Unleashing problem solvers: from assessment to designing research

Abstract

|^an transgenes be kept on a leash? ask Marvier ^-^ and Van Acker in preceding review article (pp 99-106). No, they answer, the movement of transgenes beyond their intended destination is a virtual certainty, and furthermore it is unlikely that transgenes can be retracted once they have escaped. Would these bold statements engage students, revealing realities and complexities of genetically modified (GM) crops? How can we use critical analyses presented by these authors to guide our undergraduates towards developing their own analytical skills? Students' abilities to analyze controversial subjects are often limited by their lack of understanding of basic sci? ence fundamental to issue. In this case, their approach to debate about GM crops may be driven by common misconceptions about, for example, gene expression, traits, or even difference between an allele and a mutation. Students may not know that genes flow between non-GM crops, a normal, commonly occurring process. Hence, a common belief is that traditional methods of crop breeding are completely safe, while all transgenic crops are potentially dangerous (Beringer 2000; CSU 2004). Ideally, we want students to understand body of knowledge surrounding a subject so they can transfer and apply their knowledge to solve novel, complex problems. In this two-step approach to scientific teaching, we use Marvier and Van Acker's paper as context for assessing students' comprehension and problem-solving abilities. We then provide instructors with a framework for thinking about what these assessments mean and how they could form basis of a researchable question.