@inproceedings{WiessnerMachacekLinkLeitner,
  author    = {Wießner, Katharina and Machacek-Link, Thomas and Leitner, Rita},
  title     = {Encouraging the development of higher-order cognitive skills via applied exercises and web-based self-assessment to teach the basic principles in molecular biology.},
  series = {PIXEL NPSE2021, M{\"a}rz 2021},
  booktitle = {PIXEL NPSE2021, M{\"a}rz 2021},
  abstract  = {The responsibility of a lecturer is not only to share his or her knowledge with the students in an easy to understand manner, but also to help the students to embed new knowledge and to encourage the development of higher-order cognitive skills via applied exercises. In order to meet the growing demand for blended learning approaches a new course concept was established in autumn 2018. To enhance comprehension and to provide opportunities for self-assessment, web-based training units were implemented by using the interactive learning software "Articulate Storyline". Students had to prepare at home for the course units by completing interactive chapters. Their learning outcome was assessed by online quizzes at the end of each chapter. Online Training chapters allowed time to focus on selected topics and to repeat key messages in following presence units. Additionally, guided group exercises were performed to promote analytic skills and abstract thinking. The students had to apply and combine their knowledge to solve problem-based challenges. An optional revision course was offered to the students, which allowed for interactive repetition of the acquired knowledge with the focus on student-to-lecturer dialog. An analysis based on a written evaluation of this course resulted in a positive feedback from the students, in particular regarding the guided exercises and the offered revision course. According to the students the group exercises allowed to process the learned subjects, promoted the group climate and were a convenient diversion from the frontal lecture format. Students who attended the revision course on a regular basis showed a better performance at the final exam and exceeded especially at interdisciplinary questions. The first implementation of this master´s degree course indicated that the combination of web-based training elements with frontal lecture elements, guided exercises stimulating cognitive skills and an optional revision course can teach students the basics of biology in an understandable way. This course structure is especially applicable to teach basic subjects for groups of students with varying initial knowledge. Financial support from the City of Vienna project PBL in Molecular Life Science (21-06) is gratefully acknowledged.},
  subject      = {PBL},
  language  = {en}
}
@inproceedings{WiessnerPraherLiousiaetal.,
  author    = {Wießner, Katharina and Praher, Daniela and Liousia, Varvara and Gepp, Barbara and Leitner, Rita and R{\"u}nzler, Dominik},
  title     = {Testing the acute toxicity of an alternative to Glyphosate - Pelargonic acid},
  series = {SETAC Europe 30th Annual Meeting - Online},
  booktitle = {SETAC Europe 30th Annual Meeting - Online},
  organization    = {Society of Environmental Toxicology and Chemistry (SETAC)},
  abstract  = {Glyphosate-based herbicides were used as plant protection product globally for several decades. However, glyphosate is discussed as showing genotoxicity and many other side-effects such as inhibiting the mitochondrial succinate dehydrogenase, leading to a decreased ATP production. Therefore, finding alternative active substances is necessary. Pelargonic acid (nonanoic acid) and its ammonium salt (saponified form), which are used as alternatives to glyphosate-based herbicides, are biological derived substances considered as environmentally friendly herbicides. To test the effects of pelargonic acid in its acidic form (active substance in TopGun) and its saponified form (in Finalsan Plus) on the aquatic ecosystem, students of the master study program "environmental management and ecotoxicology" compared the toxicity levels of these substances using zebrafish embryos within the scope of a student research course. The project was developed by applying the 7-step problem-based learning method which allowed the students to design their experiments independently with the guidance and feedback of the lecturers. Acute toxicity was determined according to OECD test guideline 236 in D. rerio which revealed a LC50 of 1.55 mg/L of pelargonic acid, a LC50 value of 0.93 mg/L pelargonic acid in TopGun and a LC50 of 36.37 mg/L of Finalsan Plus. Neutral Red Uptake assays were performed on the rainbow trout-derived gill cell-line RTgill-W1 to determine the acute toxicity according to the OECD test guideline 129 which revealed the IC50 value of 12.4 mg/L pelargonic acid in TG. Due to solubility limits, no reliable IC50 could be obtained. The results of the tests indicate differences in the acute toxicity of the pelargonic acid-based formulations TopGun and Finalsan Plus. However, more investigations have to be done in order to analyse if the acidic form is more toxic than the saponified form. Furthermore, detailed ecotoxicological risk assessments and an evaluation of the genotoxicity of both herbicides has to be performed before any conclusion can be drawn. Financial support from the City of Vienna project PBL in Molecular Life Science (21-06) is gratefully acknowledged.},
  subject      = {Environmental Chemistry},
  language  = {en}
}