Laboratory Activity to Effectively Teach Introductory Geomicrobiology Concepts to Non-Geology Majors

We have designed a three-week experiment that can complement any microbiology course, to teach main geomicrobiology concepts for non-geology majors. One of the most difficult concepts for non-geology majors to comprehend is how bacteria serve as a platform for different mineralization reactions. In...

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Autores principales:	Massimiliano Marvasi, Yarely C. Davila-Vazquez, Lilliam Casillas Martinez
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2013
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/c6a2a908a3f14981b2afd032501e3a21
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spelling	oai:doaj.org-article:c6a2a908a3f14981b2afd032501e3a212021-11-15T15:18:41ZLaboratory Activity to Effectively Teach Introductory Geomicrobiology Concepts to Non-Geology Majors10.1128/jmbe.v14i2.5781935-78851935-7877https://doaj.org/article/c6a2a908a3f14981b2afd032501e3a212013-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v14i2.578https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885We have designed a three-week experiment that can complement any microbiology course, to teach main geomicrobiology concepts for non-geology majors. One of the most difficult concepts for non-geology majors to comprehend is how bacteria serve as a platform for different mineralization reactions. In our three-week laboratory practice, students learn the main principles and conditions required for an induced bacterial mineralization. Upon completion of the laboratory experience, students will: 1) learn how microbial-induced mineralization (such as calcium carbonate formation) is affected by differential media and growth conditions; 2) understand how bacterial physiology affects any induced in situ or in vitro mineralization; 3) comprehend how growing conditions and bacterial physiologies interrelate, resulting in differential crystal formation. The teaching-learning process was assessed using a pre-/posttest with an increase from 26% to 76% in the number of positive answers from the students. We also measured the students’ proficiency while conducting specific technical tasks, revealing no major difficulties while conducting the experiments. A final questionnaire was provided with satisfactory evaluations from the students regarding the organization and content of the practices. 84–86% of the students agreed that the exercises improved their knowledge in geomicrobiology and would like to attend similar laboratories in the future. Such response is the best indicator that the laboratory practice can be implemented in any undergraduate/graduate microbiology course to effectively teach basic geomicrobiology concepts to non-geology majors.Massimiliano MarvasiYarely C. Davila-VazquezLilliam Casillas MartinezAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 14, Iss 2, Pp 206-212 (2013)
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 Massimiliano Marvasi Yarely C. Davila-Vazquez Lilliam Casillas Martinez Laboratory Activity to Effectively Teach Introductory Geomicrobiology Concepts to Non-Geology Majors
description	We have designed a three-week experiment that can complement any microbiology course, to teach main geomicrobiology concepts for non-geology majors. One of the most difficult concepts for non-geology majors to comprehend is how bacteria serve as a platform for different mineralization reactions. In our three-week laboratory practice, students learn the main principles and conditions required for an induced bacterial mineralization. Upon completion of the laboratory experience, students will: 1) learn how microbial-induced mineralization (such as calcium carbonate formation) is affected by differential media and growth conditions; 2) understand how bacterial physiology affects any induced in situ or in vitro mineralization; 3) comprehend how growing conditions and bacterial physiologies interrelate, resulting in differential crystal formation. The teaching-learning process was assessed using a pre-/posttest with an increase from 26% to 76% in the number of positive answers from the students. We also measured the students’ proficiency while conducting specific technical tasks, revealing no major difficulties while conducting the experiments. A final questionnaire was provided with satisfactory evaluations from the students regarding the organization and content of the practices. 84–86% of the students agreed that the exercises improved their knowledge in geomicrobiology and would like to attend similar laboratories in the future. Such response is the best indicator that the laboratory practice can be implemented in any undergraduate/graduate microbiology course to effectively teach basic geomicrobiology concepts to non-geology majors.
format	article
author	Massimiliano Marvasi Yarely C. Davila-Vazquez Lilliam Casillas Martinez
author_facet	Massimiliano Marvasi Yarely C. Davila-Vazquez Lilliam Casillas Martinez
author_sort	Massimiliano Marvasi
title	Laboratory Activity to Effectively Teach Introductory Geomicrobiology Concepts to Non-Geology Majors
title_short	Laboratory Activity to Effectively Teach Introductory Geomicrobiology Concepts to Non-Geology Majors
title_full	Laboratory Activity to Effectively Teach Introductory Geomicrobiology Concepts to Non-Geology Majors
title_fullStr	Laboratory Activity to Effectively Teach Introductory Geomicrobiology Concepts to Non-Geology Majors
title_full_unstemmed	Laboratory Activity to Effectively Teach Introductory Geomicrobiology Concepts to Non-Geology Majors
title_sort	laboratory activity to effectively teach introductory geomicrobiology concepts to non-geology majors
publisher	American Society for Microbiology
publishDate	2013
url	https://doaj.org/article/c6a2a908a3f14981b2afd032501e3a21
work_keys_str_mv	AT massimilianomarvasi laboratoryactivitytoeffectivelyteachintroductorygeomicrobiologyconceptstonongeologymajors AT yarelycdavilavazquez laboratoryactivitytoeffectivelyteachintroductorygeomicrobiologyconceptstonongeologymajors AT lilliamcasillasmartinez laboratoryactivitytoeffectivelyteachintroductorygeomicrobiologyconceptstonongeologymajors
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Laboratory Activity to Effectively Teach Introductory Geomicrobiology Concepts to Non-Geology Majors

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