Moss in the Classroom: A Tiny but Mighty Tool for Teaching Biology

Here we present a mechanism to infuse ecology into the classroom using a broadly adaptable system. We developed a novel moss-based project that introduces research-based experiences for middle school students, and can be modified for integration into K-16 classrooms. The project is ecologically rele...

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Autores principales:	Erin E. Shortlidge, James R. Hashimoto
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2015
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/727209d6976b4f9e9ce7096f7132c505
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spelling	oai:doaj.org-article:727209d6976b4f9e9ce7096f7132c5052021-11-15T15:04:04ZMoss in the Classroom: A Tiny but Mighty Tool for Teaching Biology10.1128/jmbe.v16i2.9471935-78851935-7877https://doaj.org/article/727209d6976b4f9e9ce7096f7132c5052015-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v16i2.947https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Here we present a mechanism to infuse ecology into the classroom using a broadly adaptable system. We developed a novel moss-based project that introduces research-based experiences for middle school students, and can be modified for integration into K-16 classrooms. The project is ecologically relevant, facilliating opportunities for students to experience intimate interactions with ecosystem subtleties by asking their own questions. We describe and suggest how students can develop, build, test, and assess microcosm experiments of their own design, learning the process of science by “doing science.” Details on project execution, representative examples of distinctive research-question-based projects are presented. We aim for biology educators to adopt, replicate, modify, and formally assess this relatively simple, low-cost moss-based project across classroom levels. The project provides a chance for students to experience the complexity of a dynamic ecosystem via a research project of their own design as they practice basic tenets of scientific discovery. Editor's Note: The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory safety section of the ASM Curriculum Recommendations: Introductory Course in Microbiology and the Guidelines for Biosafety in Teaching Laboratories, available at www.asm.org. The Editors of JMBE recommend that adopters of the protocols included in this article follow a minimum of Biosafety Level 1 practices. Adopters who wish to culture microbes from the moss as an extension of this protocol should follow Biosafety Level 2 practices.Erin E. ShortlidgeJames R. HashimotoAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 16, Iss 2, Pp 289-291 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Erin E. Shortlidge James R. Hashimoto Moss in the Classroom: A Tiny but Mighty Tool for Teaching Biology
description	Here we present a mechanism to infuse ecology into the classroom using a broadly adaptable system. We developed a novel moss-based project that introduces research-based experiences for middle school students, and can be modified for integration into K-16 classrooms. The project is ecologically relevant, facilliating opportunities for students to experience intimate interactions with ecosystem subtleties by asking their own questions. We describe and suggest how students can develop, build, test, and assess microcosm experiments of their own design, learning the process of science by “doing science.” Details on project execution, representative examples of distinctive research-question-based projects are presented. We aim for biology educators to adopt, replicate, modify, and formally assess this relatively simple, low-cost moss-based project across classroom levels. The project provides a chance for students to experience the complexity of a dynamic ecosystem via a research project of their own design as they practice basic tenets of scientific discovery. Editor's Note: The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory safety section of the ASM Curriculum Recommendations: Introductory Course in Microbiology and the Guidelines for Biosafety in Teaching Laboratories, available at www.asm.org. The Editors of JMBE recommend that adopters of the protocols included in this article follow a minimum of Biosafety Level 1 practices. Adopters who wish to culture microbes from the moss as an extension of this protocol should follow Biosafety Level 2 practices.
format	article
author	Erin E. Shortlidge James R. Hashimoto
author_facet	Erin E. Shortlidge James R. Hashimoto
author_sort	Erin E. Shortlidge
title	Moss in the Classroom: A Tiny but Mighty Tool for Teaching Biology
title_short	Moss in the Classroom: A Tiny but Mighty Tool for Teaching Biology
title_full	Moss in the Classroom: A Tiny but Mighty Tool for Teaching Biology
title_fullStr	Moss in the Classroom: A Tiny but Mighty Tool for Teaching Biology
title_full_unstemmed	Moss in the Classroom: A Tiny but Mighty Tool for Teaching Biology
title_sort	moss in the classroom: a tiny but mighty tool for teaching biology
publisher	American Society for Microbiology
publishDate	2015
url	https://doaj.org/article/727209d6976b4f9e9ce7096f7132c505
work_keys_str_mv	AT erineshortlidge mossintheclassroomatinybutmightytoolforteachingbiology AT jamesrhashimoto mossintheclassroomatinybutmightytoolforteachingbiology
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Moss in the Classroom: A Tiny but Mighty Tool for Teaching Biology

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