Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students

Jabril Johnson,Fatimah Jackson

doi:10.4236/ns.2015.76033

Abstract

Correct conceptualizations of genetics and genomics are central to understand many aspects of the STEM disciplines as they provide the foundational building blocks for later work in the life sciences. Our study of 435 African American college students investigated the use of culturally- relevant memes transmitted using multiple intelligence (MI) modalities to convey core genetic and genomic information as an alternative to the traditional teaching approaches. We observed that this approach appears to optimize the transmission and retention of core genetics concepts, identify and correct misconceptions, and serve as a conduit to increased African American (AA) access to further studies in STEM disciplines. A review of the relevant literature and specific examples of our interventions and their MI links are provided.

Highlights

Genetic Concepts and the STEM DisciplinesAdvances in genetics and genomics, in the past decade, have dramatically increased the impact of genetic information on society as a whole and understanding of the science, technology, engineering, and mathematics (i.e., STEM) disciplines in particular
After exposure to the culturally-augmented versions of the standard scientific materials in genetics and genomics, students were tested to evaluate their comprehension of key terms and concepts
Our research suggests that a number of key genomic and genetic topics can be better initially understood by students by tapping into their auditory-musical intelligence

Summary

Introduction

Genetic Concepts and the STEM DisciplinesAdvances in genetics and genomics, in the past decade, have dramatically increased the impact of genetic information on society as a whole and understanding of the science, technology, engineering, and mathematics (i.e., STEM) disciplines in particular. A majority of students and teachers evaluated terms such as gene, DNA, chromosome, and cell division as difficult to learn [5]. Once misconceptions of these terms and their applications are formed, they can become persistent and adversely affect the student’s current and future science learning. This is very alarming considering that concepts linked to cell division, DNA, chromosome and genes, for example, are crucial to a clear understanding of many dynamics of life and are gateway concepts for many STEM disciplines (see Figure 1).

Methods

Results

Discussion

Conclusion