Name That Gene

Wefer, Stephen H.

doi:10.1662/0002-7685(2003)065[0610:ntg]2.0.co;2

Cited by 7 publications

(1 citation statement)

References 2 publications

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“…The challenge of bringing the complex and contemporary science of bioinformatics to the high-school classroom has only begun to be addressed in the last decade. It was first identified by individual educators who developed bioinformatics teaching materials, which were integrated into their lessons [19, 20]. Today, diverse bioinformatics-based online resources, such as educational tools [21], educational games [22], outreach programs [23–25], collaborations with researchers [26, 27], lessons and teaching modules ([28–32, 33]; e.g.)…”

Section: Introductionmentioning

confidence: 99%

Making authentic science accessible—the benefits and challenges of integrating bioinformatics into a high-school science curriculum

et al. 2016

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Despite the central place held by bioinformatics in modern life sciences and related areas, it has only recently been integrated to a limited extent into high-school teaching and learning programs. Here we describe the assessment of a learning environment entitled ‘Bioinformatics in the Service of Biotechnology’. Students’ learning outcomes and attitudes toward the bioinformatics learning environment were measured by analyzing their answers to questions embedded within the activities, questionnaires, interviews and observations. Students’ difficulties and knowledge acquisition were characterized based on four categories: the required domain-specific knowledge (declarative, procedural, strategic or situational), the scientific field that each question stems from (biology, bioinformatics or their combination), the associated cognitive-process dimension (remember, understand, apply, analyze, evaluate, create) and the type of question (open-ended or multiple choice). Analysis of students’ cognitive outcomes revealed learning gains in bioinformatics and related scientific fields, as well as appropriation of the bioinformatics approach as part of the students’ scientific ‘toolbox’. For students, questions stemming from the ‘old world’ biology field and requiring declarative or strategic knowledge were harder to deal with. This stands in contrast to their teachers’ prediction. Analysis of students’ affective outcomes revealed positive attitudes toward bioinformatics and the learning environment, as well as their perception of the teacher’s role. Insights from this analysis yielded implications and recommendations for curriculum design, classroom enactment, teacher education and research. For example, we recommend teaching bioinformatics in an integrative and comprehensive manner, through an inquiry process, and linking it to the wider science curriculum.

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Section: Introductionmentioning

confidence: 99%

Making authentic science accessible—the benefits and challenges of integrating bioinformatics into a high-school science curriculum

et al. 2016

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Identification of Students’ Content Mastery and Cognitive and Affective Percepts of a Bioinformatics Miniunit: A Case Study With Recommendations for Teacher Education

Wefer

Anderson

2008

Journal of Science Teacher Education

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

Wefer

Sheppard

2008

LSE

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The proliferation of bioinformatics in modern biology marks a modern revolution in science that promises to influence science education at all levels. This study analyzed secondary school science standards of 49 U.S. states (Iowa has no science framework) and the District of Columbia for content related to bioinformatics. The bioinformatics content of each state's biology standards was analyzed and categorized into nine areas: Human Genome Project/genomics, forensics, evolution, classification, nucleotide variations, medicine, computer use, agriculture/food technology, and science technology and society/socioscientific issues. Findings indicated a generally low representation of bioinformatics-related content, which varied substantially across the different areas, with Human Genome Project/genomics and computer use being the lowest (8%), and evolution being the highest (64%) among states' science frameworks. This essay concludes with recommendations for reworking/rewording existing standards to facilitate the goal of promoting science literacy among secondary school students.

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Name That Gene

Cited by 7 publications

References 2 publications

Making authentic science accessible—the benefits and challenges of integrating bioinformatics into a high-school science curriculum

Making authentic science accessible—the benefits and challenges of integrating bioinformatics into a high-school science curriculum

Identification of Students’ Content Mastery and Cognitive and Affective Percepts of a Bioinformatics Miniunit: A Case Study With Recommendations for Teacher Education

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

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