Features of Knowledge Building in Biology: Understanding Undergraduate Students’ Ideas about Molecular Mechanisms

Southard, Katelyn M.; Wince, Tyler; Meddleton, Shanice; Bolger, Molly S.

doi:10.1187/cbe.15-05-0114

Cited by 49 publications

(78 citation statements)

References 39 publications

(70 reference statements)

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“…The pairings in the invalid-to-none category (incorrect propositions on the pre- maps that were absent from the post- maps) accounted for 9% of propositions, and most of these propositions connected RNA with terms related to translation. Previous studies have shown the difficulties students have with translation (15, 47), but our results showed that students better understood the relationship between translation and RNA after taking genetics. This result complements the result in the none-to-valid category, which also heavily featured propositions related to translation.…”

Section: Discussioncontrasting

confidence: 74%

Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology

Briggs

Morgan

Sanderson

et al. 2016

J Microbiol Biol Educ.

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The goal of our study was to track changes in student understanding of the central dogma of molecular biology before and after taking a genetics course. Concept maps require the ability to synthesize new information into existing knowledge frameworks, and so the hypothesis guiding this study was that student performance on concept maps reveals specific central dogma misconceptions gained, lost, and retained by students. Students in a genetics course completed pre- and posttest concept mapping tasks using terms related to the central dogma. Student maps increased in complexity and validity, indicating learning gains in both content and complexity of understanding. Changes in each of the 351 possible connections in the mapping task were tracked for each student. Our students did not retain much about the central dogma from their introductory biology courses, but they did move to more advanced levels of understanding by the end of the genetics course. The information they retained from their introductory courses focused on structural components (e.g., protein is made of amino acids) and not on overall mechanistic components (e.g., DNA comes before RNA, the ribosome makes protein). Students made the greatest gains in connections related to transcription, and they resolved the most prior misconceptions about translation. These concept-mapping tasks revealed that students are able to correct prior misconceptions about the central dogma during an intermediate-level genetics course. From these results, educators can design new classroom interventions to target those aspects of this foundational principle with which students have the most trouble.

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Section: Discussioncontrasting

confidence: 74%

Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology

Briggs

Morgan

Sanderson

et al. 2016

J Microbiol Biol Educ.

View full text Add to dashboard Cite

show abstract

“…One fundamental biological concept with which students struggle is the relationship of DNA structure to its functions. For example, students have misconceptions about the way DNA bases are stacked and accessible to DNA binding proteins, the continuity of and information presented in DNA grooves, the flexibility and dynamic nature of DNA molecules, and the enzymes that cleave and repair DNA . For example, students fail to realize that although DNA bases lie between the DNA backbones, they are accessible to proteins .…”

Section: Introductionmentioning

confidence: 99%

“…Guided by the Biomolecular Visualization Framework, we leveraged this technology to design three interactive learning modules and assessments that use 3D printed models to target important misunderstandings of DNA structure and function that often stem from visual illiteracy and to help students visualize frequently challenging processes . In Table , we outline specific learning objectives related to misconceptions or difficult‐to‐visualize 2D to 3D translations identified from the literature and polling six biochemistry instructors . We responded to ASBMB learning goals (Table , column 1) and the Biomolecular Visualization Framework (column 2) by outlining specific learning objectives for each 3D learning module (column 3) to address specific student misconceptions found in undergraduate majors (column 4).…”

Section: Introductionmentioning

confidence: 99%

Student Understanding of DNA Structure–Function Relationships Improves from Using 3D Learning Modules with Dynamic 3D Printed Models

Howell

Booth

Sikich

et al. 2019

Biochem Molecular Bio Educ

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Understanding the relationship between molecular structure and function represents an important goal of undergraduate life sciences. Although evidence suggests that handling physical models supports gains in student understanding of structure–function relationships, such models have not been widely implemented in biochemistry classrooms. Three‐dimensional (3D) printing represents an emerging cost‐effective means of producing molecular models to help students investigate structure–function concepts. We developed three interactive learning modules with dynamic 3D printed models to help biochemistry students visualize biomolecular structures and address particular misconceptions. These modules targeted specific learning objectives related to DNA and RNA structure, transcription factor‐DNA interactions, and DNA supercoiling dynamics. We also designed accompanying assessments to gauge student learning. Students responded favorably to the modules and showed normalized learning gains of 49% with respect to their ability to understand and relate molecular structures to biochemical functions. By incorporating accurate 3D printed structures, these modules represent a novel advance in instructional design for biomolecular visualization. We provide instructors with the materials necessary to incorporate each module in the classroom, including instructions for acquiring and distributing the models, activities, and assessments. © 2019 International Union of Biochemistry and Molecular Biology, 47(3):303–317, 2019.

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“…Students who study the subject of molecular biology often find it difficult to differentiate biological mechanisms such as DNA replication, transcription and translation through mental categorization [3], or understanding a dynamic sequence of events through the physical organization of the molecules in an image, model or mental scheme. Comprehend the molecular mechanisms and interactions in their baseline state, will help the student to compare, establish and elucidate the biological consequences of possible alterations [1,3,4].…”

Section: Introductionmentioning

confidence: 99%

Use of MethHC and SurvExpress database in the course of molecular biology for medical students: Understanding of epigenetic modifications in gene expression with problem-based learning

Villarreal

Valero

Urbano

et al. 2019

Preprint

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Background: Currently, there are teaching methods that allow students to understand clinical conditions, pathologies and hereditary diseases, mainly supported by problem-based learning (PBL), simulation-based learning (SBL), image analysis, case studies, and use of platforms electronic and mobile applications. However, the use of databases and PBL in the compression of molecular biology applied to research has not been well investigated. The scientific literature has reported combinations of pedagogical strategies with positive results compared to the traditional method based on reading, therefore, this study aimed to design a pedagogic method making use of databases applied in scientific research to understand the relation of methylation on gene expression and its relationship in the appearance of diseases such as cancer. Methods: Three databases were used, Genetics Home Reference (GHR) for the theoretical understanding of the study gene, MethHC for the analysis of the effect of methylation on gene expression and SurvExpress for biomarker validation for cancer gene expression. All databases support your information from The Cancer Genome Atlas (TCGA) program of the National Cancer Institute (NCI). The guidelines of each platform for the analysis of the information were followed. The present study exemplified with the analysis of the POT1 gene that is involved with the maintenance of telomere length and has been associated with breast cancer. Results: The function of the POT1 gene, chromosomal and molecular position, number of exons and their transcriptional variants in invasive breast carcinoma were described. It was found that the expression of POT1 depends on the positioning of the levels of methylation within the structures that comprise the gene in healthy and tumor tissue, besides it was reported through a survival analysis that the gene is best expressed in the low group's risk compared to the high-risk group. Conclusion: The use of databases allows the student to make use of his theoretical knowledge and take them to clinical practice and research, the results obtained from the use of GHR, MethHC, and SurvExpress allow to apply molecular biology in clinical research and promote problem-based learning developing analysis and interpretation skills in students. This pedagogical method allows the understanding of epigenetic effects on the expression of cancer-related genes.

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Features of Knowledge Building in Biology: Understanding Undergraduate Students’ Ideas about Molecular Mechanisms

Cited by 49 publications

References 39 publications

Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology

Tracking the Resolution of Student Misconceptions about the Central Dogma of Molecular Biology

Student Understanding of DNA Structure–Function Relationships Improves from Using 3D Learning Modules with Dynamic 3D Printed Models

Use of MethHC and SurvExpress database in the course of molecular biology for medical students: Understanding of epigenetic modifications in gene expression with problem-based learning

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