Unravelling the Central Dogma of Biology in an Active Way: A Case Study

Autor/inn/en	Silveira, Lucas Fagundes; Xavier, Christian Santos; Perez, Maíra Alexandre; Bozza, Dandie Antunes; Furtado-Alle, Lupe; Hass, Iris; Tureck, Luciane Viater
Titel	Unravelling the Central Dogma of Biology in an Active Way: A Case Study
Quelle	In: Journal of Biological Education, 57 (2023) 1, S.101-114 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Silveira, Lucas Fagundes) ORCID (Perez, Maíra Alexandre) ORCID (Bozza, Dandie Antunes) ORCID (Furtado-Alle, Lupe) ORCID (Hass, Iris) ORCID (Tureck, Luciane Viater)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1877780
Schlagwörter	Foreign Countries; Biology; Science Instruction; Teaching Methods; Molecular Structure; Cytology; Undergraduate Students; Veterinary Medical Education; Genetics; Physiology; State Universities; Error Correction; Learning Activities; Student Attitudes; Knowledge Level; Visualization; Active Learning; Case Studies; Brazil + Suchen Sie Ihr Suchwort? Ausland; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zytologie; Humangenetik; Physiologie; Staatliche Universität; Korrektur; Lernaktivität; Schülerverhalten; Wissensbasis; Visualisation; Visualisierung; Aktives Lernen; Case study; Fallstudie; Case Study; Brasilien
Abstract	In this paper, we describe a dynamic-model as a strategy to teach DNA transcription and translation in an active way. This activity aims to provide learning beyond memorisation through the simulation of molecular processes, stimulating the elaboration of questions and hypotheses by students. The dynamic consists of four steps, starting with different problem situations which provide a context and encouragement to start the activity. The next steps connect these problems with DNA transcription and translation, requiring the active participation of students to simulate these processes through a construction of a model based on an iron board and representations of cellular structures, enzymes and genetic sequences fixed in magnets. An implementation experience of this dynamic, applied to 21 undergraduate veterinary students at a public university in the city of Curitiba, Paraná State, Brazil, is also described. Data from pre and post-questionnaires suggest knowledge about DNA transcription and translation was improved and some previous mistakes were clarified. Among the positive aspects that were cited by the students, the words visualisation and playful were more frequent, which reflect the didactic aspects of the dynamic. Some points of attention are discussed throughout the paper, as well as educational implications associated with the material and its potential to promote active learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01