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Stem cell research aims to find ways to use stem cells to regenerate and repair cellular damage. Over time, most adult cells undergo the wear and tear of aging and lose their ability to divide and repair themselves. Stem cells do not display a particular morphology or function. Adult stem cells, which exist as a small subset of cells in most tissues, keep dividing and can differentiate into a number of specialized cells generally formed by that tissue. These cells enable the body to renew and...
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Embryonic and induced pluripotent stem cells are excellent models for disease research because of their ability to self-renew and differentiate into most cell types. Somatic cells from a patient are isolated and reprogrammed into induced pluripotent stem cells or iPSCs. These iPSCs are later differentiated into the desired cell type, which mirrors the diseased cell of the patient. In this way, disease models have been created for investigating diseases such as Down syndrome, type I diabetes,...
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Stem cells are undifferentiated cells that divide and produce more stem cells or progenitor cells that differentiate into mature, specialized cell types. All the cells in the body are generated from stem cells in the early embryo, but small populations of stem cells are also present in many adult tissues including the bone marrow, brain, skin, and gut. These adult stem cells typically produce the various cell types found in that tissue—to replace cells that are damaged or to continuously...
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Stem cells are undifferentiated cells with extensive self-renewal properties that help them maintain their population during the fetal and adult stages of life. They can specialize in all cell types of the human body. However, their differential potential may vary and can be classified into five types. Stem cells can be (1) Totipotent, (2) Pluripotent, (3) Multipotent, (4) Oligopotent, and (5) Unipotent. Each stem cell has a specific origin; the fertilized egg or zygote is a totipotent cell and...
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The stem cell niche is the dynamic microenvironment where stem cells reside. Inside these niches, the cells may remain undifferentiated, undergo high self-renewal, or become lineage-specific progenitors. Stem cells coexist with other niche cells, such as stromal cells. They also interact closely with the ECM. Cell-cell and cell-matrix communication occur via adhesion molecules or soluble factors that signal the stem cells and determine their fate. Stromal cells also provide survival signals to...
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Embryonic stem (ES) cells are undifferentiated pluripotent cells, meaning they can produce any cell type in the body. This gives them tremendous potential in science and medicine since they can generate specific cell types for use in research or to replace body cells lost due to damage or disease.
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Life Science Research Immersion Program Improves STEM-Specific Skills and Science Attitudes among Precollege

Maysoon Lehmeidi Dong1, Zuying Feng2, Flannery McLamb1,2

  • 1University of California San Diego, Division of Extended Studies, La Jolla, California, USA.

Journal of Microbiology & Biology Education
|April 24, 2023
PubMed
Summary

The Life Science Research Immersion Program (LSRIP) boosts scientific reasoning and positive attitudes toward science in precollege students. This research immersion model helps prepare students for STEM majors and future careers.

Keywords:
STEM educationbiologyecologygene expressionmolecular biologyneurobiologyphysiologyplant biologyprecollegeresearch immersion

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Area of Science:

  • Life Science Education
  • STEM Higher Education
  • Science Communication

Background:

  • Growing demand for STEM professionals necessitates effective student retention strategies.
  • High attrition rates in STEM majors during early college years are linked to foundational skills.
  • Precollege and early college experiences significantly impact student success in STEM fields.

Purpose of the Study:

  • To evaluate the efficacy of the Life Science Research Immersion Program (LSRIP) in enhancing precollege students' scientific skills and attitudes.
  • To assess the impact of a novel science education model on scientific reasoning and retention potential.

Main Methods:

  • Administered pre- and postprogram assessments and surveys to three precollege student cohorts.
  • Utilized scientific reasoning assessments and attitude surveys to measure program impact.
  • Analyzed quantitative data to determine changes in scientific reasoning scores and attitudes toward science.

Main Results:

  • Scientific reasoning scores showed statistically significant improvement in two cohorts (4.70% and 9.44%).
  • Overall improvement in scientific reasoning was observed across all cohorts.
  • Positive shifts in attitudes toward science were reported by over 60% of surveyed students.

Conclusions:

  • The LSRIP is an effective educational model for improving scientific reasoning and fostering positive attitudes toward science in precollege students.
  • Research immersion experiences can enhance preparedness for introductory college STEM courses.
  • Implementing programs like LSRIP can help address the need for a robust STEM workforce.