Bioinformatics in High School Biology Curricula: A Study of State Science Standards

Wefer, Stephen H.; Sheppard, Keith

doi:10.1187/cbe.07-05-0026

Cited by 32 publications

(25 citation statements)

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“…Specifically absent were links among the concepts of inherited mutations, mutations disrupting protein function, and the genetic contribution to multifactorial diseases (AAAS, 2005b). Wefer and Sheppard (2008) also found "low representation" of the human genome project and genomics content in secondary school science standards in 49 states.…”

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confidence: 83%

Reaching Future Scientists, Consumers, & Citizens

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Trepanier

2014

The American Biology Teacher

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An understanding of how genomics information, including information about risk for common, multifactorial disease, can be used to promote personal health ( personalized medicine) is becoming increasingly important for the American public. We undertook a quantitative content analysis of commonly used high school textbooks to assess how frequently the genetic basis of common multifactorial diseases was discussed compared with the "classic" chromosomal-single gene disorders historically used to teach the concepts of genetics and heredity. We also analyzed the types of conditions or traits that were discussed. We identified 3957 sentences across 11 textbooks that addressed multifactorial and "classic" genetic disorders. "Classic" gene disorders were discussed relatively more frequently than multifactorial diseases, as was their genetic basis, even after we enriched the sample to include five adult-onset conditions common in the general population. Discussions of the genetic or hereditary components of multi factorial diseases were limited, as were discussions of the environmental components of these conditions. Adult-onset multifactorial diseases are far more common in the population than chromosomal or single-gene disorders; many are potentially preventable or modifiable. As such, they are targets for personalized medical approaches. The limited discussion in biology textbooks of the genetic basis of multifactorial conditions and the role of environment in modifying genetic risk may limit the public's understanding and use of personalized medicine.

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confidence: 83%

Reaching Future Scientists, Consumers, & Citizens

Hicks

Cline

Trepanier

2014

The American Biology Teacher

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“…Ови подаци нису у сагласности са значајем информатике за развој осталих области. Зато је у извештају дата препорука за измену информатичких стандарда са циљем промовисања веће научне писмености ученика средњих школа (Wefer and Sheppard, 2008).…”

Section: значај интердисциплинарности у настави природних наука у среunclassified

Значај Интердисицплинарности У Савременој Настави Природних Наука

Миљановић¹

2016

SBERS

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MILJANOVIĆ, Tomka: THE IMPORTANCE OF INTERDISCIPLINARY APPROACH IN MODERN TEACHING OF NATURAL SCIENCES.[Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Trg Dositeja Obradovića, 2]The most important challenges of modern teaching of natural sciences are: establishing functional scientific literacy in students, training students to analyse, solve and interpret problem situations by linking knowledge from related subjects, encouraging students to apply acquired knowledge and skills in concrete life situations, and above all else increasing their motivation for studying and acquiring natural sciences. One of the solutions for achieving these goals, such as raising the level and quality of students' knowledge in natural sciences, is for them to use the interdisciplinary approach when studying, i.e. to process and acquire content from natural sciences by connecting and integrating them.This paper shows the importance of interdisciplinary approach in modern teaching of natural sciences. Based on numerous foreign and domestic researches, this approach contributes to improving teaching of both natural sciences and humanities and makes the teaching more efficient. Keywords: teaching natural sciences, interdisciplinary teaching and learning, teaching efficiency СажетакНајважнији захтеви савремене наставе природних наука су: остваривање код ученика функционалне научне писмености, њихово оспособљавање за анализу, решавање и интерпретиацију проблемских ситуација повезивањем знања из сродних наставних предмета, подстицање ученика да стечена знања и вештине примене у конкретним животним ситуацијама, а изнад свега повећање њихове мотивације за учење и усвајање садржаја природних наука. Једно од решења за остваривање наведених циљева, као и подизање нивоа и квалитета знања ученика из природних наука је њихово учење интердисциплинарним приступом, односно обрада и усвајање садржаја природних наука њиховим међусобним повезивањем и интегрисањем. У овом раду се указује на значај интердисицплинарностиу савременој настави природних наука. Нa основу бројних страних и домаћих истраживања, такав приступ доприноси унапређењу и ефикасности наставе и природних и друштвених наука. Кључне речи: настава природних наука, интердисциплинарна настава и учење, ефикасност наставе

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“…Gallagher et al 2011;Lewitter and Bourne 2011;McQueen et al 2012;Kovarik et al 2013;Machluf and Yarden 2013;Wood and Gebhardt 2013;Marques et al 2014;Toby and Pope 2014). Genomics and associated topics have started to appear in many official school curricula, for example in Scotland (see "Discussion", below), the Netherlands (College voor Examens 2014, p. 17) and the USA (Wefer and Sheppard 2008). From a different angle, computer science is now a major part of the primary school curriculum for England (https://www.gov.uk/government/ publications/national-curriculum-in-england-computingprogrammes-of-study).…”

Section: Introductionmentioning

confidence: 99%

University-level practical activities in bioinformatics benefit voluntary groups of pupils in the last 2 years of school

et al. 2015

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Background: Bioinformatics-the use of computers in biology-is of major and increasing importance to biological sciences and medicine. We conducted a preliminary investigation of the value of bringing practical, university-level bioinformatics education to the school level. We conducted voluntary activities for pupils at two schools in Scotland (years S5 and S6; pupils aged 15-17). We used material originally developed for an optional final-year undergraduate module and now incorporated into 4273π, a resource for teaching and learning bioinformatics on the low-cost Raspberry Pi computer.Results: Pupils' feedback forms suggested our activities were beneficial. During the course of the activity, they provide strong evidence of increase in the following: pupils' perception of the value of computers within biology; their knowledge of the Linux operating system and the Raspberry Pi; their willingness to use computers rather than phones or tablets; their ability to program a computer and their ability to analyse DNA sequences with a computer. We found no strong evidence of negative effects.Conclusions: Our preliminary study supports the feasibility of bringing university-level, practical bioinformatics activities to school pupils.

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Bioinformatics in High School Biology Curricula: A Study of State Science Standards

Cited by 32 publications

References 15 publications

Reaching Future Scientists, Consumers, & Citizens

Reaching Future Scientists, Consumers, & Citizens

Значај Интердисицплинарности У Савременој Настави Природних Наука

University-level practical activities in bioinformatics benefit voluntary groups of pupils in the last 2 years of school

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