Lab experience with seafood control at the undergraduate level: Cephalopods as a case study

DNA structure has been leveraged in a variety of facets that allow scientists to perform a range of assays, including ones for identification of species, establishing evolutionary relationships between taxa, or even identifying individuals. Here, we present a DNA barcoding method as practical, hands-on approach that connects several experimental techniques in one sequence to teach the principles behind DNA isolation, purification, PCR, sequencing, and phylogeny analysis. Our set of exercises is designed for a teaching university laboratory setting. The three laboratory class assignments utilize DNA from a mushroom (can be purchased at a supermarket) and provide a pipeline to guide students through the process of identifying an unknown sample, like in many research laboratories. The third assignment can be used as a stand-alone exercise on phylogeny analysis and can be taught remotely. Students explore the theory behind the standard molecular techniques and apply it in a handson setting that involves experimental design, sample preparation, and use of hallmark molecular instruments.

Section: Assessment Of Student Learning and Feedbackmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring DNA in biochemistry lab courses: DNA barcoding and phylogenetic analysis

Casanova

Shumskaya

2021

“…11 In college, the use of cases can increase motivation and make students more independent by a more in-depth approach to concepts. 12,13 Cases in the community are reported to be effective in learning in the fields of medicine, nursing, business, engineering, and science education. 11,14,15 Case-based learning will be effective if students are assigned to produce reports, articles, or other scientific papers.…”

Section: Introductionmentioning

confidence: 99%

“…Using cases in the community can be a student‐centered learning resource to explain concepts based on their perspectives 11 . In college, the use of cases can increase motivation and make students more independent by a more in‐depth approach to concepts 12,13 . Cases in the community are reported to be effective in learning in the fields of medicine, nursing, business, engineering, and science education 11,14,15 …”

Section: Introductionmentioning

confidence: 99%

Exploration of the scientific papers and self‐assessment of students using the COVID‐19 case on biochemistry course

Anwar

Mutiah

2020

The coronavirus disease 2019 (COVID‐19) pandemic is a case that can be used as a biochemistry learning resource in relation to the topic of viruses. Learning to use cases will be effective if students are assigned to produce reports, articles, or other scientific papers. Self‐assessment can be used to assess the competencies that have been learnt in the writing process. This study aims to analyze the scientific papers and self‐assessment of students using the COVID‐19 pandemic case. It includes qualitative research with scientific paper and self‐assessment questionnaire analyses. The research sample was chemistry education study program students ( N = 57) following biochemistry course, out of a population of 87 students. The results show that the students have a good understanding of explaining COVID‐19. Self‐assessment analysis shows that 80% of the students responded positively to eight statements; those who gave positive responses to each questionnaire statement were able to produce scientific papers. Good self‐assessment is in line with the ability of students to compile good scientific papers.

An integrated laboratory work to improve students' practical skills and attitudes toward biochemistry in the biochemistry course

Anwar,

Muti'ah,

Dewi

2023

This research reports on implementing the integrated laboratory work to achieve effective learning in the biochemistry course. The integrated laboratory work includes three stages: pre‐laboratory, lab work, and post‐laboratory. In other words, the three stages include planning, implementing, and evaluating investigation activities in the laboratory. The research design used was a posttest control group design consisting of a control and an experimental group. There were 67 students as respondents, who were divided into control (N = 33) and experimental (N = 34) groups. Practical skills were measured using an assessment rubric with the involvement of the observer. The categories of practical skills measured were procedural skills, observation skills, interpretation skills, and reporting skills. Attitude toward biochemistry was measured using a questionnaire with five Likert scales. The indicators of attitudes toward biochemistry used were liking for a biochemistry theory lesson, liking for biochemistry laboratory work, evaluative beliefs about biochemistry, and behavioral tendencies to learn biochemistry. The influence of the implementation of the integrated laboratory work on the students' practical skills and attitudes toward biochemistry was analyzed using MANOVA. The research result shows that implementing the integrated laboratory work improves students' average scores in practical skills and attitudes toward biochemistry. All the practical skills and attitudes categories in the experimental group have a higher score than those in the control group. The reason is that the work of the integrated laboratory can prepare students to conduct better investigations in biochemistry laboratory work.