A web‐based adaptive tutor to teach PCR primer design

Seters, J.R. van; Wellink, J.; Tramper, J.; Goedhart, Martin; Ossevoort, Miriam

doi:10.1002/bmb.20563

Cited by 11 publications

(7 citation statements)

References 13 publications

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“…Digital learning modules are increasingly introduced in higher education, including in the field of biotechnology and molecular life sciences [1][2][3]. These modules can serve various purposes.…”

Section: Introductionmentioning

confidence: 99%

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

Noroozi

Mulder

2016

Biochem Molecular Bio Educ

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This study aims to investigate the impacts of a digital learning module with guided peer feedback on students' domain-specific knowledge gain and their attitudinal change in the field of biotechnology and molecular life sciences. The extent to which the use of this module is appreciated by students is studied as well. A pre-test, post-test design was used with 203 students who were randomly assigned to groups of three. They were asked to work on the digital module with the aim of exploring various perspectives, and the "pros and cons" on the topic of "Genetically Modified Organisms (GMOs)." The results suggest that the module can be used to foster students' domain-specific knowledge gain and their attitudinal change. Furthermore, the module was evaluated positively in terms of students' motivation and satisfaction with the learning experiences.

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Section: Introductionmentioning

confidence: 99%

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

Noroozi

Mulder

2016

Biochem Molecular Bio Educ

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“…Teachers can give online instructions and personal feedback to students and stimulate discussion and collaboration between students. Further, ICT may be used for personalized instruction and formative assessment through quizzes or assignments with individual feedback (either computer-generated or teacher-generated) and adaptive learning [28]. Computers make learning place-and time-independent, offering opportunities for distance learning or virtual laboratories, for instance, by using video technology in online courses (see Section 4.3.1).…”

Section: New Technologiesmentioning

confidence: 99%

Changing Perspectives on the Undergraduate Chemistry Curriculum

Goedhart¹

2015

Chemistry Education

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In this chapter, I will discuss the role of universities in this changing world, and more particularly how we can train future chemists in such a way that they are adequately equipped to contribute to meet these future challenges. This chapter describes how ideas about teaching and curriculum in universities have changed over the last decades. Although some ideas have influenced the way we teach chemistry in the undergraduate curriculum, the way the curriculum is structured in courses has stayed more or less unchanged. I will present a new division of chemistry from a competency-based perspective, which can be used as the basis for the structure of a new curriculum. The Traditional Undergraduate CurriculumI begin this chapter with a characterization of what I call the "traditional curriculum" for undergraduate chemistry programs at colleges and universities. Hake [1] defines traditional courses as "[courses that] make little or no use of IE [interactive-engagement] methods, relying primarily on passive-student lectures, recipe labs, and algorithmic-problem exams" (p. 65). Hake's wordings make clear that the word "traditional" has a negative connotation, but I will use the word "traditional" in a more neutral sense to describe teaching methods that have a long history. In this meaning, the word "traditional" opposes "modern" teaching methods, which have become popular during the last decades, but I realize that a sharp distinction between "traditional" and "recent" cannot be made.In this chapter, I will use the description of curriculum given by Hass [2]. Hass states that a curriculum means "all of the experiences that individual learners have in a program of education whose purpose is to achieve broad goals and related specific objectives, which is planned in terms of a framework of theory and research or past and present professional practice" (p. 5). Also, other authors define curriculum broadly, including all decisions taken in a school to enable the learning of students. This involves the attainment targets of the entire program and objectives of individual courses, the organization of the program in subjects and courses, the

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“…Some of our students expressed an interest in designing their own PCR primers for the experiment. In the future, we may incorporate exercises in PCR primer design at the beginning of this laboratory. In addition, several students expressed a desire to design their own RT‐qPCR experiment.…”

Section: Student Feedbackmentioning

confidence: 99%

Environmental regulation of plant gene expression: An RT‐qPCR laboratory project for an upper‐level undergraduate biochemistry or molecular biology course

Eickelberg

Fisher

2013

Biochem Molecular Bio Educ

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We present a novel laboratory project employing "realtime" RT-qPCR to measure the effect of environment on the expression of the FLOWERING LOCUS C gene, a key regulator of floral timing in Arabidopsis thaliana plants. The project requires four 3-hr laboratory sessions and is aimed at upper-level undergraduate students in biochemistry or molecular biology courses. The project provides students with hands-on experience with RT-qPCR, the current "gold standard" for gene expression analysis, including detailed data analysis using the common 2 2DDC T method. Moreover, it provides a convenient starting point for many inquirydriven projects addressing diverse questions concerning ecological biochemistry, naturally occurring genetic variation, developmental biology, and the regulation of gene expression in nature.

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A web‐based adaptive tutor to teach PCR primer design

Cited by 11 publications

References 13 publications

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

Changing Perspectives on the Undergraduate Chemistry Curriculum

Environmental regulation of plant gene expression: An RT‐qPCR laboratory project for an upper‐level undergraduate biochemistry or molecular biology course

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