DNA Markers for Fast Plants to Teach Scientific Thinking

用于传授科学思维的快速植物 DNA 标记

• 批准号: 7815473
• 负责人: Dawn M Pickard
• 金额: $ 13.68万
• 依托单位: OAKLAND UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-24 至 2011-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7815473
• 关键词: Adopted; Agar Gel Electrophoresis; Alleles; Area; Biology; Brassica rapa; Breeding; Budgets; DNA Markers; DNA analysis; Data; Discipline; Disputes; Education; Educational process of instructing; Effectiveness; Engineering; Enrollment; Environment; Exercise; Fathers; Genetic; Genetic Polymorphism; Genotype; Goals; Health; Health Professional; Human; Human Genetics; Instruction; Laboratories; Learning; Life; Mathematics; Methods; Minisatellite Repeats; Organism; Paternity testing; Plants; Polymorphic Microsatellite Marker; Problem Solving; Protocols documentation; Sampling; Science; Students; Teaching Method; Techniques; Technology; Testing; Thinking; Time; Training; Universities; Work; college; design; experience; father role; innovation; instructor; interest; next generation; offspring; research study; response; science education; simulation; skills; ward

DESCRIPTION (provided by applicant): Challenge Area 12: Science, Technology, Engineering and Mathematics Education (STEM). Specific Challenge Topic 12-OD-104, innovative approaches to STEM education. Our goal is to develop an undergraduate biology laboratory module that is superior to materials that are currently available for teaching scientific thought and engaging students, yet is simple enough in its execution that instructors will be likely to adopt it in large enrollment lower level biology courses (where the teaching of scientific thought is most often deficient). The specific materials that we will develop are DNA markers for Fast Plants (rapid cycling Brassica rapa) and a laboratory module called the Paternity Testing with Fast Plants Lab. In this lab, students will conduct matings to create a paternity dispute and then use DNA markers to identify the father of the offspring. Fast Plants are obligate outcrossers (the do not self-pollinate) and the strains used are genetically diverse, so the data that the students obtain accurately reflects human genetic data. While there are other DNA analysis and paternity testing simulations available, our materials will be distinct in that the student's the experience will be actual experiment. Students will be working with live organisms rather than prepared samples. To facilitate true experimentation, we will develop Fast Plant strains with polymorphism for the DNA markers so that each student in a class can obtain unique results that will challenge their analytical thinking skills. To make sure that our lab module is actually used by instructors, we will design the markers (PCR-RFLP and VNTR) and accompanying protocols so that work can be performed under the time and budget limitations of a typical undergraduate teaching lab. After we develop these materials, we will perform a pilot assessment of them as a lab experience for students in our university's introductory biology course. We hypothesize that our lab module will be better suited to use the the Learning Cycle style of teaching. The Learning Cycle method has been tested rigorously for its effectiveness in a variety of disciplines, including genetics, and found to be effective. Our contribution is to develop materials that allow a college biology instructor to use this method for teaching. This proposal is in response to Specific Challenge Topic 12-OD-104, innovative approaches to science, technology, engineering and mathematics education. The human health significance of our project is in the training of the next generation of health professionals and informed consumers. Undergraduate science education, especially at the introductory level often fails to engage students or teach scientific reasoning, but rather emphasizes rote memorization, but the materials we will develop will engage students and facilitate the teaching of the scientific reasoning.

描述（由申请人提供）： 挑战领域 12：科学、技术、工程和数学教育 (STEM)。具体挑战主题 12-OD-104，STEM 教育的创新方法。我们的目标是开发一个本科生物实验室模块，该模块优于目前用于教授科学思想和吸引学生的材料，但执行起来足够简单，教师可能会在大招生的低水平生物学课程中采用它（其中科学思想的教学通常存在缺陷）。我们将开发的具体材料是快速植物（快速循环芸苔）的 DNA 标记和名为快速植物实验室亲子鉴定的实验室模块。在这个实验室中，学生们将通过交配来引发亲子纠纷，然后使用 DNA 标记来识别后代的父亲。快速植物是专性异交者（不自花授粉），并且使用的菌株具有遗传多样性，因此学生获得的数据准确地反映了人类遗传数据。虽然还有其他 DNA 分析和亲子鉴定模拟可用，但我们的材料将与众不同，因为学生的体验将是实际实验。学生将使用活的有机体而不是准备好的样品。为了促进真正的实验，我们将开发具有 DNA 标记多态性的快速植物菌株，以便班级中的每个学生都能获得独特的结果，从而挑战他们的分析思维能力。为了确保教师实际使用我们的实验室模块，我们将设计标记（PCR-RFLP 和 VNTR）和随附协议，以便可以在典型本科教学实验室的时间和预算限制下进行工作。在我们开发出这些材料后，我们将对它们进行试点评估，作为我们大学生物学入门课程学生的实验室体验。我们假设我们的实验室模块将更适合使用学习周期教学方式。学习周期方法的有效性已经在包括遗传学在内的多个学科中经过严格测试，并被证明是有效的。我们的贡献是开发材料，使大学生物教师能够使用这种方法进行教学。该提案是为了响应特定挑战主题 12-OD-104，即科学、技术、工程和数学教育的创新方法。我们项目对人类健康的意义在于培训下一代健康专业人员和知情消费者。本科科学教育，尤其是入门级的教育，往往不能吸引学生或教授科学推理，而是强调死记硬背，但我们将开发的材料将吸引学生并促进科学推理的教学。