将面对面的实验课与计算机模拟相结合,有效地向遗传学本科生教授基因编辑和 DNA 测序。

IF 1.2 4区 教育学 Q4 BIOCHEMISTRY & MOLECULAR BIOLOGY
Chris Della Vedova, Gareth Denyer, Maurizio Costabile
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引用次数: 0

摘要

创新的遗传学教学方法对于提高学生在这一具有挑战性的领域的参与度和理解力至关重要。以实验室为基础的教学在促进实践能力的发展和加深对理论概念的理解的同时,增强了对学科的参与。然而,时间和财政资源的限制限制了进行包含尖端遗传技术的延长实验室会议的可行性。本研究评估了一种混合教学方法,该方法将面对面(F-2-F)实验室课程与在线模拟课程相结合,向本科生讲授基因编辑和DNA测序。开发了基于unity的模拟,以补充传统的F-2-F实验室课程,允许学生在低风险环境中练习DNA测序技术。该模拟被整合到一个基于课程的本科研究体验(CURE)中,该体验专注于酵母中的CRISPR/Cas9基因编辑。通过实验室作业、访问日志和调查来评估学生的表现、参与和看法。在F-2-F课程之前参与模拟的学生和那些参与了多天模拟的学生在评估中表现得明显更好。调查结果表明,大多数学生认为模拟是真实和相关的,并报告了对DNA测序原理的学习。使用模拟后,学生对DNA测序知识的信心显著增加。学生的反馈强调了诸如提高程序理解、减轻压力和增加对F-2-F课程的准备等好处。这种方法解决了传统实验室教育的后勤挑战,同时为学生提供了真实的、可重复的复杂技术经验。我们的研究结果表明,将模拟与F-2-F教学相结合,可以提高遗传学和分子生物学的本科教育水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Combining face-to-face laboratory sessions and a computer simulation effectively teaches gene editing and DNA sequencing to undergraduate genetics students

Innovative approaches to teaching genetics are essential for improving student engagement and comprehension in this challenging field. Laboratory-based instruction enhances engagement with the subject while fostering the development of practical competencies and deepening comprehension of theoretical concepts. However, constraints on time and financial resources limit the feasibility of conducting extended laboratory sessions that incorporate cutting-edge genetic techniques. This study evaluated a hybrid teaching method that combined face-to-face (F-2-F) laboratory sessions with an online simulation to instruct undergraduates on gene editing and DNA sequencing. A Unity-based simulation was developed to complement traditional F-2-F laboratory sessions, allowing students to practice DNA sequencing techniques in a low-stakes environment. The simulation was integrated into a course-based undergraduate research experience (CURE) focused on CRISPR/Cas9 gene editing in yeast. Student performance, engagement, and perceptions were assessed through laboratory assignments, access logs, and surveys. Students who engaged with the simulation prior to F-2-F sessions and those who engaged with the simulation over multiple days performed significantly better in assessments. Survey results indicated that most students found the simulation realistic and relevant and reported enhanced learning of DNA sequencing principles. Student confidence in DNA sequencing knowledge increased significantly after using the simulation. Student feedback highlighted benefits such as improved procedural understanding, stress reduction, and increased preparedness for F-2-F sessions. This approach addresses logistical challenges of traditional laboratory education while providing students with authentic, repeatable experiences in complex techniques. Our findings demonstrate the potential of integrating simulations with F-2-F instruction to enhance undergraduate education in genetics and molecular biology.

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来源期刊
Biochemistry and Molecular Biology Education
Biochemistry and Molecular Biology Education 生物-生化与分子生物学
CiteScore
2.60
自引率
14.30%
发文量
99
审稿时长
6-12 weeks
期刊介绍: The aim of BAMBED is to enhance teacher preparation and student learning in Biochemistry, Molecular Biology, and related sciences such as Biophysics and Cell Biology, by promoting the world-wide dissemination of educational materials. BAMBED seeks and communicates articles on many topics, including: Innovative techniques in teaching and learning. New pedagogical approaches. Research in biochemistry and molecular biology education. Reviews on emerging areas of Biochemistry and Molecular Biology to provide background for the preparation of lectures, seminars, student presentations, dissertations, etc. Historical Reviews describing "Paths to Discovery". Novel and proven laboratory experiments that have both skill-building and discovery-based characteristics. Reviews of relevant textbooks, software, and websites. Descriptions of software for educational use. Descriptions of multimedia materials such as tutorials on various aspects of biochemistry and molecular biology.
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