Original research in the classroom: why do zebrafish spawn in the morning?
| Autor: | Meghan Hoffman, Brittney Slavik, Kelsey Pautz, Tyson Sievers, Katie Abata, Jessica Malone, Tyler Fadness, Jami L. Sloan, Andrew Tuthill, Becca Bartley, Derek Ecklund, Aaron Kuefler, Ryan Galloway, Stephanie Keller, Barite Tusa, Jacob W. Gauer, Brendan Kiefer, Kendelle Olson, Amy Ward, Shannon Detienne, Victoria Caskey, Anne Hildebrandt, Cody Rengo, Sean Mitchell, Po Nien Lu, Joshua Fulton, Peter Timinski, Benjamin Christianson, Nathan M. Lewis, Michael Flatten, David Hasbargen, Cassandra L. Dillon, Shayna Olsen, Pamela Nelson, Michael Hagler, Nicholas Taurinskas, Patrick Tandberg, Michelle Nemec, Matthew Joyal, Emily Stromquist, Jaclyn Hillesheim, Raymond Erickson, Mark Thiele, Eric Bachelder, Nadejda Bozadjieva, Candice Smrekar, Andrea Hammer, Jacob King, Jennifer O. Liang, Chelsey Mickolichek, Kelsey Pieper, Bradley Uher, Nicholas Fetter, Rami Jubran, Michelle Remackel, Alex J. Larson, Derek Kent, David Eckwright, Sonja Iverson, Jonathan Hovey, Luke D. Wilson, Brandon Heckmann, Jaime Sekenski, Michael E. Fealey, Nathan Young |
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| Rok vydání: | 2011 |
| Předmět: |
Research design
Male Oviposition Photoperiod education Scientific discovery Experimental science Biology biology.organism_classification Original research Research Design Circadian Clocks ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Animals Animal Science and Zoology Female Curriculum Consummatory Behavior Zebrafish Morning Developmental Biology |
| Zdroj: | Zebrafish. 8(4) |
| ISSN: | 1557-8542 |
| Popis: | As part of an upper level undergraduate developmental biology course at the University of Minnesota Duluth, we developed a unit in which students carried out original research as part of a cooperative class project. Students had the opportunity to gain experience in the scientific method from experimental design all of the way through to the preparation of publication on their research that included text, figures, and tables. This kind of inquiry-based learning has been shown to have many benefits for students, including increased long-term learning and a better understanding of the process of scientific discovery. In our project, students designed experiments to explore why zebrafish typically spawn in the first few hours after the lights come on in the morning. The results of our experiments suggest that spawning still occurs when the dark-to-light transition is altered or absent. This is consistent with the work of others that demonstrates that rhythmic spawning behavior is regulated by an endogenous circadian clock. Our successes and failures carrying out original research as part of an undergraduate course should contribute to the growing approaches for using zebrafish to bring the excitement of experimental science to the classroom. |
| Databáze: | OpenAIRE |
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