Marvasi Massimiliano, Davila-Vazquez Yarely C, Martinez Lilliam Casillas
Soil and Water Science Department, University of Florida, Gainesville, FL 32610-3610.
Biology Department, University of Puerto Rico-Humacao, Humacao, PR 00791.
J Microbiol Biol Educ. 2013 Dec 2;14(2):206-12. doi: 10.1128/jmbe.v14i2.578. eCollection 2013.
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.
我们设计了一个为期三周的实验，可作为任何微生物学课程的补充内容，用于向非地质学专业的学生传授主要的地球微生物学概念。对于非地质学专业的学生来说，最难理解的概念之一是细菌如何作为不同矿化反应的平台。在我们为期三周的实验室实践中，学生们学习诱导细菌矿化所需的主要原理和条件。完成实验室体验后，学生将能够：1）了解微生物诱导矿化（如碳酸钙形成）如何受到不同培养基和生长条件的影响；2）理解细菌生理学如何影响任何原位或体外诱导矿化；3）理解生长条件和细菌生理学如何相互关联，从而导致不同的晶体形成。通过前测/后测对教学过程进行评估，学生的正确答案数量从26%增加到了76%。我们还在学生进行特定技术任务时测量了他们的熟练程度，结果显示在进行实验时没有重大困难。最后提供了一份问卷，学生对实践的组织和内容给予了满意的评价。84%-86%的学生认为这些练习提高了他们在地球微生物学方面的知识，并希望未来能参加类似的实验室。这样的反馈是最好的指标，表明该实验室实践可以在任何本科/研究生微生物学课程中实施，以有效地向非地质学专业的学生传授基本的地球微生物学概念。
