Mendelian or Multifactorial? Current Undergraduate Genetics Assessments Focus on Genes and Rarely Include the Environment.
Mendelian or Multifactorial? Current Undergraduate Genetics Assessments Focus on Genes and Rarely Include the Environment.
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DOI：
10.1128/jmbe.00093-22
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发表时间：
2022-12
影响因子：
1.9
通讯作者：
中科院分区：
文献类型：
--
作者：
本科遗传学课程历来侧重于简单的遗传模型，而不是采取更多因素的方法，让学生探索性状如何受到基因，环境和基因与环境相互作用的影响。虽然专注于简单的遗传模型可以提供直接的例子来促进学生的学习，但它们与当前的科学理解不匹配，并可能导致学生的确定性思维。此外，大学生往往对受环境影响的复杂人类特征感兴趣，国家课程标准包括关注多因素概念的学习目标。本研究的目的是发现在多大程度上多因素遗传学目前正在评估本科遗传学课程。为了解决这个问题，我们分析了来自常用的本科遗传学教科书的1,000多个评估问题;出版的概念评估;和开源，同行评审的课程材料。我们的研究结果表明，目前的遗传学评估问题压倒性地强调基因对表型的影响，而环境的影响很少得到解决。这些结果表明，需要纳入更多的多因素遗传学的概念，我们建议的方法，将它们引入到本科课程。
Undergraduate genetics courses have historically focused on simple genetic models, rather than taking a more multifactorial approach where students explore how traits are influenced by a combination of genes, the environment, and gene-by-environment interactions. While a focus on simple genetic models can provide straightforward examples to promote student learning, they do not match the current scientific understanding and can result in deterministic thinking among students. In addition, undergraduates are often interested in complex human traits that are influenced by the environment, and national curriculum standards include learning objectives that focus on multifactorial concepts. This research aims to discover to what extent multifactorial genetics is currently being assessed in undergraduate genetics courses. To address this, we analyzed over 1,000 assessment questions from a commonly used undergraduate genetics textbook; published concept assessments; and open-source, peer-reviewed curriculum materials. Our findings show that current genetics assessment questions overwhelmingly emphasize the impact of genes on phenotypes and that the effect of the environment is rarely addressed. These results indicate a need for the inclusion of more multifactorial genetics concepts, and we suggest ways to introduce them into undergraduate courses.
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