Meio-Socks &amp; Other Genetic Yarns

Stavroulakis, Anthea M.

doi:10.1662/0002-7685(2005)067[0233:mogy]2.0.co;2

Cited by 10 publications

(3 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, a limited number of authors have suggested activities suitable for lectures. Such activities reinforce the concepts taught and require less equipment, time, and expense than laboratory activities (1, 4, 9, 13, 14, 19, 20, 22). Moreover, simple demonstrations are easy for students to remember and can be repeated when studying independently.…”

Section: Introductionmentioning

confidence: 84%

Using Lecture Demonstrations to Visualize Biological Concepts

Polizzotto

Tamari

2015

J Microbiol Biol Educ.

View full text Add to dashboard Cite

Teaching complex biology concepts successfully can be challenging. The use of visual demonstrations has been shown to aid in this process, so we describe here two lecture demonstrations that instructors can use in introductory biology and genetics classes, and that students can easily remember and repeat on their own. The demonstrations do not require expensive equipment and use either props, which the instructor can borrow from the students, or participation of volunteer students. These demonstrations facilitate learning by allowing the student to more actively engage in the process, as we have formally documented in a separate study. They are described in detail here with the hope that other instructors and their students will also find them helpful. Three other props demonstrations for DNA replication, protein structure and linkage can be found using the url: https://sites.google.com/site/tamarif26 . The effectiveness of the five props demonstrations was assessed. The results from an IRB approved study, which complements the descriptions provided here, also appear in this issue.

show abstract

Section: Introductionmentioning

confidence: 84%

Using Lecture Demonstrations to Visualize Biological Concepts

Polizzotto

Tamari

2015

J Microbiol Biol Educ.

View full text Add to dashboard Cite

show abstract

“…Models including those using pipe cleaners, such as our model, have successfully been used in teaching the related concepts of mitosis and meiosis . To the best of our knowledge, no model building activity has specifically aimed at facilitating the understanding of the double‐strand break model of crossing over and alternate resolution of Holliday junctions reported in this article.…”

Section: Background and Purposementioning

confidence: 99%

Model building to facilitate understanding of holliday junction and heteroduplex formation, and holliday junction resolution

Selvarajah

Selvarajah²

2016

Biochem Molecular Bio Educ

View full text Add to dashboard Cite

Students frequently expressed difficulty in understanding the molecular mechanisms involved in chromosomal recombination. Therefore, we explored alternative methods for presenting the two concepts of the double-strand break model: Holliday junction and heteroduplex formation, and Holliday junction resolution. In addition to a lecture and computer-animated video, we included a model building activity using pipe cleaners. Biotechnology undergraduates (n = 108) used the model to simulate Holliday junction and heteroduplex formation, and Holliday junction resolution. Based on student perception, an average of 12.85 and 78.35% students claimed that they completely and partially understood the two concepts, respectively. A test conducted to ascertain their understanding about the two concepts showed that 66.1% of the students provided the correct response to the three multiple choice questions. A majority of the 108 students attributed the inclusion of model building to their better understanding of Holliday junction and heteroduplex formation, and Holliday junction resolution. This underlines the importance of incorporating model building, particularly in concepts that require spatial visualization. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):381-390, 2016.

show abstract

“…An expert group working under the Euro Gentest project and European Society of Human Genetics Education Committee opined that a practical solution to the need to establish common standards for education and practice in genetic health care. Stavroulakis [18] discussed an alternative method for presenting the topics of meiosis to students. Using socks, yarns, clips, pins, foam boards, it was demonstrated, how such easily available cost effective materials may be used to explain topics like homologue behaviour during meiosis, chromosomal replication, mutation and rearrangement, amniocentesis and the human karyotype or even RNA-splicing.…”

Section: Implications For Teaching Geneticsmentioning

confidence: 99%

Understanding of Mitosis and Meiosis in Higher Secondary Students of Northeast India and the Implications for Genetics Education

Chattopadhyay¹

2012

EDU

View full text Add to dashboard Cite

Cell division, perhaps the most important is among the most difficult topics in biology to teach. With respect to the observation of the previous study on understanding of 'genetic information' in higher secondary (junior college level) students, the present study was carried out to examine the same students' understanding of mitosis and meiosis. A total of 289 students from three undergraduate colleges were given written questionnaire having both fixed and free answer-type questions. It was found that students had a wide range of misconceptions in the process of cell division. The types of alternative concepts were identified in this study. The study revealed that a significant number of students did not understand the primary differences between the two cell division processes, the importance of the maintenance of chromosome numbers in mitosis, the significance of the formation of germ cells with haploid number of chromosomes and the recombination events taking place during meiosis and their implications. This results corroborates the earlier study among middle school children, conducted by the "Learning in Science Research Group" of Leeds University in UK. The probable reasons for the confusions surfaced in this study and the possible approaches to overcome the difficulties in classroom teaching of cell division processes, particularly in countries like India are discussed in this paper.

show abstract

Meio-Socks & Other Genetic Yarns

Cited by 10 publications

References 10 publications

Using Lecture Demonstrations to Visualize Biological Concepts

Using Lecture Demonstrations to Visualize Biological Concepts

Model building to facilitate understanding of holliday junction and heteroduplex formation, and holliday junction resolution

Understanding of Mitosis and Meiosis in Higher Secondary Students of Northeast India and the Implications for Genetics Education

Contact Info

Product

Resources

About