Teaching Meiosis with the DNA Triangle Framework: A Classroom Activity That Changes How Students Think about Chromosomes

Autor/inn/en	Wright, Leslie Kate; Cortez, Paulina; Franzen, Margaret A.; Newman, Dina L.
Titel	Teaching Meiosis with the DNA Triangle Framework: A Classroom Activity That Changes How Students Think about Chromosomes
Quelle	In: Biochemistry and Molecular Biology Education, 50 (2022) 1, S.44-54 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wright, Leslie Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.21583
Schlagwörter	Science Instruction; Teaching Methods; Science Activities; Scientific Concepts; Molecular Biology; Class Activities; Student Educational Objectives; Evidence Based Practice; Misconceptions; Science Achievement; Achievement Gains; Genetics; Active Learning + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Molekularbiologie; Missverständnis; Achievement gain; Leistungssteigerung; Humangenetik; Aktives Lernen
Abstract	Many biology students struggle to learn about the process of meiosis and have particular difficulty understanding the molecular basis of crossing over and the importance of homologous pairing for proper segregation. To help students overcome these challenges, we designed an activity that uses a newly developed Chromosome Connections Kit® from 3-D Molecular Designs to allow learners to explore meiosis at the molecular level. We took a backwards design approach in constructing an effective classroom activity. We developed evidence-based learning objectives and designed a crossing over activity that targets students' misconceptions and key concepts about meiosis. Assessment questions were designed based on the learning objectives and common student misconceptions. The activity consists of three parts: an interactive introductory video, a model-based activity, and reflection questions. The activity was first beta-tested with a small number of students and revised based on feedback. The revised activity was deployed in a mid-level Cell and Molecular Biology course. Analysis of pre-/post-assessment data from students who completed the activity (n = 83) showed strong learning gains on concepts related to ploidy, homology, segregation, and the mechanism and purpose of crossing over. Additionally, students who participated in the activity outperformed nonparticipants on a Genetics assessment about meiosis the following semester. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01