Literature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education Researchers.

To frame their work, biology education researchers need to consider the role of literature reviews, theoretical frameworks, and conceptual frameworks as critical elements of the research and writing process. However, these elements can be confusing for scholars new to education research. This Research Methods article is designed to provide an overview of each of these elements and delineate the purpose of each in the educational research process. We describe what biology education researchers should consider as they conduct literature reviews, identify theoretical frameworks, and construct conceptual frameworks. Clarifying these different components of educational research studies can be helpful to new biology education researchers and the biology education research community at large in situating their work in the broader scholarly literature.

Navigating Tensions of Research and Teaching: Biology Graduate Students' Perceptions of the Research-Teaching Nexus within Ecological Contexts.

Graduate students represent both a significant component of the instructional team for biology departments as well as being students themselves learning to become academics. However, little is known about how biology graduate students perceive the relationships among their academic roles, particularly research and teaching. The present study used a cross-sectional survey to elicit the perceptions biology graduate students hold about the relationship between research and teaching. This work is an important first step in understanding the socialization processes of graduate students. Findings indicated that the majority of biology graduate students (65.5% of n = 255) hold synergistic perceptions of research and teaching. This is in spite of the mixed messages that biology graduate students hear about this relationship, including both "Teaching detracts from research" and "Teaching supports research." Findings from this study have implications for multiple stakeholders in graduate education, including professional developers who need to be cognizant of the messages that are received and internalized by biology graduate students while engaged in professional development opportunities. Results also suggest that work is needed to address how messages are prioritized and internalized during graduate school.

Prevailing Questions and Methodologies in Biology Education Research: A Longitudinal Analysis of Research in CBE-Life Sciences Education and at the Society for the Advancement of Biology Education Research.

Biology education research (BER) is a growing field, as evidenced by the increasing number of publications in CBE-Life Sciences Education ( LSE) and expanding participation at the Society for the Advancement of Biology Education Research (SABER) annual meetings. To facilitate an introspective and reflective discussion on how research within LSE and at SABER has matured, we conducted a content analysis of LSE research articles ( n = 339, from 2002 to 2015) and SABER abstracts ( n = 652, from 2011 to 2015) to examine three related intraresearch parameters: research questions, study contexts, and methodologies. Qualitative data analysis took a combination of deductive and inductive approaches, followed by statistical analyses to determine the correlations among different parameters. We identified existing research questions, study contexts, and methodologies in LSE articles and SABER abstracts and then compared and contrasted these parameters between the two data sources. LSE articles were most commonly guided by descriptive research questions, whereas SABER abstracts were most commonly guided by causal research questions. Research published in LSE and presented at SABER both prioritize undergraduate classrooms as the study context and quantitative methodologies. In this paper, we examine these research trends longitudinally and discuss implications for the future of BER as a scholarly field.

Biology graduate teaching assistants as novice educators: Are there similarities in teaching ability and practice beliefs between teaching assistants and K-12 teachers?

Biology graduate teaching assistants (GTAs) are a critical instructional group in the successful implementation of classroom reform efforts in higher education. Despite this, little is known about effective Teaching Professional Development (TPD) of this largely novice instructor group. This Idea to explore article proposes that a comparison of what we already know about novice K-12 science teachers beliefs about teaching and learning might inform future research into GTA TPD. As such, data related to teaching ability and practice beliefs is provided to compare and contrast these constructs in GTA and novice K-12 teacher groups. © 2018 International Union of Biochemistry and Molecular Biology, 47(1):51-57, 2018.

Modeling Late-Summer Distribution of Golden Eagles (Aquila chrysaetos) in the Western United States.

Increasing development across the western United States (USA) elevates concerns about effects on wildlife resources; the golden eagle (Aquila chrysaetos) is of special concern in this regard. Knowledge of golden eagle abundance and distribution across the western USA must be improved to help identify and conserve areas of major importance to the species. We used distance sampling and visual mark-recapture procedures to estimate golden eagle abundance from aerial line-transect surveys conducted across four Bird Conservation Regions in the western USA between 15 August and 15 September in 2006-2010, 2012, and 2013. To assess golden eagle-habitat relationships at this scale, we modeled counts of golden eagles seen during surveys in 2006-2010, adjusted for probability of detection, and used land cover and other environmental factors as predictor variables within 20-km2 sampling units randomly selected from survey transects. We found evidence of positive relationships between intensity of use by golden eagles and elevation, solar radiation, and mean wind speed, and of negative relationships with the proportion of landscape classified as forest or as developed. The model accurately predicted habitat use observed during surveys conducted in 2012 and 2013. We used the model to construct a map predicting intensity of use by golden eagles during late summer across our ~2 million-km2 study area. The map can be used to help prioritize landscapes for conservation efforts, identify areas where mitigation efforts may be most effective, and identify regions for additional research and monitoring. In addition, our map can be used to develop region-specific (e.g., state-level) density estimates based on the latest information on golden eagle abundance from a late-summer survey and aid designation of geographic management units for the species.

Development of a Lac Operon Concept Inventory (LOCI).

Concept inventories (CIs) are valuable tools for educators that assess student achievement and identify misconceptions held by students. Results of student responses can be used to adjust or develop new instructional methods for a given topic. The regulation of gene expression in both prokaryotes and eukaryotes is an important concept in genetics and one that is particularly challenging for undergraduate students. As part of a larger study examining instructional methods related to gene regulation, the authors developed a 12-item CI assessing student knowledge of the lac operon. Using an established protocol, the authors wrote open-ended questions and conducted in-class testing with undergraduate microbiology and genetics students to discover common errors made by students about the lac operon and to determine aspects of item validity. Using these results, we constructed a 12-item multiple-choice lac operon CI called the Lac Operon Concept Inventory (LOCI), The LOCI was reviewed by two experts in the field for content validity. The LOCI underwent item analysis and was assessed for reliability with a sample of undergraduate genetics students (n = 115). The data obtained were found to be valid and reliable (coefficient alpha = 0.994) with adequate discriminatory power and item difficulty.

A Conceptual Framework for Graduate Teaching Assistant Professional Development Evaluation and Research.

Biology graduate teaching assistants (GTAs) are significant contributors to the educational mission of universities, particularly in introductory courses, yet there is a lack of empirical data on how to best prepare them for their teaching roles. This essay proposes a conceptual framework for biology GTA teaching professional development (TPD) program evaluation and research with three overarching variable categories for consideration: outcome variables, contextual variables, and moderating variables. The framework's outcome variables go beyond GTA satisfaction and instead position GTA cognition, GTA teaching practice, and undergraduate learning outcomes as the foci of GTA TPD evaluation and research. For each GTA TPD outcome variable, key evaluation questions and example assessment instruments are introduced to demonstrate how the framework can be used to guide GTA TPD evaluation and research plans. A common conceptual framework is also essential to coordinating the collection and synthesis of empirical data on GTA TPD nationally. Thus, the proposed conceptual framework serves as both a guide for conducting GTA TPD evaluation at single institutions and as a means to coordinate research across institutions at a national level.

Multiweek cell culture project for use in upper-level biology laboratories.

This article describes a laboratory protocol for a multiweek project piloted in a new upper-level biology laboratory (BIO 426) using cell culture techniques. Human embryonic kidney-293 cells were used, and several culture media and supplements were identified for students to design their own experiments. Treatments included amino acids, EGF, caffeine, epinephrine, heavy metals, and FBS. Students researched primary literature to determine their experimental variables, made their own solutions, and treated their cells over a period of 2 wk. Before this, a sterile technique laboratory was developed to teach students how to work with the cells and minimize contamination. Students designed their experiments, mixed their solutions, seeded their cells, and treated them with their control and experimental media. Students had the choice of manipulating a number of variables, including incubation times, exposure to treatment media, and temperature. At the end of the experiment, students observed the effects of their treatment, harvested and dyed their cells, counted relative cell numbers in control and treatment flasks, and determined the ratio of living to dead cells using a hemocytometer. At the conclusion of the experiment, students presented their findings in a poster presentation. This laboratory can be expanded or adapted to include additional cell lines and treatments. The ability to design and implement their own experiments has been shown to increase student engagement in the biology-related laboratory activities as well as develop the critical thinking skills needed for independent research.