Annapurna expedition game: applying molecular biology tools to learn genetics

Solé-Llussà, Anna; Casanoves, Marina; Salvadó, Zoel; Garcı́a-Vallvé, Santiago; Valls, Cristina; Novo, Maïté

doi:10.1080/00219266.2018.1501409

Cited by 9 publications

(14 citation statements)

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“…We have shown that a developed curriculum of teacher training can inoculate a fertile ground, but it is a matter of policy and instruction to develop this further. In order to improve teacher knowledge, there is a need to create new educational material for them, or to train them about new advances in biotechnology, as shown successfully in previous studies (Casanoves et al, 2016;Solé-Llussà et al, 2018).…”

Section: Implications For Teaching and Teacher Trainingmentioning

confidence: 99%

Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

et al. 2021

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The speed of development of biotechnology within agriculture, industry, and medicine has changed our lives, and we need a biotechnological literacy to understand it. This implies that teachers in primary schools need to be biotechnologically literate in order to educate future generations. The aim of this study was to investigate Swedish pre-service primary school teachers’ knowledge of and attitudes towards biotechnology and contextualize the results by comparing them with a corresponding group of Spanish teachers. Data was collected using the established questionnaire instrument Biotech XXI and analyzed statistically. The findings demonstrate that Swedish pre-service primary school teachers have knowledge gaps relating to the basic genetic concepts that underpin biotechnology, although they are aware of biotechnological applications. Their attitudes are quite positive towards biotechnological applications in health, but less so to buying and using genetically modified products. Higher levels of knowledge were correlated with more positive attitudes, indicating an attitudinal basis for expanding the knowledge of and teaching practices for biotechnology among primary teachers. The level of knowledge and attitudes in the Swedish sample were similar to those of the Spanish teachers, suggesting a similar situation may be prevalent in many countries. The results indicate a need to reconsider the science curricula within pre-service primary school teacher training programs in order to better prepare primary teachers for teaching biotechnological literacy.

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Section: Implications For Teaching and Teacher Trainingmentioning

confidence: 99%

Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

et al. 2021

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“…Casanoves et al (2016) utilizan la metodología educativa del aprendizaje basado en problemas para aprender conceptos básicos de genética mientras resuelven un caso de investigación policial. Solé-Llussà et al (2019) utilizan el aprendizaje basado en el juego, esta metodología incorpora múltiples herramientas y recursos, con el objetivo de que el alumnado aprenda haciendo y se familiarice con la toma de decisiones. Law y Lee ( 2004) utilizaron simulaciones para enseñar genética mendeliana, Tsui y Treagust ( 2003) utilizaron actividades basadas en computadora para permitir a los estudiantes investigar la meiosis, la fertilización y los cruces monohíbridos.…”

Section: Discussionunclassified

Implementación y validación de una gincana para aprender genética en educación secundaria (Implementation and validation of a gymkhana to learn genetics in secondary education)

Riera

Valls

2022

Retos

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La genética es un tema especialmente difícil de explicar y de aprender según los expertos por varios motivos, entre ellos el desinterés generalizado del alumnado, así como la naturaleza abstracta y compleja de los procesos moleculares implicados. Con el fin de afrontar dichas dificultades, se diseñó, se implementó y se evaluó una gincana para analizar si permitía consolidar los conocimientos de genética expuestos de manera teórica previamente. El presente trabajo es un estudio de caso de un grupo de alumnos de entre 15-16 años que respondieron un cuestionario test antes y después de realizar la gincana para determinar si esta permite que el alumnado logre los objetivos de aprendizaje para los que fue diseñada. La gincana permite que el alumnado logre la mayoría de los objetivos planteados y por tanto se puede considerar como una actividad centrada en el alumnado y efectiva como actividad de consolidación de los conceptos teóricos sobre genética. Además, tuvo muy buena aceptación y fue bien valorada por parte del alumnado. Abstract: Genetics is an especially difficult subject to explain and learn according to experts for several reasons, including the general disinterest of students, as well as the abstract and complex nature of the molecular processes involved. To face these difficulties, a gymkhana was designed, implemented and evaluated to analyze whether it allowed to consolidate the knowledge of genetics previously exposed in a theoretical way. The present work is a case study of a group of students aged 15-16 who answered a test questionnaire before and after performing the gymkhana to determine if it allows students to achieve the learning objectives for which it was designed. The gymkhana allows students to achieve most of the objectives set and therefore can be considered as an activity focused on students and effective as an activity for the consolidation of theoretical concepts on genetics. In addition, it had a very good acceptance and was well valued by the students.

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“…Molecular genetics, which is thought to be the cornerstone of modern biology (Rotbain, Marbach-Ad & Stavy, 2005;Gericke & Wahlberg, 2013), continues to be one of the problematic topics for students, especially those at the senior high school level (Marbach-Ad & Stavy, 2000;Tsui & Treagust, 2010;Thörne & Gericke, 2014;Kılıç & Sağlam, 2014;Aivelo & Uitto, 2015;Casanoves, Salvadó, González, Valls, & Novo, 2017). This has been reported in a myriad of studies which showed students at the senior high school level demonstrate a poor understanding of fundamental issues related to molecular genetics (Knippels, Waarlo, & Boersma, 2005;Kılıç & Sağlam, 2014;Solé-Llussà, Casanoves, Salvadó, Garcia-Vallve, Valls, & Novo, 2019). As a result, many biology educators are worried considering the impact knowledge of molecular genetics have on science policy decisions such as genetic screening and genetically modified foods (Duncan, Freidenreich, Chinn, & Bausch, 2011;Freidenreich, Duncan, & Shea, 2011;Aivelo & Uitto, 2019;Solé-Llussà, Casanoves, Salvadó, Garcia-Vallve, Valls, & Novo, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…This has been reported in a myriad of studies which showed students at the senior high school level demonstrate a poor understanding of fundamental issues related to molecular genetics (Knippels, Waarlo, & Boersma, 2005;Kılıç & Sağlam, 2014;Solé-Llussà, Casanoves, Salvadó, Garcia-Vallve, Valls, & Novo, 2019). As a result, many biology educators are worried considering the impact knowledge of molecular genetics have on science policy decisions such as genetic screening and genetically modified foods (Duncan, Freidenreich, Chinn, & Bausch, 2011;Freidenreich, Duncan, & Shea, 2011;Aivelo & Uitto, 2019;Solé-Llussà, Casanoves, Salvadó, Garcia-Vallve, Valls, & Novo, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Key to students' poor understanding of molecular genetics is the instructional approach adopted by teachers to teach it (Eklund, Rogat, Alozie & Krajcik, 2007;Thörne & Gericke, 2014;Kılıç, & Sağlam, 2014). Therefore, various instructional strategies are suggested in the biology education literature to help address students' difficulties in understanding concepts related to molecular genetics (Rotbain, Marbach-Ad, & Stavy, 2005;Knippels, Waarolo & Boersma, 2005;Gericke & Hageberg, 2010;Gericke & Smith, 2014;Todd & Kenyon, 2015;Casanoves, Salvadó, González, Valls, & Novo, 2017;Nichols;Solé-Llussà, Casanoves, Salvadó, Garcia-Vallve, Valls, & Novo, 2019). Examples of which include the use of inquiry games (Casanoves, Salvado, González, Valls, & Novo, 2017), teaching genetics with developmental biology lens (Stern & Kampourakis, 2017), using the History and Philosophy of Science ([HPS] approach (Gericke & Smith, 2014), employing the historical models (Kinnear, 1991;Gericke & Hagberg, 2010), using computer animation and illustration activities that mirror real-life situations (Marbach-Ad, Rotbain, & Stavy, 2008), sequencing of genetics content from macro-to micro-levels (Knippels, Waarolo, & Boersma 2005) and employing drawing-based activity (Rotbain, Marbach-Ad, & Stavy, 2005).…”

Section: Introductionmentioning

confidence: 99%

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Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

Quainoo

Otami

Owusu

2021

LUMAT

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Molecular genetics, a key concept in biology, is found to be very difficult for students at the senior high school level. A situation largely blamed on teachers' instructional approaches. Since the Relating, Experiencing, Applying, Cooperating and Transferring (REACT) strategy is reported to be an effective pedagogical approach for improving students' understanding of science concepts, in this paper, we sought to explore its effectiveness on Senior High School students' achievement in molecular genetics in Ghana. To do this, the embedded mixed methods research design was employed. Two intact biology classes selected through simple random sampling were assigned as experimental and control groups and taught with the REACT strategy and the conventional approach respectively. Quantitative data were obtained with pre-test-post-test control group design and analysed with Independent sample t-test and ANOVA. The qualitative data on students’ perception of learning with the REACT strategy was obtained through interviews and analysed thematically. The findings showed that the REACT strategy was more effective for teaching molecular genetic compared with the conventional approach. Although REACT could not bridge the gap between low and high achievers in that group, the performance of low achievers in the REACT group was at par with high achievers in the conventional group. Students perceived the opportunity to search and share information as well as relate new concepts to prior learning provided by the REACT strategy to have facilitated their understanding of concepts in molecular genetics. It is recommended that biology teachers use the REACT strategy to teach concepts students find problematic.

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Annapurna expedition game: applying molecular biology tools to learn genetics

Cited by 9 publications

References 9 publications

Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?

Implementación y validación de una gincana para aprender genética en educación secundaria (Implementation and validation of a gymkhana to learn genetics in secondary education)

Effect of the REACT strategy on senior high school students’ achievement in molecular genetics

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