Teaching Genetics: Past, Present, and Future

Genetics occupies central position in biology and directly connects with all its branches. In fact, ‘life’ and ‘non-life’ meet each other in viruses and genes. Technologies emanating from genetics have had immense impact in various areas such as healthcare, agriculture, environment etc. Recent developments in stem cell biology and gene editing technologies not only promise cures for several ailments which were hitherto unthinkable but also raise concerns of irreparable harm that can result from unbridled use of these technologies. Therefore, basic understanding of genetics is necessary for all sections of society. Hence, genetics is now introduced at the school level. However, at least in the Indian context, genetics teaching in classrooms relies largely on blackboard or chart-based explanations. Unlike physics, chemistry and to some extent basic botany and zoology where models or live/preserved specimens are available to demonstrate fundamental concepts under classroom conditions, there is a dearth of material resources for teaching genetics. Maize has a long history of basic and applied genetics where a large number of well-characterized mutant stocks are available. To make learning experience interesting and engaging, we have developed maize genetic resources for use under classroom conditions. In particular, maize cob with seeds segregating for various clearly identifiable phenotypes presents unique opportunity to demonstrate basic genetic principles including statistical and population genetic concepts. In this article we describe these resources and explain how they can be used to demonstrate different concepts.

Section: Resultsmentioning

confidence: 99%

Genetics on a maize cob: A teaching tool for schools

Hossain¹,

Bhat²,

Mohapatra³

et al. 2019

“…In USA, the Genetics Society of America (GSA) has been interested in the improvement of teaching of genetics and therefore several articles have been published in their journal 'Genetics" (Smith et al 2008;Bowling et al 2008;Smith and Knight, 2012;Smith and Wood, 2016). A group at the University of Colorado, Boulder under the leadership of Michael Smith has regularly undertaken studies to examine the problems and provide solutions for improvement in teaching genetics.…”

Section: Teaching In Colleges and Universitiesmentioning

confidence: 99%

Teaching genetics in India: Problems and possible solutions

Gupta¹

2019

Genetics is a difficult subject for majority of biology teachers and students world-wide. It is recognized that majority of students and even teachers of biology do not fully understand the basic concepts of genetics. They also experience difficulty in solving numerical problems of genetics. During the last few decades, this problem has become more acute due to the impact of molecular biology on genetics. In this article, this problem has been illustrated with the help of some examples of basic concepts, which the author thinks are difficult and are not fully understood by majority of teachers and students. The general problems in teaching of genetics described in this article include inherent variation in ability to understand among students, and resistance to follow scientific teaching among teachers, as demonstrated through well-designed logical experimentation. The solutions suggested for improvement of teaching include interactive teaching and preparations of inventory of difficult concepts, and clickers questions. The resources for improvement of teaching genetics that are being developed by Genetics Society of America (GSA) have been described in some detail. These resources also include some ‘online web resources for teaching genetics’, which include ‘MendelWeb’ and ‘GeneEd’ that are periodically revised. A set of questions in the form Genetics Concept Assessment (GCA) and a repository of clicker questions have been recommended as a regular activity of teachers for their own assessment followed by the assessment of the students in the class room. Arrangement of regular short training courses has also been recommended for the unpgradation of the prescribed contents of genetics courses, for developing newer teaching methods and also for the preparation of teaching material to improve the knowledge-base of teachers.

“…Formulation and implementation of active-learning instruction strategies are needed where environment should be conducive for lively interaction between teachers and students. Another possible solution includes setting of learning goals prior to the start of a course and assessing and taking feedback at the end (Smith and Wood, 2016). Prerequisite concepts (elementary mathematics and statistics) to understand genetics and breeding should be taught prior to the start of the course.…”

Section: Possible Solutionsmentioning

confidence: 99%

“…These are typically given to students at the beginning and at the end of the course. They are designed to test the conceptual difficulties, to measure conceptual mastery over time and also to help the faculty to identify areas, where improvements in their instruction are needed (Smith and Wood 2016). Some of the published concept inventories in genetics are Genetics Literacy Assessment (Bowling et al 2008), Genetics Concept Assessment (Smith et al 2008), Genetics Diagnostic (Tsui and Treagust 2009), Meiosis Concept Inventory (Kalas et al 2013), Genetic Drift Inventory (Price et al 2014), Molecular Biology Capstone Assessment (Couch et al 2015), Central Dogma Concept Inventory (Newman et al 2016) and Lac Operon Concept Inventory (Stefanski et al 2016).…”

Section: Laboratory Practical Exercises On Tribolium Andmentioning

confidence: 99%

Tools and resources for teaching genetics in veterinary sciences in India: A critical analysis of deficiencies and possible solutions

Gaur¹,

Sahoo²,

Ahmad³

et al. 2019

Recent developments in Animal Genetics and Breeding (AGB) in 21st Century have made these areas logical to be unavoidable for modern livestock husbandry. AGB teaching consists of knowledge in three fields’ viz., conventional animal breeding, application of molecular genetics in livestock production and reproduction of superior genetic material. Teaching in this subject currently has however, been skewed either to animal breeding or to molecular genetics resulting in incomplete knowledge of both the fields. Simple laboratory practical exercises on Tribolium and Drosophila, which were routinely experienced about 20 years back, are now missing in most of the colleges/ universities. Livestock farm facilities for each species like cattle, buffalo, sheep, goat and pig should be strengthened to understand the genetic mechanism of quantitative traits. Advanced statistical tools, which are required to understand the complex structure and function of genes and genome are missing in the curricula. Use of the latest software to understand the molecular mechanisms underlying important traits in domestic animals need to be emphasized in syllabus. Basic knowledge of computer languages like R, C++, FORTRAN and Java must be compulsory for the students of AGB to understand and formulate the parameters for the software. Experience of collecting huge phenomic data from the livestock farms and its statistical analysis is missing in the curricula. A compulsory course on “Livestock Farm Practices” in line with Under Graduate students should be kept in 1st year for Post Graduate students also. Furthermore, exposure visits should be organized to state of the art farms of Government and industry to cover all the livestock species in order to sensitize students for efficient phenomic data recording. A skill development course should be designed at Post Graduate level using specialized techniques of AGB for fulfilling the gap of manpower in industry.