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ABSTRACT Biophysics research is exciting because physical approaches to biology can provide novel insights, and it is challenging because it requires knowledge and skills from multiple disciplines. We have developed an undergraduate biophysics laboratory module that teaches fundamental skills such as time-lapse microscopy, image analysis, programming, critical reading of scientific literature, and basics of scientific writing and peer review. The module is accessible to students who are familiar with introductory statistics, cell biology, and differential calculus. We used published research on the biomechanics ofHydramouth opening as a framework because it describes a stunning biological phenomenon:Hydra, a freshwater polyp, generates a multicell-wide mouth opening in an otherwise closed epithelium through extreme cell deformations within seconds. This publication was co–first authored by an undergraduate and was featured in the public press, thus providing multiple anchors that make the research accessible and motivating to undergraduates. Students start with a critical reading and discussion of the publication and then execute some of the experiments and analysis from the publication, thereby learning fluorescence time-lapse microscopy and image analysis by using ImageJ and/or MATLAB. Students quantify the kinematics of the tissue deformations during mouth opening and compare their data to the literature. The module culminates in the students writing a short paper about their results following themicroPublicationjournal style, a blinded peer review, and final paper submission. Here, we describe one possible implementation of the module with the necessary resources to reproduce it and summarize student feedback from a pilot run. We also provide suggestions for more advanced exercises and for using Python for data analysis. Several students expressed that repeating a published study completed by an undergraduate inspired and motivated them, thus creating buy-in and assurance that they can do it, which we expect to help with confidence and retention. 

ABSTRACT This integrative literature review analyzes the corpus of biology education research published in the main biology education journals of major professional societies. The goal of this analysis is to determine which approaches (including groups of focus, research methods, and settings/perspectives) from social science fields (i.e., psychology, sociology, and anthropology) are utilized in published peer-reviewed biology education research relating to diversity, equity, and inclusion (DEI). Scoping how social science approaches are used in this area is important to understanding whether biology education research could benefit from complementary approaches that might advance praxis. This analysis found that research informing the biology education community draws heavily from psychological perspectives that are overwhelmingly not disaggregated (78% of articles identifying a group lumped the participant together), are by far more quantitative (58% used survey, 26% grades, 20% school data) than qualitative (17% used interview, 10% observation), and did not adopt structural approaches (72%). The addition of missing contributions from social science is critical to advancing interventions to broaden STEM participation, given that merging paradigms can offer more robust, multi-level explanations for observed phenomena. This has important implications for education, biology education, biology education research, social science, and research in related STEM fields. 

Richard E. Mayer has made major contributions to Educational Psychology since the 1970s, including work on learning in mathematics, creativity, interest, measurement, problem solving, and especially multimedia learning, defined as learning from instructional material that includes information in both verbal and visual form. In a 2024 reflection, Mayer called for identifying boundary conditions—i.e., moderators of effects—of his multimedia design principles. In an effort to identify these, we meta-analyzed Mayer’s corpus of multimedia research. We searched Google Scholar, PsycINFO, and the Cambridge Handbook of Multimedia Learning 3rd Ed. for peer-reviewed articles on multimedia learning with Mayer as an author published 1990-2022 and located 92 articles reporting on 181 studies reporting on 591 separate effects. We coded for 9 moderators: multimedia design principle, multimedia type, age, academic domain, country/continent, treatment duration, dependent variable type, year, and authorship order. We analyzed the Hedge’s g effect sizes using a multilevel regression approach in the metafor package in R. The overall effect was g = 0.37, which was significantly moderated by all moderators, including a small decline in effect size per year. Mean effects by multimedia design principle were uneven, with the largest significant effects for removing seductive detail, modality principle, personalization, multimedia principle, sentence-level coherence, and self-explanation. Medium significant overall effects were found for the testing effect, scaffolding, cueing, and embodiment. Large, consistent effects were found for text + diagrams across factual, inferential, and transfer outcomes. Less-consistent effects were found for animation, games, and simulations, with smaller effects on factual learning and on average larger effects on inferential and transfer outcomes, but no significant effects for virtual reality. We identified two boundary conditions in tests of design principle x DV type interactions and Multimedia type x DV type interactions. We close by interpreting various findings in phases of Mayer’s work, characterized by collaborators and educational technologies. We also contextualize Mayer’s findings within recent meta-analyses of the larger published research on various design principles. 

Abstract BackgroundSeasonal patterns of mycobacterial infections affecting humans and animals remain a complex and understudied aspect of infectious disease dynamics. These intra-annual patterns are increasingly relevant in the context of global climate change, which may influence the timing and geographic spread of these diseases. A better understanding of such patterns could improve surveillance, prevention, and control strategies. MethodsWe conducted a mixed-methods bibliometric review combining bibliographic searches and scoping analysis to synthesize decades of research on the seasonality of mycobacterial infections in humans and animals. We systematically searched three major scientific databases—Scopus, PubMed-MEDLINE, and Web of Science—for articles published between 1971 and April 2023. From an initial dataset of 1830 unique articles, we identified and analysed 122 studies that met predefined inclusion criteria. We extracted information on pathogen type, statistical methods, geographic location, and host species. In addition, we conducted a co-citation network analysis to identify key methodological influences and research clusters. ResultsThe retained studies encompassed tuberculosis, Buruli ulcer, bovine tuberculosis, and other mycobacterial diseases such as leprosy and Johne’s disease. Most articles focused on tuberculosis in humans, followed by Buruli ulcer caused byMycobacterium ulcerans. There was a marked increase in studies on seasonal trends in tuberculosis and Buruli ulcer over time, with notable variation in geographic and methodological coverage. Research was heavily concentrated in the northern hemisphere, especially in China, while southern regions remained underrepresented. Advanced statistical tools, including generalized linear models and time-series analyses, were instrumental in detecting seasonality, particularly for tuberculosis and Buruli ulcer. ConclusionSeasonality appears to be a common yet understudied feature of many mycobacterial infections. Greater interdisciplinary collaboration and the use of appropriate analytical tools are essential to better understand these patterns, especially in underrepresented regions. Addressing methodological and geographic gaps will be crucial to improve responses to these diseases in a changing global environment. 

This data report presents the leaf wax hydrogen isotopic record from International Ocean Discovery Program Site U1448 in the Andaman Sea. The record includes 270 analyses spanning from the core top to 39.24 m core composite depth below the seafloor. This depth interval spans the past 638 ky with an average temporal resolution of ~2.37 ky (14 cm sample interval). Site U1448 has a published benthic isotope chronostratigraphy as well as previously published paired leaf wax carbon isotope data, enabling a better understanding of hydroclimate in the Andaman region. 

Background. Due to the impact of viral metagenomic sequencing, the official virus taxonomy is updated several times a year, with labels being renamed even substantially across releases. While this helps reveal newer aspects on the classification of viruses, existing bioinformatic methods for classification struggle to stay in sync with this everimproving resource. Results. We developed a new computer program, named Virgo, that is able to correctly predict virus families from metagenomic data with an F1 score above 0.9 using a novel viral sequence similarity metric proposed in this work. Moreover, it ensures compatibility with any version of the official taxonomy of viruses. Conclusions. Virgo is designed to easily incorporate newer releases of the official taxonomy, thus representing a valuable resource in the virology community while raising awareness to develop computational methods that evolve alongside manually curated resources. 

Cognitive load theory (CLT) has driven numerous empirical studies for over 30 years and is a major theme in many of the most cited articles published between 1988 and 2023. However, CLT articles have not been compared to other educational psychology research in terms of the research designs used and the extent to which recommendations for practice are justified. As Brady and colleagues found, a large percentage of the educational psychology articles reviewed were not experimental and yet frequently made specific recommendations from observational/correlational data. Therefore, in this review, CLT articles were examined with regard to the types of research methodology employed and whether recommendations for practice were justified. Across several educational psychology journals in 2020 and 2023, 16 articles were determined to directly test CLT. In contrast to other articles, which employed mostly observational methods, all but two of the CLT articles employed experimental or intervention designs. For the two CLT articles that were observational, recommendations for practice were not made. Reasons for the importance of experimental work are discussed. 

Welcome to this special edition of our journal. This issue brings together the historical accounts of fifteen major museum based molluscan collections in the U.S., in addition to an introductory article prepared by curators, collection managers, and collection associates involved in the project. Throughout its 139-year existence, The Nautilus has endeavored to promote collection-based malacological research, so it is only natural that the journal would be the vehicle to disseminate this “historical” compilation. The articles are an outcome of the National Science Foundation-sponsored Thematic Collections Network (TCN) grants collectively known as Mobilizing Millions of Mollusks of the Eastern Seaboard (ESB). Each tells the story of an institutional mollusk collection from its earliest days to its present involvement in community-wide efforts. The introductory article reflects on the changing roles of U.S. malacological collections in a digital world, summarizes common needs and concerns, and points to the uniqueness and innovative nature of the ESB project. The editors want to acknowledge the indispensable assistance of the following peer reviewers, many of whom reviewed more than one manuscript in the course of this work: Arthur E. Bogan, Christopher Boyko, Eugene V. Coan, Kevin Cummings, Emilio F. García, Daniel Graf, Lindsey Groves, M. G. Harasewych, Alan Kabat, Rafael Lemaitre, Charles Lydeard, Paula M. Mikkelsen, Aydin Örstan, Shirley Pomponi, Carrie Schweitzer, Elizabeth K. Shea, Leslie Skibinski, John Slapcinsky, Ángel Valdés, and some others who preferred to remain anonymous. This assemblage of historical accounts could only come to fruition thanks to the cooperative and collegial environment of the ESB consortium; we hope that you find as much enjoyment reading these narratives as we did organizing and editing them. Support for this publication under National Science Foundation award DBI-2001510 is gratefully acknowledged. 

ABSTRACT Scientific publications, textbooks, and online educational resources rely on illustrated figures to communicate about molecular structures like genes and chromosomes. Published figures have the potential to shape how learners think about these molecular structures and their functions, so it is important that figures are clear, unambiguous, and free from misleading or incorrect information. Unfortunately, we found numerous examples of figures that contain representations of genes and chromosomes with errors that reflect common molecular biology misconceptions. We found published figures featuring Y-shaped Y chromosomes, replicated chromosomes incorrectly shown with different alleles on sister chromatids, single genes portrayed as wide bands on chromosomes, and genes consisting of only a small number of nucleotides. Drawing on our research on student thinking about visual representations in molecular biology, we critique these published figures that contain such misconceptions and provide recommendations for simple modifications to figures that may help scientists, science illustrators, and science educators more accurately communicate the structure and function of genes and chromosomes.