Science Teaching

Find in this page information about 

  • Workshops
  • Published reports and articles on Science Education
  • Syllabi of recently taught courses

Recent Workshops

  • Workshop: Image Analysis in Biological Sciences (from Western blot to Data-Driven Decisions). This workshop was presented, on July 5th, 2017, to students from  Miami Dade College-North Campus (in-person) and the University of Puerto Rico-Carolina Campus (via video conference) in collaboration with Dr. José Santiago Santana (find information of Dr. Santiago Santana here). 
  • Workshop: "Doing Science: from Start to Finish" . This workshop presented to high school students of the Thomas Armstrong High School, located in Ponce, Puerto Rico, which is a high school specialized in science and mathematics.

 

Recent published reports and articles in Science Education

  • Correct/Incorrect Ratio in Staining Techniques in Microbiology Lab: This data analysis report evaluated the proportion of correct answers in two Microbiology Lab sections during a practical session of staining techniques: Gram stain, Acid-fast stain, Endospore stains At the moment of elaborating this report, I am currently teaching these two microbiology lab sessions at Miami Dade College. Students were given two unknown bacteria for which they had to implement the Gram stain, Acid-fast stain, and Endospore stain, in addition to describing the unknown bacteria's cell shape and arrangement. After the students submitted their answers, the data was gathered and organized with the following variables: microbiology lab course section (sections A and B to not disclosed the actual section number), table where they sit in the lab (each table has four students), gender, and responses (correct as 1, and incorrect as 0) answers in shape, cell arrangement, Gram stain, Acid-fast stain, and Endospore stain. Find the PDF here.
     
  • Data Analysis in a General Education Biology Course after the First Summative: This report converge a data analysis of the General Education course taught during the term summer term (2016-3) of the academic year 2016-2017. This course is administered to non-science majors, most of whom are freshman and sophomore students, in a web-enhanced format through Blackboard LearnTM at Miami Dade College. In this data analysis report, which was performed just after exam 1 was administered (out three to be administered in the course), addressed the following questions:
    • How does exam 1 scores compare to scores in formative assessments (quizzes, polling questions, and reading assignments)?
    • How many students had a higher score in exam 1 compared to their mean Quizzes scores?
    • Which question, topic, bt, kd, and format had the lowest proportion of correct answers?
    • Is there a relationship between formative (quizzes, ra, reef) and exam 1?
    • If there was relationship, which formative assessment had more predictive power of the exam1 grades?
    • Is there a relationship between attendance and exam 1?
    • Is there a relationship between attendance and quizzes?
    • How does the proportion of corrects differ between assessments? 
  • Data Analysis on a Survey Administered to Students on the First Day of Class in a General Education Biology Course: This data analysis report evaluates the responses of a survey, which was administered to students (through Blackboard Learn) on the first day of the General Education Biology (BSC1005) course at Miami Dade College during the 2016-2 term (Fall 2016-2017 semester). After students completed the survey, which contain 8 questions (refer to Questions in the Survey below), the raw data was downloaded from Blackboard Learn into a local directory. The file with the raw data was saved as Microsoft ExcelTM file. For questions with character (i.e. word) responses, such as question 1, 7 and 8, the most frequent words as well as the total words per student’s responses were determined. For the remaining questions, the proportion of answers was determined.
  • Peer-Evaluations as an Intervention Tool to Identify Students' Misconceptions and Interpretation Errors in the Streak-Plate Method in an Introductory Microbiology Lab Course. 2016: The streak plate method is one of the most fundamental techniques that students not only must be able to apply but also interpret in microbiology lab courses. As professors, we often rely on one-on-one student assessment. This may limit us in identifying shared misconceptions within a classroom because we are evaluating them based on just a few individual attempts technique. In this study, peer-assessment was used as an intervention to identify shared students' misconceptions and interpretation errors in the streak plate method. From a broth with a mixed culture of two bacteria, students from two different microbiology lab sections performed the streak plate method on four nutrient agar plates. After the corresponding incubation period, students peer-assessed streaked plates, and the scores compared with the professor's scores. Compared to the professor's mean scores, mean differences varied (i.e. under and over-estimations) in one microbiology lab section, while statistically significantly overestimated on the other. Therefore, these results suggest that students may share misconceptions when interpreting results from the streak plate method. Peer-assessment can be an intervention tool to identify misconceptions and interpretation errors with laboratory techniques, and corrective learning approaches developed and implemented accordingly.

Syllabi from courses recently taught

  • 2017 - 2018 Academic Year

      Medical Biochemistry (MSB501)

      General Education Biology (BSC1005)

      Microbiology (MCB2001)

      Microbiology Laboratory (MCB2010L)

  • 2016-2017 Academic Year

       Medical Biochemistry (MSB501)

       Principles of Microbiology (MCB3023)

       Microbiology Laboratory (Upper Division) (MCB3023L)

       General Education Biology (BSC1005) (interactive sequence of topics)

       Microbiology Laboratory (MCB2010L) (interactive sequence of topics)