common. Nevertheless, focusing on the life sciences, role-plays in which the characters are organelles in a cell or enzymes involved in fundamental cellular processes like DNA replication, RNA transcription and protein translation have been described for example (Cherif, Siuda, Dianne M. Jedlicka, & Movahedzadeh, 2016; Takemura & Kurabayashi, 2014). The communication of discipline-specific templates and successful models for the application of role-playing in science education is likely to encourage their wider adoption. Here I describe a videoed group role-play assignment that has been developed over a ten-year period of reflective teaching practice. I suggest that this model of videoed group role-plays is a useful cooperative learning format that will allow learners to apply their varied creativity and talents to exploring and explaining diverse scientific topics while simultaneously developing their teamwork skills.

scholarly journals CBE—Life Sciences Education: the story of a “great journal scientists might be caught reading”

2018 ◽  
Vol 29 (22) ◽  
pp. 2611-2613 ◽  
Author(s):  
Erin L. Dolan
Keyword(s):  
Science Education ◽  
Cell Biology ◽  
Life Sciences ◽  
Biology Education ◽  
Scientific Society ◽  
Education Journal ◽  
American Society ◽  
Excellence In Science

How did a moderately sized scientific society create what many consider to be the leading journal in biology education? As Editor-in-Chief of the education journal of the American Society for Cell Biology (ASCB), CBE—Life Sciences Education ( LSE) and recipient of the 2018 Bruce Alberts Award for Excellence in Science Education, I tell the story of the establishment, growth, and impact of ASCB’s “other journal.”

scholarly journals PERANAN MEDIA INTERAKTIF DALAM PERCAKAPAN BAHASA INGGRIS DENGAN MENGGUNAKAN METODE ROLE PLAY (LOKASI : SMP NEGERI 7 TANJUNG BALAI)

2019 ◽  
Vol 2 (1) ◽  
pp. 59-64
Author(s):  
Cecep Maulana ◽  
Iin Almeina Lubis ◽  
Ramadhani Ramadhani
Keyword(s):  
Active Learning ◽  
Role Play ◽  
Interactive Media ◽  
Role Playing ◽  
Learning Activity ◽  
Function Structure ◽  
Target Culture

Abstract: This study aims to obtain (1) using role play to improve the students’ conversation for Class XI-5 of SMP Negeri 7 Tanjung Balai; (2) The form of learning activity for communicating in daily conversation by using the interactive media; (3) system of conversation learning in dialogue by using role play; and (4) the increase of students’ skills to practice English by using the interactive media. such as: video, picture from CD for communicating in the conversation and then students tried to practice english and used the expression in the classroom with the simple topic. Then used to provide speaking practice but can also develop listening. we can use conversation to introduce and practice a function, structure, or vocabulary, and to illustrate degrees of politeness, levels of formality, and values and attitudes of the target culture. We can also work with students to analyze written dialogues for any of these materials. conversations are useful for listening to and practicing pronunciation, intonation, and other phonological. result this training is also expected to provide motivation to learners in terms of active learning, innovative and creative. Keywords: Interactive media, English conversation, Role playing method  Abstrak: penelitian ini bertujuan untuk memperoleh (1) penggunaan role playing atau bermain peran untuk meningkatan percakapan siswa XI-5 SMP Negeri 7 Tanjung Balai; (2) bentuk dari kegiatan pembelajaran untuk berkomunikasi dalam percakapan sehari – hari dengan menggunakan media interaktif; (3) sistem pembelajaran percakapan dalam dialog dengan menggunakan bermain peran; dan (4) peningkatan keterampilan siswa untuk berlatih bahasa inggris dengan menggunakan media interaktif seperti video, gambar dari CD untuk berkomunikasi dalam percakapan dan kemudian siswa mencoba untuk berlatih bahasa inggris dan menggunakan ekspresi di kelas dengan topik sederhana. Kemudian digunakan untuk memberikan latihan berbicara tetapi juga dapat mengembangkan dalam sesi mendengarkan. Kita dapat menggunakan percakapan untuk memperkenalkan dan fungsi mempraktikkan, struktur, atau kosa kata, dan untuk menggambarkan tingkat kesopanan , tingkat formalitas, dan nilai – nilai pencapaian sikap dan budaya. Kita juga dapat bekerja dengan siswa untuk menganalisis dialog tertulis untuk semua materi ini. percakapan berguna untuk mendengarkan dan mempraktikkan pengucapan, intonasi, dan phonologi. Hasil pelatihan ini juga diharapkan dapat memberikan motivasi kepada peserta didik dalam hal pembelajaran aktif, inovatif dan kratif. Kata kunci: Media interaktif, Percakapan Bahasa Inggris, Metode bermain peran 

scholarly journals EMPATHY DEVELOPMENT WITH ACTIVE LEARNING FOR STUDENTS IN CLASS V ELEMENTARY SCHOOL

2020 ◽  
Vol 1 (3) ◽  
pp. 232
Author(s):  
Nina Nurhasanah ◽  
Zulela Zulela ◽  
Etin Solihatin
Keyword(s):  
Elementary School ◽  
Active Learning ◽  
Group Work ◽  
Qualitative Method ◽  
Document Analysis ◽  
Role Playing ◽  
Learning Activities ◽  
Class V ◽  
Data Collection Process ◽  
Observation Results

The research aims to know the learning process with active learning in developing empathy for class V students in elementary school. There are two research participants: SD Laboratory of PGSD FIP UNJ and SD Budi Wanita in Setiabudi Jakarta Indonesia. Research methods use a naturalistic qualitative method. The data collection process is doing by observation, interviews, and document analysis. The observation results analyzed by focused observation, taxonomy analysis, selected observation, component analysis, and theme analysis. The validity of the data is doing by extension of participation, the persistence of observation, and triangulation. The findings suggest that grade V students in elementary school have been able to develop empathy. The strategies that teachers do in active learning to develop empathy in the form of role-playing, Jigsaw, discussion, group work, and use games performed on early activities, core activities, and end-of-learning activities. Using active learning in learning in class V in elementary school can develop students ' empathy.

Which forms of active learning are most effective: Cooperative learning, writing-to-learn, multimedia instruction, or some combination?

2017 ◽  
Vol 3 (4) ◽  
pp. 257-271 ◽  
Author(s):  
Jeremy E. Sawyer ◽  
Rita Obeid ◽  
Dennis Bublitz ◽  
Anna M. Schwartz ◽  
Patricia J. Brooks ◽  
...  
Keyword(s):  
Active Learning ◽  
Cooperative Learning ◽  
Writing To Learn ◽  
Multimedia Instruction

scholarly journals Crosstalk between the mTOR and DNA Damage Response Pathways in Fission Yeast

Cells ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 305
Author(s):  
John-Patrick Alao ◽  
Luc Legon ◽  
Charalampos Rallis
Keyword(s):  
Dna Damage ◽  
Fission Yeast ◽  
Dna Damage Response ◽  
Cell Biology ◽  
Environmental Changes ◽  
Energy Levels ◽  
Protein Translation ◽  
Mtor Pathway ◽  
Age Related ◽  
Damage Response

Cells have developed response systems to constantly monitor environmental changes and accordingly adjust growth, differentiation, and cellular stress programs. The evolutionarily conserved, nutrient-responsive, mechanistic target of rapamycin signaling (mTOR) pathway coordinates basic anabolic and catabolic cellular processes such as gene transcription, protein translation, autophagy, and metabolism, and is directly implicated in cellular and organismal aging as well as age-related diseases. mTOR mediates these processes in response to a broad range of inputs such as oxygen, amino acids, hormones, and energy levels, as well as stresses, including DNA damage. Here, we briefly summarize data relating to the interplays of the mTOR pathway with DNA damage response pathways in fission yeast, a favorite model in cell biology, and how these interactions shape cell decisions, growth, and cell-cycle progression. We, especially, comment on the roles of caffeine-mediated DNA-damage override. Understanding the biology of nutrient response, DNA damage and related pharmacological treatments can lead to the design of interventions towards improved cellular and organismal fitness, health, and survival.

THE NATURE-BASED SOCIAL-EMOTIONAL APPROACH AND SCIENCE EDUCATION FOR ELEMENTARY SCHOOL CHILD: A NECESSARY RELATION

2021 ◽  
Vol 12 (1) ◽  
pp. 60-66
Author(s):  
Svetlana Angelova ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Learning Environment ◽  
Primary School ◽  
School Child ◽  
Added Value ◽  
Elementary School Child ◽  
Modern Vision ◽  
Primary School Age ◽  
Emotional Approach

The article presents the Nature-based socio-emotional approach and science education for primary school child as a necessary relation on two levels. At the conceptual level the approach is analysed through the prism of the cumulative effects of nature and society to the cognitive and socio-emotional development of the child’s personality: in primary school age cognitive and emotional-volitional mental processes are socially predetermined and have the essence of a result. At the applied level, the Nature-based socio-emotional approach is analysed through active learning in nature as an authentic learning environment – the focus is on the acquisition of knowledge, the formation of cognitive and socio-emotional skills to overcome consumer culture and sustainable development of nature. In this regard, the effects of active learning are viewed in sync with the learning environment, which collectively generate added value to learning and become a kind of „key“ to creating a modern vision of science education in primary school today .

scholarly journals Educational puzzles for understanding gastrointestinal physiology.

1999 ◽  
Vol 276 (6) ◽  
pp. S1 ◽  
Author(s):  
C M Bailey ◽  
C T Hsu ◽  
S E DiCarlo
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Active Learning ◽  
Small Group ◽  
Deductive Reasoning ◽  
Group Discussion ◽  
Small Group Discussion ◽  
Educational Tools ◽  
Problem Solving Skills ◽  
Gastrointestinal Physiology

We developed four innovative, creative, and fun educational tools to promote active learning, enhance problem-solving skills, and encourage small group discussion. Furthermore, the tools encourage deductive reasoning and critical thinking rather than passive memorization of material. The tools include crossword puzzles, hidden messages, word scrambles, and word searches. These tools were developed using two computer programs: the Crossword Construction Kit and The New Puzzle Factory. Instructors are encouraged to optimize the value of the tools by using the additional options presented at the end of each of the puzzles. The additional options encourage students to become active learners by creating their own tools. Although the principles of these four tools can be adapted to many disciplines, these specific games focused on gastrointestinal physiology. Our goal was to create tools that can be used either inside or outside the classroom to complement and enhance the lecture.

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