Ten Simple Rules for Teaching Bioinformatics at the High School Level

Abstract

Fran Lewitter is Education Editor of PLoS Computational Biology. Given the availability of free, online genomic databases and tools for the analysis of biological data, it is now feasible to teach bioinformatics in the high school classroom [1]. There are a number of reasons why it is appropriate and desirable to introduce bioinformatics at the high school level. Students can engage in inquiry-based activities that involve approaching real-world problems using 21st century skills, while being tailored to high school biology frameworks. Many tools, such as 3-D protein visualization software, allow for differentiated and highly interactive instruction. The foremost reason may be that students can develop a research toolkit that they will be able to use subsequently during college and beyond. As a high school science teacher for the past 23 years, I (DF) have had the opportunity to incorporate bioinformatics into my courses to enrich the teaching of concepts of molecular biology, human biology, genetics, and evolution, providing increased opportunities for effective differentiated instruction and individual student research. This past experience has inspired the creation of this set of Ten Simple Rules. It is important to distinguish between curricula designed to teach the fundamentals of bioinformatics and those that utilize bioinformatics as a teaching tool. Examples of both types of successful teaching can be found in Text S1, Text S2, and Text S3.