Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

Chrispeels, Hanya E.; Klosterman, Michelle L.; Martin, Jessica; Lundy, Stacey R.; Watkins, Justin M.; Gibson, C. L.; Muday, Gloria K.

doi:10.1187/cbe.14-01-0007

Cited by 10 publications

(31 citation statements)

References 32 publications

(40 reference statements)

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“…The finding that the application of PAL can improve student learning outcomes is supportive of PAL research in the course of Plant Embryology [4], in various Plant Biology lab works [9,19], in teaching genetics [7] and in undergraduate medical programs [24].…”

Section: Resultsmentioning

confidence: 99%

“…The PAL application in some lecture can improve the learning quality and learning outcome of Biology students [6,7], and can increase student's learning motivation [8]. The application of PAL can support the successful of various Plant Biology lab works [9], can improve the concept mastery of students in Plant Embryology course [4], and can increase student's scientific literacy in Plant Morphology course [10].…”

Section: Introductionmentioning

confidence: 99%

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The effect of peer assisted learning (PAL) on anatomic competencies of prospective student’s biology teachers

Diana

2018

J. Phys.: Conf. Ser.

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Abstract.Research about the effect of Peer Assisted Learning (PAL) strategy on Plant Anatomy Course, which aims to improve anatomic competencies of prospective student's biology teacher, has been done. This study used a quasi-experimental pre-test post-test control group design. The draft includes a group of students who were given a pre-test which is then followed by observing the PAL treatment process and post-test. The other students group (control) was given the pre-test and post-test only. The PAL program began with a discussion between the lecturer and the tutor about the pretest results and then discussion between the tutors and their tutees in the class about the responses items. After that, all students were assigned to answer a set of response items, and then did the posttest. The results showed that the PAL strategy can increase student's anatomic literacy significantly and can increase student's anatomic lab skills no significantly. Thus the PAL strategy implementation has a potential to improve student's anatomic competencies. The generally students weaknesses were they lack practice in interpreting of research results in the graphs form and rarely shared about anatomic lab skills. All students respond positively to the PAL strategy.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The effect of peer assisted learning (PAL) on anatomic competencies of prospective student’s biology teachers

Diana

2018

J. Phys.: Conf. Ser.

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“…, 2014). Cognitive gains include greater increases in test scores for peer-taught concepts compared with concepts learned only in lecture (Tessier, 2007; Chrispeels et al. , 2014), and an increased ability to design experiments (Esson et al.…”

Section: Introductionmentioning

confidence: 99%

“…, 2005). In addition, peer teachers perceive an increase in their own learning after participating in peer teaching (Juel, 1991; Topping, 1996; Galbraith and Winterbottom, 2011; Chrispeels et al. , 2014).…”

Section: Introductionmentioning

confidence: 99%

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Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non–Science Major Undergraduates

Chrispeels

Chapman

Gibson

et al. 2019

LSE

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We analyzed effects of peer teaching on non–science major undergraduates’ knowledge, perceptions, and opinions about genetically modified (GM) crops and their use in agriculture. Undergraduates enrolled in an introductory nonmajors biology course participated in a service-learning program (SLP) in which they acted as cross-age peer teachers to high school students, teaching about the role of genetics in crop improvement through traditional breeding and GM approaches. Using pre/postassessments, we found that undergraduates’ opinions shifted to favor the use of GM organisms (GMOs) in agriculture after SLP participation, rising from 46 to 97%. Perceptions about risks and benefits of GMOs also shifted from 43% stating that GMOs are harmful or suspect to no students describing GMOs in that way. Knowledge about GMOs became more accurate after SLP participation. There were significant correlations between students who had negative perceptions of GMOs and negative opinions or inaccurate knowledge about them. Students recognized the effect of peer teaching on their knowledge and perceptions, identifying the repeated peer teaching as an important factor in knowledge gain. Our results suggest students developed an informed opinion about the use of GMOs through first learning the science of genetic engineering and then teaching this information to younger students.

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Killing two birds with one stone: Model plant systems as a tool to teach the fundamental concepts of gene expression while analyzing biological data

Makarevitch

Martinez-Vaz

2017

Biochimica et Biophysica Acta (BBA) - Gene Regulatory Mechanism

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Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students

Cited by 10 publications

References 32 publications

The effect of peer assisted learning (PAL) on anatomic competencies of prospective student’s biology teachers

The effect of peer assisted learning (PAL) on anatomic competencies of prospective student’s biology teachers

Peer Teaching Increases Knowledge and Changes Perceptions about Genetically Modified Crops in Non–Science Major Undergraduates

Killing two birds with one stone: Model plant systems as a tool to teach the fundamental concepts of gene expression while analyzing biological data

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