Large data sets invite students to engage in scientific practices such as question asking, identifying correlations, using visualizations, and practicing data literacy in an authentic context. However, authentic data sets are rarely introduced in the biology classroom. We prepared an online inquiry activity based on authentic gross characteristics of a gazelle data set. These included gazelle's weight, location (longitude and latitude), collection date, and measured lengths of body parts. In constructing the activity, we considered the following design principles: use of high-quality authentic data, choice of a wide data set to allow multiple research questions, and exposure of the participants to basic data science tools. The activity starts with an introduction to data sets and guided data analysis, and it ends with independent research of a large gazelle data set. The activity was experienced by 121 teachers and was found to promote higher-order research questions. Before the activity, most of the teachers' questions focused on gazelle properties—first-order questions, according to Dillon's (1984) classification of research questions. Following the activity, most questions belonged to the comparison and contingencies categories (second- and third-order questions, respectively). Thus, this activity might serve to expand the biology teacher's toolbox in teaching inquiry and data literacy.

Concepts relating to enzymes and energy are central to understanding chemical and biological processes at the molecular level. Student learning of these crosscutting concepts can be challenging, so it is important to identify misconceptions and remediate them early, especially in introductory classes. Here we describe an activity in which undergraduate introductory biology students timed themselves crushing pieces of cereal to simulate and quantify the progress of an enzymatic reaction in the presence of competitive and noncompetitive inhibitors, and we asked students to connect the cereal analogy to concepts of thermodynamics. We developed an assessment and short surveys to evaluate the impact of the activity and to identify persistent misconceptions. Measurable improvements of assessment scores and qualitative student survey responses demonstrate the value of including a hands-on activity along with other modes of instruction.

This study aimed to compare the effects of computer-based lessons versus traditional lessons on achievement of university students regarding meiotic cell division. A pretest-intervention-posttest design was used. To determine the effect of our computer-based intervention, we established a control group. In total, 100 second-year university students from a science education department (50 in the experimental group, 50 in the control group) participated in the study. Data were derived from a meiosis content test and interviews. The results showed the computer-based lesson had significant positive effects on student learning.

This study introduces a practical work activity that allows students to investigate the inhibitory effects of seed extracts on pancreatic lipase activity. The activity is related to the issue of the ongoing global obesity epidemic and involves the use of materials and chemicals readily available in high school laboratories. We show how the activity can help students understand how scientists can control the reaction rates of key enzymes involved in the digestion of dietary fat, to combat obesity. The activity also illustrates how instructional scaffolding can help students understand important procedures related to the design, measurement, and handling of data which are critical in ensuring success among students performing scientific investigations.

Blood Sugar Balance (BSB) is an accessible web-based game, created as an extension of our federally funded type 2 diabetes curriculum for high school biology classrooms. Modeling of complex systems and diseases, like metabolism and type 2 diabetes (T2D), is especially difficult and deeply impactful when executed in an engaging way. Blood Sugar Balance integrates environmental factors, biological factors, and personal choices to model glucose metabolism and understand the impact and risk factors for type 2 diabetes. Players earn points during gameplay by ensuring their game character maintains healthy blood glucose levels throughout the play period by regulating them. Players must make choices about food, exercise, and the release of hormones from the pancreas to manage blood glucose levels. Game settings can model the stages of type 2 diabetes as well as environmental factors that limit access to food, exercise, and health care options. Gameplay is fast and engaging, allowing exploration of factors that impact the final score. For example, how might accessibility to insulin impact the final score while playing at the type 2 diabetes setting? Here we describe the development of Blood Sugar Balance and the integration of data analysis into the accompanying NGSS-aligned lesson plan.

New laboratory activities have been developed to improve students' scientific process skills. With the development of technology, teachers and students have the opportunity to use the new activities in their lessons. In this research, an Arduino-based activity was developed and then tested with different experiments. Students had the opportunity to practice some types of scientific process skills with regard to scientific facts (determining effects of variables; collecting data; measuring, reporting, and interpreting findings; and discussing possible reasons).

COVID took over the world starting in 2020. Everyone quickly “knew” about the novel coronavirus, but how much do they actually know about the virus behind COVID-19? This classroom activity gives students real-world practice in evaluating actual genetic sequences from SARS-CoV-2 and working with genome alignments to identify mutations and cluster different emergence patterns. This activity works through alignments, mutations/variants, protein folding, structure and function, and medical/ immunology implications of the different variants. There are seven parts to this activity, and each one can be incorporated alone into a lesson or collectively used for a lab, case study, or other supplemental activity to strengthen learning objectives in genetics, biology, immunology, and public health. This learning activity is scalable to different levels and has successfully been incorporated into K–12 education as well as college and graduate education.

There are endless numbers of investigations that a student can be exposed to in the science classroom. Regardless of the investigation, students may sometimes be asked to construct a scientific explanation of a phenomenon or research question. One style students may use to write their response integrates the claim, evidence, and reasoning framework. As students learn to write in this style, it is important that they are provided with supports such as organizers. While many organizers exist, there are some additions that can be made to improve on the student's experience. This article shares an example of a CER organizer that others can use and modify in their own classrooms. Rationale for its design is also provided.