That genes are indispensable is indisputable but that they are the source of information for protein synthesis—to the extent reflected by statements such as “genes are blueprints for proteins” or “genomes constitute developmental programs”—is challenged by discoveries such as post-translational modification of protein and alternative splicing.

Combining the TimeTree of Life database with the skill set of a naturalist, transitional changes, speciation, and evolutionary concepts emerge as a process in which students create and are fully engaged in a narrative & theme-based lesson plan/lab that merges with a scientific drawing experience that shadows the life of the naturalist and author Vladimir Nabokov. The interdisciplinary story and science of Nabokov offer a glimpse into applied arts as an exploratory scientific practice that encourages creativity and evolutionary thinking.

Human anatomy and physiology classes for pre-nursing students at Gordon State College are taught using the body systems approach, focusing on one organ system in each learning unit. The body systems approach does not always generate a deeper understanding of the interdependence of organ systems. To address this issue we developed an analogy-based lab activity consisting of four modules (Module 1, cranial bone markings; Module 2, cranial nerves; Module 3, facial and neck muscles; and Module 4, inter-relationships that produce common activities, such as smiling, frowning, chewing, olfaction, vision, eyeball movements, gustation, etc.). Unlike traditional lab exercises that follow the body systems approach, this set of lab activities can emphasize the specific interactions between body systems for common body functions, such as smiling. This linking method utilizes a number of the hands-on lab activities featuring text, diagrams, and models. Assessment of these activities demonstrates that students can effectively learn the relationships between different organ systems by using a series of lab activities that emphasize creativity and fun.

As an attempt to contribute to implementing scientific argumentation in classrooms, this study aimed to design an argumentation activity in which students were supported in engaging in the epistemic practices of scientific community. We reinterpreted prediction-observation-explanation strategy based on a resources perspective to acknowledge the role of students' prior knowledge in their construction of arguments and to consider students as active participants with epistemic authority. This argumentation activity was intended to encourage students to construct scientific concepts with valid justifications based on their conceptual resources. Specifically, the activity consisted of three stages: (a) prediction with justification: predicting the result of the task and justifying the prediction; (b) observation: conducting the task to gather first-hand data: and (c) explanation with justification: reconstructing a valid argument with justification. We implemented this activity in classrooms to investigate its practical outcomes with students. The students were able to construct a rigorous argument on their own, evaluating and revising their arguments based on the resources they already possessed and the data they gathered in the observation stage. The results of this research shed light on how to develop scientific argumentation activities that support students as epistemic agents having the ability to construct scientifically rigorous arguments.

Koch's postulates are regularly included in the lecture portion of microbiology courses, but rarely are they demonstrated in a microbiology teaching lab. This is understandable given the logistical challenges of undergraduates working with pathogenic bacteria, ethical concerns using animals, and limited time constraints of a weekly lab period. Here we present a cost-effective, timefriendly lab activity that demonstrates the principles of microbial isolation and infection assays that are part of fulfilling Koch's postulates. The disease is “peep pox” caused by a gelatinase-positive bacterial species hydrolyzing marshmallow peeps that proxy as infected animals.

Live-streaming Internet webcams focused on animal subjects generally are targeted at public audiences, but have the potential to be utilized by college students for studies on animal behavior and ecology. I describe how a bird feeder webcam provided a flexible and quality visual interface for students to record video samples for an ornithology class research project. Details on the operational aspects of the webcam are provided, and factors to be considered in evaluating webcams for potential student research are discussed.

Fake news and alternative science are increasingly popular topics of conversation in the public sphere and the classroom due to increasingly far-reaching social media and a shifting political climate. Promoting scientific literacy by providing opportunities for students to evaluate reports of contentious scientific issues and analyze the underlying factors that influence public perception of science is necessary for the development of an informed citizenry. This article describes a three-part learning activity useful for engaging biology students in evaluating the accuracy of science-related news reports, and reflecting upon the ways that social cues, religion, and political ideologies shape perception of science. These activities are appropriate for teaching about climate change, evolution, vaccines, and other important contemporary scientific issues in upper-level high school and undergraduate science courses.