Abstract
With the purpose of developing an activity that would help clarify genetic concepts related to the connection between genotype and phenotype and the nature of mutations, we designed a three hour teaching module using the PyMol software. The activity starts with two pre-laboratory assignments, one to learn how to use PyMol and the other to read about a specific protein or protein family. During the laboratory students are given instructions where and how to find additional information on a specific disease and its causal mutations in order to prepare a 10-minute, in-class presentation. Using a post activity, anonymous quiz, we found a statistically significant different grade distribution in students that participated in the PyMol activity relative to a control group. We also found a significant improvement in the student’s comprehension when answering questions regarding the nature of mutations and protein structure. This demonstrates the utility of this simulation activity as a vehicle to improve student’s understanding of specific key genetic concepts.
Highlights
For over a decade there has been a strong push from numerous recognized and well-accredited institutions and associations, such as the National Research Council, to change the way we teach science
After the activity we were interested in measuring if there was a better understanding of specific concepts among students that participated in the PyMol laboratory (PyMol group) as compared to students who were only enrolled in lecture and have never taken the laboratory (Control group)
Two weeks after the lab session all three sections of Genetics lecture (66 students in total: 27 in the PyMol group and 39 in the Control group), were asked to complete an anonymous quiz that contained 22 questions that belonged to one of 9 concept categories related to the PyMol activity that are covered in the molecular portion of our genetic lecture
Summary
For over a decade there has been a strong push from numerous recognized and well-accredited institutions and associations, such as the National Research Council, to change the way we teach science. Computer simulations are defined as ‘‘computer-generated models that display theoretical or simplified models of real-world components, phenomena or processes’’ [3] They allow interactive, authentic and meaningful learning opportunities to occur in situations where direct exploration would not be possible [3]. Simulations have been shown to increase conceptual change, skill development and content area knowledge, as it helps student visualize scientific concepts that are not observable in real life. Another advantage of IT-based teaching is that it can be structured around original sources of scientific data that span traditional disciplinary boundaries [1]
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