Object-based learning is an approach that aims to foster observational skills and sensory awareness. Paradoxical plant objects that do not lend themselves to all-too-easy explanations and interpretations can be used to practice the search for ecological explanations and the formation of evolutionary hypotheses. They can be the basis of particularly fruitful and rewarding learning experiences. Gleditsia triacanthos, the honey locust, is a commonly planted ornamental tree. It exhibits striking structures of defense against – and fruit that point to a mutualism with – large animals. These structures, possibly developed in coevolution with Pleistocene faunas, invite a discussion of the complex, neither fully antagonistic nor fully mutualistic, relationships between plants and animals.

We present an instructional approach to incorporate into biology lessons an exchange of videos between international practicing scientists and secondary-school students. We validated the approach in German school settings in three curricular contexts: genetics, cell biology, and immunology. The participating students (n = 255) were native speakers of German with a background of English as a foreign language. The three participating scientists, English-speaking experts from the United Kingdom and Uganda, were rooted in different fields that were related to the respective curricular topics. We explain how the video exchange model was developed and evaluate students' comments and suggestions for improvement in a qualitative approach. This is followed by a discussion of implications for future applications. The video exchange was intended to promote English as the language of science in biology lessons. Through personal and genuine insight into science professions, students were able to experience the usefulness of English as a tool for international communication. We argue that the instructional model is applicable to a wide variety of educational contexts, including minority language students and native speakers of English.

Macroinvertebrates are readily available at the undergraduate level and provide an indicator of stream quality. DNA barcoding is the use of a sequence comparison of a specific region of the DNA that allows for classification of the organism. In most undergraduate courses, the discussion of genetic identification and stream quality assessment remain separated concepts. However, joining these lectures into a three-part laboratory learning module could bridge this gap and prepare students for a real-world application. During the first week of the proposed activity, students perform taxonomic identification. The following week, they perform a DNA isolation. In the last week, they use polymerase chain reaction and electrophoresis, possibly with a lecture examining a barcode for an example of the final outcome. In our research, we have determined effective methods that will allow all three sections to be completed in three three-hour undergraduate lab sessions, with minor modifications. Furthermore, the data we collected showed 54% efficiency. The methods we outline introduce new techniques and skills that prepare students for next-level education or employment and attempt to integrate ecological or environmental analysis with genetic analysis and DNA extraction techniques, making this lab series worth exploring at the undergraduate level.

Student participation in authentic research, as citizen scientists, can improve classroom engagement, achievement of learning objectives, and perceptions of science. We present DNA barcoding of invasive lionfish (Pterois volitans) prey as an example student citizen-science project, though the protocols, objectives, and outcomes can be generalized to any piscivorous fish. The objective of this five-lab conservation genetics unit is to enhance student understanding of fundamental molecular and ecological concepts through applied use of DNA sequencing technologies. Student assessments were equivocal, indicating modest gains in conceptual understanding and maintenance of an overall high perception of science. More notably, student findings have contributed to an improved understanding of the impacts of invasive lionfish, including providing the first evidence that lionfish prey on economically important red snapper (Lutjanus campechanus).

An introductory cell biology laboratory course was redesigned using two inquiry-based modules to align with the goals of scientific inquiry as described in Vision and Change. To evaluate the lab's efficacy, we used a broad range of materials, including pretests and posttests, online surveys, focus group interviews, and course evaluations. Although our students produced significant learning gains on technical laboratory skills, methods, and data analyses, during the first two years their affective dispositions toward the experience were more negative. By evaluating our class data in light of insights from the scholarship of teaching and learning, we were able to provide better guidance to students and subsequently to persist past this implementation dip, showing continued positive gains in student learning outcomes, and eliminating the negative impact on student affective outcomes. Our experience underscores the value of scientific teaching, using class data and evidence-based practices to persist beyond the implementation dips that come with adopting new curricula.

Enzyme kinetics is an essential process of life, but it is a concept that challenges introductory biology students. Most enzyme kinetics laboratory activities either use hazardous chemicals to visualize the enzyme product or do not afford quantitative analysis at all. We have designed an inquiry-based activity that provides insight into enzyme function and that is budget friendly, safe, and produces quantitative results. The materials required are household products, so this activity can be adapted even for online classes. Furthermore, we suggest options for a sequential, experiential experiment-design activity for students.

A readily available resource to create a model for the study of DNA is the human hand. Students can recognize how structure and function of nucleotides determine structure and function of the DNA molecule by labeling parts of a gloved hand with the parts of a DNA molecule.

In this exercise students use a simplified version of an immunoassay that relies on the nonspecific binding of proteins to nitrocellulose followed by the specific binding of antibodies to antigen. This antigen–antibody interaction is detected when a chromogenic substrate, catalyzed by the enzyme conjugated to the antibody, produces a color change. The immunoblot is less expensive and faster to perform than plastic-plate-based assays. I have used this assay for over 10 years in undergraduate courses: in ecology to estimate disease incidence; in botany to explore immunological techniques; and in biotechnology as an exercise in product development.

The central dogma of molecular biology is key to understanding the relationship between genotype and phenotype, although it remains a challenging concept to teach and learn. We describe an activity sequence that engages high school students directly in modeling the major processes of protein synthesis using the major components of translation. Students use a simple system of codes to generate paper chains, allowing them to learn why codons are three nucleotides in length, the purpose of start and stop codons, the importance of the promoter region, and how to use the genetic code. Furthermore, students actively derive solutions to the problems that cells face during translation, make connections between genotype and phenotype, and begin to recognize the results of mutations. This introductory activity can be used as an interactive means to support students as they learn the details of translation and molecular genetics.