Metacognitive inquiry activities for instructing the central dogma concept: ‘button code’ and ‘beaded bracelet making’

Chang, Pei; Lee, Sheng Han; Wen, Meichun Lydia

doi:10.1080/00219266.2018.1546756

Cited by 4 publications

(3 citation statements)

References 20 publications

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“…In the absence of active learning modules, students are unable to visualize and represent these processes for further learning ( Kozma et al, 2000 ; Duncan and Reiser, 2007 ). To address these limitations and allow students to interact with the individual steps of transcription and translation in the classroom, a variety of model-, analogy-, and virtual- based simulations have been developed ( Pigage, 1991 ; Rotbain et al, 2008 ; Altiparmak and Nakiboglu Tezer, 2009 ; Debruyn, 2012 ; Takemura and Kurabayashi, 2014 ; Marshall, 2017 ; Dorrell and Lineback, 2019 ; Ibarra-Herrera et al, 2019 ; Chang et al, 2020 ) ( Figure 1 ). Efforts to develop such activities represent educators’ broad interest in providing students with active-learning modules to improve student learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education

Williams

Gregorio

et al. 2020

Front. Bioeng. Biotechnol.

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Teaching the processes of transcription and translation is challenging due to the intangibility of these concepts and a lack of instructional, laboratory-based, active learning modules. Harnessing the genetic code in vitro with cell-free protein synthesis (CFPS) provides an open platform that allows for the direct manipulation of reaction conditions and biological machinery to enable inquiry-based learning. Here, we report our efforts to transform the research-based CFPS biotechnology into a hands-on module called the "Genetic Code Kit" for implementation into teaching laboratories. The Genetic Code Kit includes all reagents necessary for CFPS, as well as a laboratory manual, student worksheet, and augmented reality activity. This module allows students to actively explore transcription and translation while gaining exposure to an emerging research technology. In our testing of this module, undergraduate students who used the Genetic Code Kit in a teaching laboratory showed significant score increases on transcription and translation questions in a post-lab questionnaire compared with students who did not participate in the activity. Students also demonstrated an increase in self-reported confidence in laboratory methods and comfort with CFPS, indicating that this module helps prepare students for careers in laboratory research. Importantly, the Genetic Code Kit can accommodate a variety of learning objectives beyond transcription and translation and enables hypothesis-driven science. This opens the possibility of developing Course-Based Undergraduate Research Experiences (CUREs) based on the Genetic Code Kit, as well as supporting next-generation science standards in 8-12th grade science courses. Keywords: biochemical education, learn by doing, cell-free protein synthesis (CFPS), in vitro transcription and translation, synthetic biology (synbio), central dogma of molecular biology (CDMB), chemical education and teaching, augmented reality (AR) Abbreviations: CFPS, cell-free protein synthesis; CUREs, course-based undergraduate research experiences; sfGFP, superfolder green fluorescent protein.

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Section: Introductionmentioning

confidence: 99%

The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education

Williams

Gregorio

et al. 2020

Front. Bioeng. Biotechnol.

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“…In fact, many previous studies have examined the 21 st century skills for prospective biology teachers in public universities. The writers found a number of previous studies that have studied about 21 st century skill for prospective biology teachers in public universities, such as critical thinking (Maryuningsih et al, 2019;Fitriani et al, 2019), metacognitive (Chang et al, 2020;Listiana et al, 2016), ICT (Aslan & Zhu, 2017), problem-solving (Nawani et al, 2019), generic science skill (Haviz et al, 2018), and creativity (Lucas, 2016). Maryuningsih et al (2019) conducted quasi-experimental research to investigate the level of critical thinking skills (CTS) of 37 PBTs through online genetic discussion forums, and the results of the research showed that the level of critical thinking skills of PBTs increased based on the nature of chromosome inheritance learning through online discussion forums.…”

Section: Introductionmentioning

confidence: 99%

“…Aslan & Zhu (2017) investigated that predicting variables Turkish pre-service science and other teachers' integration of ICT into teaching practice and found that the use of ICT in pre-service teacher teaching programs increased the pedagogical ability of pre-service teachers. Chang et al (2020) conducted a study of metacognitive inquiry activities to teach the central dogma concept of DNA replication and protein synthesis based on the metacognitive learning cycle (MLC) for students, and the results of this study showed that students' metacognition was expressed during the investigation process. Listiana et al (2016) conducted quasi-experimental research to compare the effect of group investigation (GI) strategy, think-talkwrite, group investigation integrated with think talk write and conventional method on the students' metacognitive skills empowerment in the biology classroom, and the results of the research showed that the implementation of teaching strategies had an effect to empower students' metacognitive skills.…”

Section: Introductionmentioning

confidence: 99%

Assessing Prospective Biology Teachers (PBTs) Perceptions on Thinking as a 21st Century Skill: A Case Study at Islamic University

Haviz

Lufri

Maris

2020

JPII

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The explanatory mixed-method was conducted to assess prospective biology teachers’ (PBTs) perceptions on thinking as 21st century skills. Data were collected using a quantitative survey method, and an interview with PBTs from Islamic University. 168 (14 men and 154 women) of 195 PBTs participated in filling out the questionnaire. The questionnaire consisted of 24 statements of aspects of critical thinking, problem-solving, creativity, metacognition of the 21st century skill. The confirmatory factor analysis (CFA) and alpha Cronbach tests were used to determine the quality of the instrument. Statistic descriptive, ANOVA, and correlation tests were conducted to analyze the quantitative data. Triangulation was conducted on the results of the interview. The results of the study indicate that (a) most male and female PBTs at Islamic universities have high skills in critical thinking and metacognition; (b) most male and female PBTs at Islamic universities have insufficient skills in problemsolving and creativity skills; (c) the results of this study also showed that there is no relationship between gender and PBTs skills. This study suggested that teachers and education managers in Islamic universities need to apply integrative learning by paying attention to the skills needed by PBTs. Learning applied in classrooms should be based on 21st century skills.

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Developing prospective primary teachers’ learning-to-learn competence through experimental activities

Morón-Monge

García–Carmona

2022

International Journal of Science Education

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Metacognitive inquiry activities for instructing the central dogma concept: ‘button code’ and ‘beaded bracelet making’

Cited by 4 publications

References 20 publications

The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education

The Genetic Code Kit: An Open-Source Cell-Free Platform for Biochemical and Biotechnology Education

Assessing Prospective Biology Teachers (PBTs) Perceptions on Thinking as a 21st Century Skill: A Case Study at Islamic University

Developing prospective primary teachers’ learning-to-learn competence through experimental activities

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