Recent Research in Science Teaching and Learning.

The Current Insights feature is designed to introduce life-science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight recent large-scale studies from the K-12 literature that can inform undergraduate teaching. The first characterizes how the sense of belonging can influence whether students offer their ideas during class. The second explores the how instructor-student relationships can be leveraged to improve teaching. The third explores whether rubrics or exemplars are better at helping students develop quality feedback on their own writing.

Current Insights.

The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three recent studies from the fields of psychology and science, technology, engineering, and mathematics education that can inform life science education. The first characterizes how instructor beliefs about intelligence are communicated to students in the classroom. The second explores how instructor identity as a researcher may lead to different types of teaching identities. The third presents an alternative way to characterize students' success that is based in Latinx college student values.

Reusable period products: use and perceptions among young people in Victoria, Australia.

BACKGROUND: Reusable menstrual products have expanded the choices available for menstrual care and can offer long-term cost and environmental benefits. Yet, in high-income settings, efforts to support period product access focus on disposable products. There is limited research to understand young people's product use and preferences in Australia. METHODS: Quantitative and open-text qualitative data were collected through an annual cross-sectional survey of young people (aged 15-29) in Victoria, Australia. The convenience sample was recruited through targeted social media advertisements. Young people who reported menstruating in the past 6 months (n = 596) were asked questions about their menstrual product use, use of reusable materials, product priorities and preferences. RESULTS: Among participants, 37% had used a reusable product during their last menstrual period (24% period underwear, 17% menstrual cup, 5% reusable pads), and a further 11% had tried using a reusable product in the past. Reusable product use was associated with older age (age 25-29 PR = 3.35 95%CI = 2.09-5.37), being born in Australia (PR = 1.74 95%CI = 1.05-2.87), and having greater discretionary income (PR = 1.53 95%CI = 1.01-2.32). Participants nominated comfort, protection from leakage and environmental sustainability as the most important features of menstrual products, followed by cost. Overall, 37% of participants reported not having enough information about reusable products. Having enough information was less common among younger participants (age 25-29 PR = 1.42 95%CI = 1.20-1.68) and high school students (PR = 0.68 95%CI = 0.52-0.88). Respondents highlighted the need for earlier and better information, challenges navigating the upfront cost and availability of reusables, positive experiences with reusables, and challenges for use, including cleaning reusables and changing them outside the home. CONCLUSIONS: Many young people are using reusable products, with environmental impacts an important motivator. Educators should incorporate better menstrual care information in puberty education and advocates should raise awareness of how bathroom facilities may support product choice.

Trends in testing of sexually transmissible infections (STIs), sexual health knowledge and behaviours, and pornography use in cross-sectional samples of young people in Victoria, Australia, 2015-21.

BACKGROUND: Sexually transmissible infections (STI) are prevalent and increasing among young Australians. This study examined trends in STI testing, sexual health knowledge/behaviours, and pornography use in young people aged 15- 29years in Victoria, Australia between 2015 and 2021. METHODS: Seven online cross-sectional surveys were conducted in a convenience sample of young people, recruiting a total of 7014 participants (67% female). Logistic regression analyses determined trends over time in binary outcomes. RESULTS: There was a decrease in reports of lifetime vaginal sex over time, while lifetime anal sex remained stable. Among those who had ever had vaginal sex, results showed an increase in the use of long-acting reversible contraceptives on the last occasion of vaginal sex. There was no change in STI testing or condom use with all partner types. Knowledge of STIs and sexual health changed over time: the proportion knowing that chlamydia can make women infertile decreased over time, while knowledge that taking the pill does not reduce fertility increased. There was no change in pornography use after adjusting for demographic variables. CONCLUSIONS: Although uptake of long-acting contraceptives increased, STI knowledge and testing, as well as consistent condom use, remained low. Public health interventions should continue to address these critical components of STI prevention.

Research Anxiety Predicts Undergraduates' Intentions to Pursue Scientific Research Careers.

Undergraduate research is lauded as a high-impact practice owing to the array of benefits that students can reap from participating. One unexplored construct that may affect student intent to persist in research is research anxiety, defined as the sense of worry or apprehension associated with conducting research. In this study, we surveyed 1272 undergraduate researchers across research-intensive, master's-granting, and primarily undergraduate institutions to assess the relationship among student demographics, research anxiety, and intent to pursue a research career. Using structural equation modeling, we identified that women and students with higher grade point averages (GPAs) were more likely to report higher levels of research anxiety compared with men and students with lower GPAs, respectively. Additionally, research anxiety was significantly and negatively related to student intent to pursue a research-related career. We coded students' open-ended responses about what alleviates and exacerbates their anxiety and found that experiencing failure in the context of research and feeling underprepared increased their research anxiety, while a positive lab environment and mentor-mentee relationships decreased their anxiety. This is the first study to examine undergraduate anxiety in the context of research at scale and to establish a relationship between research anxiety and students' intent to persist in scientific research careers.

Tonight, I'm disordered eating: The effects of food delivery app use, loneliness, and mood on daily body dissatisfaction and disordered eating urges.

With the recent proliferation of food delivery applications ('apps'; FDAs), accessing a meal is more convenient and immediate than ever. However, these apps may foster dysregulated eating behaviours, including maladaptive eating to cope with negative emotional states. Using ecological momentary assessment (EMA), the current study assessed whether FDA use at baseline predicted levels of EMA-assessed disordered eating urges and body dissatisfaction, whether negative mood and loneliness impacted disordered eating urges and body dissatisfaction at the state level, and whether the latter relationships were moderated by FDA usage frequency. Participants (N = 483; 78.7% women; 20.1% men; 1.2% other) completed a baseline questionnaire and were characterised as current FDA users (49.3%) or non-users (50.7%). Participants then completed a smartphone-facilitated investigation into their experiences of loneliness, negative mood, body dissatisfaction, and disordered eating urges, six times per day for 7-days. Across the entire sample, current FDA users at baseline reported greater EMA-assessed urges to overeat. At the state level, loneliness and negative mood predicted greater body dissatisfaction, with the latter also predicting greater urges for restrictive eating and overeating. Among current FDA users at baseline, at the state level, loneliness predicted greater body dissatisfaction, and negative mood predicted greater body dissatisfaction and urges for overeating. No moderating effects were observed for baseline FDA usage frequency. These results elucidate FDA use and daily experiences of loneliness and negative mood as factors elevating eating disorder (ED)-related risk. Further extensions of this research with nuanced measures of state FDA use are required.

"It's completely erasure": A Qualitative Exploration of Experiences of Transgender, Nonbinary, Gender Nonconforming, and Questioning Students in Biology Courses.

Biology is the study of the diversity of life, which includes diversity in sex, gender, and sexual, romantic, and related orientations. However, a small body of literature suggests that undergraduate biology courses focus on only a narrow representation of this diversity (binary sexes, heterosexual orientations, etc.). In this study, we interviewed students with queer genders to understand the messages about sex, gender, and orientation they encountered in biology and the impact of these messages on them. We found five overarching themes in these interviews. Students described two narratives about sex, gender, and orientation in their biology classes that made biology implicitly exclusionary. These narratives harmed students by impacting their sense of belonging, career preparation, and interest in biology content. However, students employed a range of resilience strategies to resist these harms. Finally, students described the currently unrealized potential for biology and biology courses to validate queer identities by representing the diversity in sex and orientation in biology. We provide teaching suggestions derived from student interviews for making biology more queer-inclusive.

Recent Research in Science Teaching and Learning.

The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three recent studies from the fields of psychology and science, technology, engineering, and mathematics education that can inform life science education. The first assesses the impact of a novel study strategy: having students deliberately make mistakes and correct them. The second encourages educators to think more carefully about the impact of different types of interest on student learning. The third reminds us of the impact of personal beliefs in diversity, equity, and inclusion efforts.

The Effects of Appearance-Based Comments and Non-Appearance-Based Evaluations on Body Dissatisfaction and Disordered Eating Urges: An Ecological Momentary Assessment Study.

The current study used ecological momentary assessment (EMA) to investigate whether appearance-based comments, social and performance-based evaluations affected levels of body dissatisfaction (BD) and urges to engage in disordered eating behaviors (DE) throughout daily life. A total of 620 participants completed a baseline questionnaire assessing sociodemographic variables. Participants then downloaded a mobile app which alerted them to complete short surveys assessing their levels of BD, DE urges, and experiences of receiving comments and evaluations six times per day for 7 days. Negative appearance-based comments predicted greater levels of state BD, while positive appearance comments predicted lower levels of state BD. Negative social and performance-based evaluations predicted an increase in state BD, while positive evaluations predicted a decrease in this outcome variable. No significant predictor was found for the DE urge outcomes. The present findings suggest that receiving negative and positive feedback in various domains of one's life may predict opposite outcomes for body image. However, these effects do not necessarily associate with urges to engage in DE in a nonclinical population.

Love me Tinder: The effects of women's lifetime dating app use on daily body dissatisfaction, disordered eating urges, and negative mood.

Dating apps may potentially serve as an environment that subjects young women to the harmful effects of appearance-related pressure. The current study assessed for the first time whether women's dating app use predicted body dissatisfaction (BD), urges to engage in disordered eating (DE), and negative mood in daily life. We also examined the unique effects of women's dating app partner preferences (i.e., seeking idealised versus non-idealised physical characteristics) on the aforementioned outcomes, and whether appearance-based rejection sensitivity (appearance-RS) moderated the effects of dating app use. Participants (N = 296; 100% women) first completed a baseline survey assessing lifetime dating app usage (i.e., current or former usage), partner preferences, and appearance-RS, followed by a 7-day smartphone-facilitated ecological investigation into momentary experiences of BD, DE urges (i.e., binge-eating/purging, dietary restraint, and exercise), and negative mood. Ninety-four women (32%) reported lifetime dating app usage, which, relative to non-use, predicted greater daily urges for binge-eating/purging and negative mood. However, appearance-RS failed to moderate these effects. Among dating app users, partner preferences were not a significant predictor of the central outcomes. These findings extend previous research by examining the unique effects of dating app use on everyday BD, DE urges, and negative mood. Replication and extension are encouraged.

Talking Science: Undergraduates' Everyday Conversations as Acts of Boundary Spanning That Connect Science to Local Communities.

Biologists produce knowledge that can be applied to both global and personal challenges. Thus, communicating this knowledge to the general public is becoming increasingly important. One way information can move between different communities is through boundary spanners. Boundary spanners are individuals embedded in both communities who can communicate information known by one community to the other. We explore whether undergraduate biology majors can act as boundary spanners connecting their biology departments to laypeople in their personal networks. We conducted 20 interviews with upper-division first-generation college students at a large Hispanic-serving institution. These students were engaging in everyday conversations about science with people in their personal networks. They engaged in behaviors that characterize boundary spanners: translating scientific language into more common language and knowledge building, that is, providing background concepts that community members need to understand a topic. Finally, students were sometimes perceived as credible resources and sometimes were not. We explore some of the causes of this variation. The boundary spanning of undergraduates could help address one of the major challenges facing the scientific community: spreading the use of scientific knowledge in personal and policy decision making.

Current Insights.

The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three recent studies from the fields of psychology and higher education that can inform practices in the life sciences. The first is a synthesis paper that builds a unifying framework for the diverse activities that fall under the umbrella term "active learning." This paper emphasizes a novel aspect of the active-learning classroom: student agency. The second paper employs an underutilized framework in biology education research, quantitative critical theory, to explore why faculty-student interactions may not be universally beneficial. The third paper explores how valuing relationships can keep first-generation college students from reaching out for help when they need it. Together, these last two papers help researchers understand the perceived costs and benefits of seeking help from faculty.

Meta-analysis of Gender Performance Gaps in Undergraduate Natural Science Courses.

To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity.

Recent Research in Science Teaching and Learning.

The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three that explore how different types of stress can produce different educational outcomes, how studying by writing questions can improve performance, and how faculty beliefs about intelligence can influence students' interest in and evaluation of a course.

Recent Research in Science Teaching and Learning.

The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three studies drawing on psychology and learning sciences to understand how to increase student motivation to engage in scientific writing, how drawing can enhance learning, and whether spacing, or distributed practice, matters in actual classes.

Fourteen Recommendations to Create a More Inclusive Environment for LGBTQ+ Individuals in Academic Biology.

Individuals who identify as lesbian, gay, bisexual, transgender, queer, and otherwise nonstraight and/or non-cisgender (LGBTQ+) have often not felt welcome or represented in the biology community. Additionally, biology can present unique challenges for LGBTQ+ students because of the relationship between certain biology topics and their LGBTQ+ identities. Currently, there is no centralized set of guidelines to make biology learning environments more inclusive for LGBTQ+ individuals. Rooted in prior literature and the collective expertise of the authors who identify as members and allies of the LGBTQ+ community, we present a set of actionable recommendations to help biologists, biology educators, and biology education researchers be more inclusive of individuals with LGBTQ+ identities. These recommendations are intended to increase awareness of LGBTQ+ identities and spark conversations about transforming biology learning spaces and the broader academic biology community to become more inclusive of LGBTQ+ individuals.

Recent Research in Science Teaching and Learning.

The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one exploring classroom talk and how it impacts conceptual learning; one identifying a unique influence on evolution acceptance: statistical understanding; and the last a genetics lesson that reduces racial bias.

Recent Research in Science Teaching and Learning.

The Current Insights feature is designed to introduce life science educators and researchers to current articles of interest in other social science and education journals. In this installment, I highlight three diverse research studies: one exploring what researchers actually mean when they talk about relevance; one describing the relationships between instructor mindset about intelligence and performance gaps in the classroom; and the last describing a novel short intervention to reduce student's perceptions of costs.

Defining and Measuring Students' Interest in Biology: An Analysis of the Biology Education Literature.

Understanding how students develop biology interests and the roles interest plays in biology contexts could help instructors and researchers to increase science, technology, engineering, and mathematics students' motivation and persistence. However, it is currently unclear how interest has been defined or measured in the biology education research literature. We analyzed this body of literature to determine how interest has been defined and used by the biology education research community. Specifically, we determined the extent to which previously published work drew on theories that conceptualize interest. Further, we identified studies that measured student interest in biology and characterized the types of measures used. Our findings indicate that biology education researchers typically describe interest as a relationship involving positive feelings between an individual and a physical object, activity, or topic of focus. We also found that interest is often not defined, theories involving interest are not often consulted, and the most common measures of interest only assess a single aspect of the construct. On the basis of these results, we make suggestions for future research seeking to examine biology students' interest. We hope that this analysis can serve as tool for biology educators to improve their own investigations of students' interest and measure outcomes of interest-generating educational activities.

True Grit: Passion and persistence make an innovative course design work.

Our first two experiments on adapting a high-structure course model to an essentially open-enrollment university produced negative or null results. Our third experiment, however, proved more successful: performance improved for all students, and a large achievement gap that impacted underrepresented minority students under traditional lecturing closed. Although the successful design included preclass preparation videos, intensive active learning in class, and weekly practice exams, student self-report data indicated that total study time decreased. Faculty who have the grit to experiment and persevere in making evidence-driven changes to their teaching can reduce the inequalities induced by economic and educational disadvantage.