Relationships between Prediction Accuracy, Metacognitive Reflection, and Performance in Introductory Genetics Students.

Cognitive scientists have previously shown that students' perceptions of their learning and performance on assessments often do not match reality. This process of self-assessing performance is a component of metacognition, which also includes the practice of thinking about one's knowledge and identifying and implementing strategies to improve understanding. We used a mixed-methods approach to investigate the relationship between students' perceptions of their performance through grade predictions, their metacognitive reflections after receiving their grades, and their actual performance during a semester-long introductory genetics course.

Challenges facing interdisciplinary researchers: Findings from a professional development workshop.

Interdisciplinary research is the synergistic combination of two or more disciplines to achieve one research objective. Current research highlights the importance of interdisciplinary research in science education, particularly between educational experts within a particular science discipline (discipline-based education researchers) and those who study human learning in a more general sense (learning scientists). However, this type of interdisciplinary research is not common and little empirical evidence exists that identifies barriers and possible solutions.

Learning Analytics to Assess Beliefs about Science: Evolution of Expertise as Seen through Biological Inquiry.

Epistemological beliefs about science (EBAS) or beliefs about the nature of science knowledge, and how that knowledge is generated during inquiry, are an essential yet difficult to assess component of science literacy. Leveraging learning analytics to capture and analyze student practices in simulated or game-based authentic science activities is a potential avenue for assessing EBAS. Our previous work characterized inquiry practices of experts and novices engaged in simulated authentic science inquiry and suggested that practices may reflect EBAS.

Undergraduate Biology Education Research Gordon Research Conference: A Meeting Report.

The 2019 Undergraduate Biology Education Research Gordon Research Conference (UBER GRC), titled "Achieving Widespread Improvement in Undergraduate Education," brought together a diverse group of researchers and practitioners working to identify, promote, and understand widespread adoption of evidence-based teaching, learning, and success strategies in undergraduate biology. Graduate students and postdocs had the additional opportunity to present and discuss research during a Gordon Research Seminar (GRS) that preceded the GRC. This report provides a broad overview of the UBER GRC and GRS and highlights major themes that cut across invited talks, poster presentations, and informal discussions.

Practical Strategies for Collaboration across Discipline-Based Education Research and the Learning Sciences.

Rather than pursue questions related to learning in biology from separate camps, recent calls highlight the necessity of interdisciplinary research agendas. Interdisciplinary collaborations allow for a complicated and expanded approach to questions about learning within specific science domains, such as biology. Despite its benefits, interdisciplinary work inevitably involves challenges.

Research Resource: The Dexamethasone Transcriptome in Hypothalamic Embryonic Neural Stem Cells.

Exposure to excess glucocorticoids during fetal development has long-lasting physiological and behavioral consequences, although the mechanisms are poorly understood. The impact of prenatal glucocorticoids exposure on stress responses in juvenile and adult offspring implicates the developing hypothalamus as a target of adverse prenatal glucocorticoid action. Therefore, primary cultures of hypothalamic neural-progenitor/stem cells (NPSCs) derived from mouse embryos (embryonic day 14.

Science classroom inquiry (SCI) simulations: a novel method to scaffold science learning.

Science education is progressively more focused on employing inquiry-based learning methods in the classroom and increasing scientific literacy among students. However, due to time and resource constraints, many classroom science activities and laboratory experiments focus on simple inquiry, with a step-by-step approach to reach predetermined outcomes. The science classroom inquiry (SCI) simulations were designed to give students real life, authentic science experiences within the confines of a typical classroom.

Minireview: the impact of antenatal therapeutic synthetic glucocorticoids on the developing fetal brain.

The life-threatening, emotional, and economic burdens of premature birth have been greatly alleviated by antenatal glucocorticoid (GC) treatment. Antenatal GCs accelerate tissue development reducing respiratory distress syndrome and intraventricular hemorrhage in premature infants. However, they can also alter developmental processes in the brain and trigger adverse behavioral and metabolic outcomes later in life.

Caveolin-1 regulates genomic action of the glucocorticoid receptor in neural stem cells.

While glucocorticoids (GCs) are used clinically to treat many conditions, their neonatal and prenatal usage is increasingly controversial due to reports of delayed adverse outcomes, especially their effects on brain development. Such alterations may reflect the impact of GCs on neural progenitor/stem cell (NPSC) function. We previously demonstrated that the lipid raft protein caveolin-1 (Cav-1) was required for rapid GC signaling in embryonic mouse NPSCs operating through plasma membrane-bound glucocorticoid receptors (GRs).