Computer-based inquiry to enhance science process skills in undergraduate students using physiological data.

Area of Science:

• Neuroscience and developmental biology
• Educational technology and pedagogy

Background:

• Spontaneous tail coiling (STC) in zebrafish embryos is a key indicator of motor development and a biomarker for neurotoxicity.
• Traditional STC assays are valuable for teaching scientific inquiry but are limited by time, cost, and resource constraints in undergraduate labs.

Purpose of the Study:

• To design and evaluate ZebraSTMe, a computer-based educational module utilizing STC analysis.
• To enhance undergraduate students' science process skills and engagement with novel scientific content.

Main Methods:

• Development of the ZebraSTMe computer-based module integrating STC assay principles.
• Evaluation of student learning perceptions, material quality, and knowledge acquisition.
• Thematic analysis of student feedback on module activities and self-reflection.

Main Results:

• Students reported improved skills in statistical analysis, data representation, and experimental discussion.
• Positive student evaluations regarding material quality and ease of use, with constructive feedback for revisions.
• Module activities fostered student reflection on professional strengths and weaknesses.

Conclusions:

• ZebraSTMe effectively improves undergraduate science process skills and engagement with neurodevelopmental research.
• The module addresses practical limitations of traditional lab assays, offering a scalable and cost-effective educational tool.
• Integrating novel research topics like STC analysis via digital modules enhances scientific education and promotes self-awareness in students.