The identification of regulatory sequences in animal genomes remains a significant challenge. Comparative genomic methods that use patterns of evolutionary conservation to identify non-coding sequences with regulatory function have yielded many new vertebrate enhancers. However, these methods have not contributed significantly to the identification of regulatory sequences in sequenced invertebrate taxa. We demonstrate here that this differential success, which is often attributed to fundamental differences in the nature of vertebrate and invertebrate regulatory sequences, is instead primarily a product of the relatively small size of sequenced invertebrate genomes. We sequenced and compared loci involved in early embryonic patterning from four species of true fruit flies (family Tephritidae) that have genomes four to six times larger than those of Drosophila melanogaster. Unlike in Drosophila, where virtually all non-coding DNA is highly conserved, blocks of conserved non-coding sequence in tephritids are flanked by large stretches of poorly conserved sequence, similar to what is observed in vertebrate genomes. We tested the activities of nine conserved non-coding sequences flanking the even-skipped gene of the teprhitid Ceratis capitata in transgenic D. melanogaster embryos, six of which drove patterns that recapitulate those of known D. melanogaster enhancers. In contrast, none of the three non-conserved tephritid non-coding sequences that we tested drove expression in D. melanogaster embryos. Based on the landscape of non-coding conservation in tephritids, and our initial success in using conservation in tephritids to identify D. melanogaster regulatory sequences, we suggest that comparison of tephritid genomes may provide a systematic means to annotate the non-coding portion of the D. melanogaster genome. We also propose that large genomes be given more consideration in the selection of species for comparative genomics projects, to provide increased power to detect functional non-coding DNAs and to provide a less biased view of the evolution and function of animal genomes.
The global climate crisis continues to endanger the well-being of natural environments and the people who depend on them. Building elements of environmental identity may better connect youth to the changes underway. However, little work has investigated how experiencing a climate change-impacted landscape may support environmental identity shifts. This study explores such shifts in the context of a wilderness science program for youth in a glacier-dominated landscape with visible signatures of long-term change. We use a qualitative approach to investigate environmental identity development, relying on Clayton's (2003) environmental identity model as a theoretical construct. We find that two aspects of environmental identity shifted the most: (1) relatedness to the natural environment and (2) pro-environmental motivation. Emergent themes from the analysis reveal that these changes arise from better understanding how ecosystems are interconnected, understanding human impacts on the environment, and witnessing first-hand the scale and rate of glacier loss. Our results imply that educators can privilege these aspects to support environmental identity shifts. Ultimately, our findings highlight that personally witnessing a visibly climateimpacted landscape may be powerful in promoting better environmental stewardship in response to the climate crisis.
The issue of girls' lack of connection to science has received much attention. Situated approaches such as research apprenticeships offer the chance to engage learners fully in science communities of practice and thus connect girls to science. However, such programs are often designed with lab settings, rather than field settings, in mind. This paper investigates a research apprenticeship program (Girls on Ice) that immerses girls in field science. In particular, the program makes explicit tacit elements needed for success in field science, such as a sense of adventure and physical and mental toughness. Using a qualitative approach, we explored how and in what ways girls connected to a field science community of practice. Emergent themes from the analysis illustrate that girls learned both explicit and tacit practices and ways of being that are associated with being a field scientist, such as teamoriented leadership and physical and mental perseverance. The results suggest that providing girls exposure to and practice with the tacit skills needed in science might constitute a new way to increase its perceived relevance and to counter gendered expectations of women in science.
Abstract. Building communities that are resilient and adaptive to climate change requires the development of education strategies that train community members in higher order thinking skills that can be used to solve complex environmental problems. This study provides an empirical test of hypotheses within social-ecological systems resilience theory that have suggested metacognitive learning strategies could increase resilience thinking skills such as scenarios thinking, systems thinking, and the ability to interpret and apply ecological data in complex problem solving. During a 6-week long ecology unit with 108 seventh-grade students, we taught half the students using standard inquiry teaching methods and the other half using the same method, with the addition of a daily metacognitive learning intervention. We investigated the short-term (after six weeks of intervention) and long-term (1 yr after the intervention ended) effects of the intervention on student's metacognitive ability and resilience thinking skills. Over the long term, we found a modest increase in the metacognitive ability of students who received the daily metacognitive journaling exercise. Interview data suggest that the structured metacognitive practice did most to improve the resilience thinking level of students who had low resilience thinking ability prior to the intervention period. However, the interaction between pre-treatment ability level and the treatment group was not detected in the written assessment data. These data suggest that the metacognitive learning intervention we used can benefit metacognitive ability over the long term, but has limited transferability to resilience thinking skills for most students. We suggest additional instructional practices for implementing metacognitive teaching approaches that could enhance the generalizability of their benefits across resilience thinking skills and student's ability levels.
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