Evidence for Professional Conceptualization in Science as an Important Component of Science Identity.

Experience in research facilitates development of science identity and encourages undergraduate student persistence along the pathway to careers in science, technology, engineering, and math (STEM). Participation in authentic research can foster identity development by influencing a sense of belonging, recognition, interest, and performance and competence in science. We examine science identity in a group of five community college women in marine science during a 2-year study in which students participated in a research experience. We used interviews, surveys, identity artifacts, and significant circles before and after the research experience in a thematic analysis to explore identities and examine their intentions, interests, perspectives, and aspirations for a future career. Participation in research provided opportunities for students to gain conceptual understanding of themselves and their abilities in science as well as explore and clarify their professional interests. This work builds upon our current understanding by providing evidence that conceptualization of career trajectories and self as a science professional is an important component of identity. Exploring career options and developing professional conceptualization are critical components in science research experiences and warrants additional study to understand the role of professional conceptualization in shaping student trajectories in STEM.

Feeding and thermal conditioning enhance coral temperature tolerance in juvenile Pocillopora acuta.

Scleractinian corals form the foundation of coral reefs by acquiring autotrophic nutrition from photosynthetic endosymbionts (Symbiodiniaceae) and use feeding to obtain additional nutrition, especially when the symbiosis is compromised (i.e. bleaching). Juvenile corals are vulnerable to stress due to low energetic reserves and high demand for growth, which is compounded when additional stressors occur. Therefore, conditions that favour energy acquisition and storage may enhance survival under stressful conditions. To investigate the influence of feeding on thermal tolerance, we exposed Pocillopora acuta juveniles to temperature (ambient, 27.4°C versus cool, 25.9°C) and feeding treatments (fed versus unfed) for 30 days post-settlement and monitored growth and physiology, followed by tracking survival under thermal stress. Feeding increased growth and resulted in thicker tissues and elevated symbiont fluorescence. Under high-temperature stress (31-60 days post-settlement; ca 30.1°C), corals that were fed and previously exposed to cool temperature had 33% higher survival than other treatment groups. These corals demonstrated reduced symbiont fluorescence, which may have provided protective effects under thermal stress. These results highlight that the impacts of feeding on coral physiology and stress tolerance are dependent on temperature and as oceans continue to warm, early life stages may experience shifts in feeding strategies to survive.

Developing the critical thinking skills of astrobiology students through creative and scientific inquiry.

Scientific inquiry represents a multifaceted approach to explore and understand the natural world. Training students in the principles of scientific inquiry can help promote the scientific learning process as well as help students enhance their understanding of scientific research. Here, we report on the development and implementation of a learning module that introduces astrobiology students to the concepts of creative and scientific inquiry, as well as provide practical exercises to build critical thinking skills. The module contained three distinct components: (1) a creative inquiry activity designed to introduce concepts regarding the role of creativity in scientific inquiry; (2) guidelines to help astrobiology students formulate and self-assess questions regarding various scientific content and imagery; and (3) a practical exercise where students were allowed to watch a scientific presentation and practice their analytical skills. Pre- and post-course surveys were used to assess the students' perceptions regarding creative and scientific inquiry and whether this activity impacted their understanding of the scientific process. Survey results indicate that the exercise helped improve students' science skills by promoting awareness regarding the role of creativity in scientific inquiry and building their confidence in formulating and assessing scientific questions. Together, the module and survey results confirm the need to include such inquiry-based activities into the higher education classroom, thereby helping students hone their critical thinking and question asking skill set and facilitating their professional development in astrobiology.