128
Monitor
CHARLES F A BRYCE
Department of Biological Sciences
Napier Polytechnic
Edinburgh, Scotland
Beasley, W F Curriculum Innovations and Teacher Development.
J Chemical Education 69, 57-58 (1992)
The author believes that research and development efforts in
science education over the last few decades have had little
effective influence on teaching and learning. This view is
reinforced by the publication of a number of international
reports on this topic, each with a similar finding. The visible
proof of this is the dramatic drop in students selecting to major in
science. The author reviews the steps taken over the last thirty
years to address this problem and these are typified by the
production of high quality teaching resources and curriculum
innovation. Since these are not appearing to have the desired
effect it is suggested that the problem be re-assessed, this time
focusing on the teacher him/herself. A recent study suggested
that due consideration be given to the intellectual competence
and performance of the teacher and should include an analysis of
attitudes, perceptions, conceptions and abilities. The details of
how this should be undertaken are provided in the article,
together with the relevant references to recent publications in
this area. The conclusion is that the combination of resource
development and teacher development must have the appro-
priate balance and that, in future, this must shift toward the
professional development of teachers.
[Department of Education, University of Queensland, Queens-
land, Australia 4072]
Brown, B S Paper Models to Illustrate the Structure and Solubility
Properties of Membrane Lipids. J Biological Education 25, 159-
160 (1991)
Illustrations of the commonly-found membrane phospholipids,
phosphatidylcholine, sphingomyelin, glycolipids and cholesterol
are provided such that paper models depicting their structures
can easily be generated. Each illustration can be photocopied to
any desirable size, folded back on itself along the dotted line
provided, the two halves then glued back to back and the outline
structure cut out. One side of the model shows the details of the
structure, while the reverse side shows the hydrophilic and
hydrophobic regions. Potential applications for this inexpensive
teaching aid range from bookmarks, assembled into mobiles, to
a project in which a two-dimensional model of a biological
membrane can be constructed with the paper models supple-
mented with representations for integral membrane proteins
(coloured to indicate their hydrophilic and hydrophobic regions)
and peripheral proteins which can be placed above the bilayers.
[Department of Biochemistry and Molecular Biology, University
of Manchester, Oxford Road, Manchester M13 9PT, UK]
Dickson, S R and Bickerstaff, G F Pineapple Bromelain and
Protein Hydrolysis. J Biological Education 25, 164-166 (1991)
Four simple and inexpensive laboratory investigations are
described which help to illustrate aspects of enzyme technology
and biotechnology. The enzyme is bromelain, a protease
extracted from pineapple fruit and stem (either from fresh fruit
or from commercial sources). The substrate for the enzyme is
commercial jelly (gelatin) and a measure of enzyme activity is
assessed by the degree to which the set jelly is liquefied. The first
BIOCHEMICAL EDUCATION 20(2) 1992
investigation compares enzyme from fresh fruit with that from
processed pineapple (juice or pieces) both before and after
boiling. The second and third investigations consider the effect
of pH and temperature on enzyme activity respectively. The
fourth illustrates the inhibition of the enzyme by copper ions.
Typical results are described together with further points for
discussion with the students. All of the experiments can easily be
carried out with simple and widely available materials and none
require recourse to specialist capital equipment.
[Department of Biology, Paisley College, High Street, Paisley
PAl 2BE, UK]
Nicholl, D S T Modelling the Flow of Genetic Infbrmation. J
Biological Education 25, 161-163 (1991)
Good use is made of inexpensive starting materials such as pipe
cleaners (normal and jumbo sizes), foam rubber and card, to
produce simple models to illustrate the DNA double helix,
transcription and translation and three-dimensional protein
structure. Details of the construction of each of these models is
provided in the article, including a specific model detailing
mRNA, ribosome and tRNA interactions with codon-anticodon
recognition and specification of amino acids. The models can be
made by the lecturer in advance of the class and have these
mounted as demonstrations using card, a notice-board with
Velcro-type fastenings or a magnetic board plus magnetic tape.
Alternatively, each of the models can be produced by the
students themselves as part of a student-centred learning
exercise with the degree of detail and sophistication being
determined by the students themselves.
[Department of Biology, Paisley College, High Street, Paisley
PAl 2BE, UK]
Watkins, D Assessing Teaching Effectiveness: An Indian Perspec-
tive. Assessment and Evaluation in Higher Education 16, 185-
198 (1991)
Systematic evaluations of tertiary teaching are now fairly
widespread and can be determined by one or more of the
following criteria: course grades, peer evaluation and student
ratings. The latter has had a controversial history but has been
by far the most widely used. Teaching is a multifaceted activity
and therefore any assessment instrument must recognise this and
cater for it. Two comprehensive assessment instruments have
been developed and these are the Students' Evaluations of
Educational Quality (SEEQ) and the Endeavour Instructional
Rating Form (EIRF). The key features of each of these is
described and prior studies using them have helped to confirm
their reliability. Indeed, the present study, taken in conjunction
with earlier work, provides strong support for the cross-cultural
validity of these instruments.
The background and rationale for implementing an evaluation
of Indian academics is described, the initial concerns being the
same as those in the west. The methodology used and the
statistical analysis employed are described together with the
detailed results of the study. The results indicate many interest-
ing and valuable points with very clear discrimination between
good and poor lecturers in such areas as enthusiasm, organis-
ation/clarity, learning/value, and group interactions. In addition
the results support the previously published findings that
students do not simply give high ratings to easy courses where
they don't have to do much work (grading leniency bias). The
article is well supported by the inclusion of thirty-five associated
references to previously published work.
[Department of Education, University of Hong Kong, Pokfulam
Road, Hong Kong]