Biological energy flow has been notoriously difficult to teach. Our approach to this topic relies on abiotic and biotic examples of the energy released by moving electrons in thermodynamically spontaneous reactions. A series of analogical model-building experiences was supported with common language and representations including manipulatives. These materials were designed to help learners understand why electrons move in a hydrogen explosion and hydrogen fuel cell, so they could ultimately understand the rationale for energy transfer in the mitochondrion and the chloroplast. High school biology teachers attended a 2-wk Students Understanding eNergy (SUN) workshop during a randomized controlled trial. These treatment group teachers then took hydrogen fuel cells, manipulatives, and other materials into their regular biology classrooms. In this paper, we report significant gains in teacher knowledge and self-efficacy regarding biological energy transfer in the treatment group versus randomized controls. Significant effects on treatment group teacher knowledge and self-efficacy were found not only post–SUN workshop but even 1 yr later. Teacher knowledge was measured with both a multiple-choice exam and a drawing with a written explanation. Teacher confidence in their ability to teach biological energy transfer was measured by a modified form of the Science Teaching Efficacy Belief Instrument, In-Service A. Professional development implications regarding this topic are discussed.

Vol. 12, No. 2

June 01, 2013

117-314

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Downloads: 261

Citations: 4

History

Submitted: 10 September 2012

Revised: 26 February 2013

Accepted: 5 March 2013

Information

© 2013 A. F. Batiza et al. CBE—Life Sciences Education © 2013 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

ACKNOWLEDGMENTS

The research reported here was supported by the Institute of Education Sciences (IES), U.S. Department of Education, through grant R305B070443. We appreciate the opportunity to do this work made possible by federal funding and the guidance of retired IES program officer Dr. Harold Himmelfarb. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education. We thank undergraduate research assistants Ian Ashton, Heather Bobrowitz, Linnea Elliott, Kari Renzelman, Elise Pinkerton, Lindsey White, Anthony Gray, and Benjamin Blair for production of SUN materials within the MSOE Center for BioMolecular Modeling (CBM). The CBM is directed by Dr. Tim Herman, who contributed to a cytochrome c activity. We appreciate Mr. Ashton's help in engineering the ATP synthase model and Ms. Bobrowitz's development of a microbial fuel cell given to all participants. We also appreciate Professor Ray Arvidson of Washington University's remote presentation about Mars at the 2009 workshop. We thank the SUN scientist advisory board for their contributions to this project: Professors Rick Amasino (who has emphasized the e− donor and acceptor in his teaching for years), Patrick Masson, and Ching Kung, as well as Drs. Michael Patrick, Michelle Harris, Jean-Yves Sgro, and Paul Williams of the University of Wisconsin–Madison and Professors Jim Mallmann and Mike Swedish, Dean Tom Bray, and Rich Phillips of MSOE. We are also indebted to Professor Bob Blankenship and Dr. Phyllis Balcerzak of Washington University, Professors Wen Luo and Carol Hirschmugl of University of Wisconsin–Milwaukee, and Professor Gul Afshan of MSOE for productive conversations. We thank Professor Andy Anderson of Michigan State University for access to his assessments. We especially thank Dr. John Finney, now retired from the Department of Veterans’ Affairs, for helping to frame the original research design and for his ongoing support. We are indebted to the teacher participants for their evaluations of materials, suggested improvements, and faithful execution of the responsibilities for this project. Their interest and enthusiasm invigorated our work.

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