Misconceptions and persistence: resources for targeting student alternative conceptions in biotechnology.

Conceptual understanding and reasoning of nonscience major students enrolled in a course on biotechnology were evaluated before and after instruction. The instrument for analysis of student understanding was the Biotechnology Instrument for Knowledge Elicitation (BIKE). The BIKE targets 11 key concepts, as determined by experts in the field.

Genomes of ubiquitous marine and hypersaline Hydrogenovibrio, Thiomicrorhabdus and Thiomicrospira spp. encode a diversity of mechanisms to sustain chemolithoautotrophy in heterogeneous environments.

Chemolithoautotrophic bacteria from the genera Hydrogenovibrio, Thiomicrorhabdus and Thiomicrospira are common, sometimes dominant, isolates from sulfidic habitats including hydrothermal vents, soda and salt lakes and marine sediments. Their genome sequences confirm their membership in a deeply branching clade of the Gammaproteobacteria. Several adaptations to heterogeneous habitats are apparent.

Long-distance amplitude correlations in the high γ band reveal segregation and integration within the reading network.

Reading sentences involves a distributed network of brain regions acting in concert surrounding the left sylvian fissure. The mechanisms of neural communication underlying the extraction and integration of verbal information across subcomponents of this reading network are still largely unknown. We recorded intracranial EEG activity in 12 epileptic human patients performing natural sentence reading and analyzed long-range corticocortical interactions between local neural activations.

Development of embedded assessments for learning in biotechnology: results and design process for dissemination.

Embedded assessments, tasks within the context of instruction, can serve as important tools for improving teaching and learning. In this article, we report on the assessment design principles and a nine-step development model that guided the construction of innovative embedded assessments. Using multiple sources of data-expert reviews, a conceptual test blueprint, student interviews, focus group interviews, and student responses to assessments-we were able to analyze the extent to which our assessments align with research-based design principles.