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Lessons from Fundulus melanophores: integrative approach in biology education
Author(s) -
Hong Seung Mook
Publication year - 2017
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.31.1_supplement.576.44
Subject(s) - fundulus , killifish , physiology , theme (computing) , population , biology , class (philosophy) , mathematics education , psychology , computer science , fish <actinopterygii> , artificial intelligence , sociology , world wide web , demography , fishery
A three‐credit investigative physiology lab (Experimental Physiology, BISC316) is offered to biology upper classmen once they have completed the prerequisite lecture course, General Physiology (BISC306). This is a short‐term research course, and the main research theme revolves around physiological color change in animals with an emphasis on the role of dermal melanophores in killifish ( Fundulus heteroclitus ). After spending a half the semester on honing basic experimental skills, 3–4 students in groups address in a series of experiments their own research question on animal color changes based on experimental data in the literature. One purpose of this course is to provide a wet‐science research experience to a broader population in biology majors, which additionally satisfies a university requirement for “Discovery Learning Experience”. The dermal melanophores in Fundulus heteroclitus have been a useful model system for classroom research due to its fast time course for highly visual physiological responses along with a wealth of information in the literature. In addition, this physiological process can be tested at multiple levels from organism to tissue to cell, readily crossing over between disciplines in biology. Various hurdles in creating this inquiry‐based learning environment for class have been identified in the previous study, which in turn provided opportunities to collaborate with experts in English and Cell Biology as well as some untapped biology undergraduates. In the current study, a new teaching module was explored to extend a research experience to freshman students enrolled in the first‐semester sequence of Introductory Biology (BISC207), which is part of 8‐credit integrated biology‐chemistry course. A series of research‐related activities concluded with an oral presentation by groups at the end of the semester, in hopes to encourage students to reflect and integrate biological functions with chemical structures presented in the primary literature. Support or Funding Information Supported by HHMI