Genetics Course Research Articles

Creative Thinking Ability and Collaborating in Classroom with ASICC Learning Model

Twenty-first century education demands the birth of a generation that thinks at a higher level, including creative thinking. Apart from that it also requires the ability to collaborate. These abilities prepare students to face future challenges. Therefore, this research examines efforts to improve these two abilities in learning through quasi-experimental research using a non-equivalent pre-post test control group design by comparing two classes that program genetics courses with a total of 82 students. The experimental class was taught using the ASICC model, while the control class did not use the ASICC model. The research instrument used was an integrated essay test instrument for creative thinking abilities, while the collaboration instrument used a collaboration questionnaire. The instruments used have been validated and declared valid and reliable. The data obtained was then analyzed using the t-test, which previously began with homogeneity and normality tests. The research results showed that there were differences between the experimental class and the control class for creative thinking abilities and collaborative skills. The average collaboration value of the ASICC model class was higher than the control class. This research indicates that the ASICC learning model can be used as an alternative learning model that can improve students’ creative thinking and collaboration skills. Keywords: twenty-first century education, ASICC model, creative thinking, collaborative

DETERMINANT OF UNDERGRADUATE STUDENTS’ INTEREST AND ENGAGEMENTS IN THE STUDY OF GENETICS AT THE UNIVERSITY OF EDUCATION, WINNEBA

Genetics is a fundamental aspect of biological education, crucial for understanding heredity, variation, and molecular mechanisms in life. Despite its importance, student engagement in genetics courses at the University of Education, Winneba (UEW) varies widely. This study investigates the factors influencing undergraduate students' interest and engagement in the study of genetics, focusing on the perceived relevance of genetics, pedagogical approaches, challenges faced by students, and misconceptions. A descriptive survey design was used, with data collected from 150 undergraduate students enrolled in the Biology and Integrated Science Education programs. Results indicate that the perceived relevance of genetics to students’ lives, including its application in health and global issues like food security, is the most significant predictor of interest and engagement (R² = 0.56). Pedagogical approaches, particularly hands-on activities and interactive learning methods were also found to enhance engagement. However, students faced moderate challenges in understanding genetic concepts, which reduced their overall engagement. Misconceptions about genetics were less impactful but still contributed to shaping students’ attitudes. The findings suggest that aligning teaching strategies with real-life applications and addressing student misconceptions can improve student engagement in genetics education.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0115/a.php" alt="Hit counter" /></p>

Journal club as a teaching–learning strategy: a case for plant genetics lectures during the COVID-19 pandemic

The COVID-19 pandemic presented significant challenges for both students and educators, particularly because of the virtualization of classes and the consequent lack of practical sessions following the closure of laboratories and experimental fields in universities. The absence of interaction among students and practical classes led to a diminished interest in studies, as students found it difficult to connect theoretical knowledge with practical application. This study explores the implementation of a Journal Club (JC) as a collaborative-metacognitive use of the science literature teaching approach (CMSLTA) to enhance theoretical and practical knowledge through the reading and discussion of scientific literature in an e-learning environment. In this approach, students read scientific articles, write essays, and engage in group discussions. The methodology was applied over two consecutive academic semesters in 2021 and 2022 within plant genetics courses. Academic achievement was evaluated through essay assessments, and surveys were conducted at the end of each semester. The results revealed notable progress in student grades throughout the semester, with over 80% of participants endorsing JC implementation and recognizing its relevance to their education. The Journal Club facilitated the integration of theoretical knowledge covered in lectures and equipped students with various digital research tools.

An interprofessional approach to teaching genetics in an undergraduate nursing curriculum

BackgroundPrecision health is rapidly becoming a means to individualized approaches to managing health and thus necessitating a nursing workforce with an understanding of genomics and genetics. However, today's nurse in has limited knowledge in precision health, impacting the ability to educate patients and families. MethodTo address this gap, an interprofessional PhD-prepared faculty team comprised of a nurse educator and a molecular biologist developed an undergraduate genetics course. The multiple teaching strategies include active learning modules, problem-based learning and a final debate. ResultsThe teaching methods were augmented multiple times based on student feedback. The debate activity replaced a poster assignment and student feedback has been overwhelmingly positive. ConclusionMultiple strategies were used to deliver genomics and genetics content to nursing students that culminate in application-based activities such as case studies and the debate activity have potential to broaden student perspectives. Prospective course changes include increasing the credits for the course, adding time during the debate for rebuttal development and inviting speakers.

Barriers to implementing clinical cancer genetics in sub-Saharan Africa: Perspectives of participants of a virtual cancer genetics course.

10597 Background: While clinical cancer genetics remains underutilized in sub-Saharan Africa (SSA) and many low-middle income countries, there are few empiric studies assessing knowledge gaps and perspectives of healthcare providers. We conducted a survey of participants of a virtual short course ( https://www.africanoncogenetics.org/home ). Methods: The comprehensive survey, partly adapted from other published instruments, included multiple-choice knowledge and practice questions on cancer genetics, Likert-scale questions on perspectives, and open-ended questions on barriers. Cancer genetics experts reviewed the survey to ensure face-content validity. The online course was given between October and November 2021; participants were invited through snowball circulation on global oncology listservs. Data were summarized with descriptive analysis. Results: There were 370 participant responses included in this analysis. Participants represented 40 countries, with largest representation from Nigeria (n=106, 29%), South Africa (n=50, 14%), and Uganda (n=39, 13%). Participants represented various medical specialties and research domains: laboratory medicine (15%), medical genetics (14%), biomedical science (10%), general practice (9%), and oncology (8%) were the most common. Participants also represented a spectrum of practice settings, with the highest proportions from national hospitals (29%) and private hospitals (8%). Most of the participants 223 (71%) had some genetics lectures during medical/nursing school or other training, but only 116 (37%) had attended any continuing medical education (CME) activities in cancer genetics since starting practice. Moreover, the overwhelming majority 95% expressed interest and willingness to attend a future CME course. Many participants, 148 (47.2%) rated their knowledge of cancer genetics as poor or very poor, 150 (48%) as fair, while only 15 (5%) rated as good or very good. Most participants 196 (62%) considered themselves not qualified to interpret results of clinical cancer genetics testing, 100 (32%) were somewhat qualified, and 19 (6%) very qualified. Many participants 93 (30%) noted cancer genetics testing was not available to their patients; another 67 (22%) noted testing was only available outside the country; and only 47 (15%) had testing available within their primary institutions. In aggregate, the most common listed perceived barriers to implementing cancer genetics testing were costs (18%), lack of testing infrastructure (17%), lack of personnel (17%), and lack of provider knowledge (16%). Conclusions: Our survey demonstrates several perceived gaps limiting clinical cancer genetics testing implementation in SSA. A multi-pronged approach that addresses testing costs, testing infrastructure, and patient and provider education is urgently needed.

Students priming students for success

Introductory science courses can be a struggle for instructors and students not only because of the challenging nature of the material, but also due to differences in the background knowledge of students. Provision of pre-lecture resources reviewing or introducing key concepts is recommended to support diverse students. In this paper, we describe the iterative design, implementation, and assessment of pre-lecture PRIMERs in a large, introductory genetics course. The development of PRIMERs was conceived, driven, and performed by a student-staff team. Data over 2 years demonstrate that most students considered that PRIMERs supported their learning of the lecture material. Student comments revealed that they found the summaries and practice problems useful, and that they used PRIMERs both as lecture preparation and examination review resources. These results suggest that the students-as-partners model is an effective way to create and refine course resources.

Cold Spring Harbor Laboratory Courses in Phage and Bacterial Genetics: A Catalyst for Innovation in Molecular Biology, Genetics, and Microbiology.

The ability to answer complex scientific questions depends on the experimental methods available. New methods often allow scientists to answer questions that were previously intractable, leading to discoveries that often dramatically change a field. Beginning with Max Delbrück's famous summer phage course at Cold Spring Harbor Laboratory in 1945, the Phage, Bacterial Genetics, and Advanced Bacterial Genetics courses have provided hands-on experiences to generations of scientists that facilitated the broad adoption of new experimental methods into laboratories around the world. These methods have led to discoveries that changed the way we think about genetics, bacteria, and viruses, transforming our understanding of biology. The impact of these courses has been further amplified by published laboratory manuals that provide detailed protocols for the evolving experimental toolkit. These courses catalyzed intensive and critical discourse about ideas that were previously intractable and provided novel experimental approaches to answer new questions-a process that epitomizes Thomas Kuhn's concepts of Scientific Revolution, spinning off the new field of Molecular Biology and dramatically changing the field of microbiology.

PBLRQA Strategy on Metacognitive Skills and Higher-order Thinking of Students in the Genetics Course

Low metacognitive abilities and high-level thinking cause students to have difficulty understanding genetics course material. This research aims to analyze the effectiveness of PBLRQA, PBL, and RQA strategies on students' metacognitive and higher-order thinking skills. This research uses a non-equivalent control group pretest-posttest design. Sampling was carried out on 118 students consisting of four classes using saturated sampling techniques. The research instruments used were observation sheets on lecturer and student activities, essay-based metacognitive skills tests, and multiple-choice tests on high-level thinking skills. Lecturer and student activity data were analyzed based on the percentage of indicators categorized as high and very high syntactically. Data on metacognitive skills and higher-order thinking were analyzed using the Normalized Gain and Independent Kruskal Wallis tests. Research findings show that implementing PBLRQA, PBL, and RQA strategies is ineffective in improving students' metacognitive and higher-order thinking skills. To follow up on these findings, further research is needed to explore the involvement of learning styles and social support on students' metacognitive skills and higher-order thinking skills, focusing on implementing PBLRQA and RQA strategies.

Application of Genetic Problem-Based Online Discussion to Improve Communication and Collaboration Skills for Teacher Candidates

Communication and collaboration skills are important skills that prospective teachers need to have. This ability is trained in genetics courses through online discussion activities based on genetic problems. The purpose of this study was to determine the effect of applying genetic problem-based online discussions on communication and collaboration skills among prospective teachers in discussing genetic problem solving. This research was conducted experimentally in three different classes in applying genetic problems, namely problems from students, problems from students and instructors, and problems from instructors. Students’ communication and collaboration skills were measured through the observation of online discussion activities. Discussion activities were carried out during four genetic lecture meetings, with four discussion themes on the basic material of chromosomal inheritance. Analysis of students’ communication and collaboration skills using MANOVA tests and post hoc differences tests with SPSS 22 to determine differences in students’ communication and collaboration skills in each class. The results showed that there was an increase in students’ communication and collaboration skills with the application of online discussions based on genetic problems, with the highest increase in classes that implemented online discussions with students’ problems. Keywords: Genetic Problem-Based, Communication and Collaboration Skills, Teacher Candidates

Investigation of undergraduate and master students’ understanding of gene structure and function

ABSTRACT The concept of gene is constantly changing, becoming increasingly complex and difficult to teach and learn. This study investigates the gene concept acquired by Italian undergraduate and master students in biological/natural sciences. The undergraduate students attended a basic biology course the year before the survey, while the master students attended a general genetics course two years before. Students were asked to answer the open-ended question ‘what is a gene?’ Answers were analysed in terms of gene concept (structure and function) and gene-trait relationship. The survey was repeated for five academic years to check if the results fluctuated over time. A significant difference was found between the two groups of students with regard to the gene concept: a simplistic Mendelian conception was prevalent among the undergraduates, whereas a more complex modern/molecular conception prevailed among the master students. Surprisingly, there was no significant difference in the gene-trait relationship: most students in both groups described it in a reductionist way (a single gene determines a trait). These results suggest that there is a need to improve the teaching of biology and genetics, to prevent students from losing sight of the complexity and to avoid oversimplification, which could lead to a deterministic view.

The construction of genetics teaching resources related to colour blindness and their application in genetics teaching.

Red-green colour blindness is a classic example for the teaching of X-linked recessive inheritance in genetics course. However, there are lots of types of color vision deficiencies besides red-green colour blindness. Different color vision deficiencies caused by different genes may have different modes of inheritance. In recent years, many research achievements on colour blindness have been made. These achievements could be used as teaching resources in genetics course. Here, we summarize the construction of genetics teaching resources related to colour blindness and their application in genetics teaching in several chapters such as introduction, cellular and molecular basis of genetics, sex-linked inheritance, chromosomal aberration, gene mutation and advances in genetics. Teacher could use the resources in class or after class with different teaching methods such as questioning teaching method and task method. It may expand students' academic horizons and inspire students' interest in genetics besides grasping basic genetic knowledge.

The Role of Visual Representations in Undergraduate Students’ Learning about Genetic Inheritance

Prior work has shown that many undergraduate students have misconceptions about genetic inheritance, even after they take genetics courses. Visual representations, such as pedigree diagrams, are commonly used in genetics instruction, and they help students quickly visualize the phenotypes of multiple generations. In Study 1, we examined whether presenting a pedigree diagram of a wolf’s eye color in a rich and realistic manner (i.e., with rich perceptual images that resemble real animals) or in an abstract manner (i.e., with circles and squares representing animals) would help undergraduates learn from a brief, online lesson on inheritance of the wolf’s eye color, and whether they would transfer what they learned when reasoning about eye color in other species (near transfer) and other traits in other species (mid- and far transfer). Counter to our hypothesis, students transferred more with the rich diagram. In Study 2, we compared the rich diagram from Study 1 to a perceptually bland diagram (i.e., with color and textural features removed). There were no differences in students’ learning or transfer between the diagrams. These results suggest that realistic elements that are attention grabbing and easily interpretable by students can be beneficial for transfer in online lessons.

Comparing learning outcomes of two collaborative activities on random genetic drift in an upper-division genetics course

Abstract Background Random genetic drift is a difficult concept for biology undergraduates to understand. Active learning activities in a collaborative setting have the potential to improve student learning outcomes compared to traditional lectures alone and have been shown to help foster success for underrepresented students. However, few activities in this content area have been evaluated for effectiveness in improving student outcomes using peer-reviewed instruments backed by evidence of their validity and reliability. Our aim in this study was to use the Genetic Drift Instrument (GeDI) to evaluate and compare student learning gains in an upper division genetics course in which two different genetic drift activities, a faculty-developed collaborative exercise and a commercially published lab tutorial, were administered in an active-learning classroom with students working in small groups. Methods The GeDI was administered in both pre- and post-testing in two semesters (n = 95 and 98 students), with the semesters differing in which activity was assigned. Instrument dimensionality, person and item fit, and reliability were evaluated using Rasch analysis. Hierarchical Linear Models (HLMs) with two-way interactions were fitted to assess whether being in a certain Intervention Type, Race/ethnicity, Gender, or First Generation Status affected learning gains. HLMs with three-way interactions were used to assess whether the activities benefited students of all backgrounds equivalently. Results We found that the GeDI demonstrated unidimensionality, with high item reliability and relatively low person reliability, consistent with previous studies. Both the faculty-developed activity and the commercially available lab tutorial were associated with significant learning gains on genetic drift concepts. Students in the SimBio group had higher learning gains but the difference in effect size was small. No significant differences in learning gains were found between students from different demographic groups, and both activities appeared to benefit students of different backgrounds equivalently. Conclusions The GeDI instrument could be improved by adding items that more consistently differentiate students of different ability levels, especially at high ability levels. The greater impact on learning gains in the SimBio group while statistically significant does not translate into actual meaningful differences in student understanding. While students of different background variables in the sample have equivalent learning gains and are benefitted equivalently by the different interventions, our interventions did not ameliorate inequities in genetic drift understanding as measured by the GeDI that were uncovered in pre-testing.

Students’ ICT literacy and conceptual knowledge correlation: from a genetic course and a gender perspective

<span lang="EN-US">The correlation between students’ information communication technology (ICT) literacy and conceptual knowledge from a gender perspective is essential to understanding the causal effects of student learning. Therefore, this study aimed to describe the relationship between students’ ICT literacy and conceptual knowledge in a genetics course, especially from a gender perspective. This study employed a descriptive research method that used randomized sampling. The instruments used were conceptual knowledge and ICT literacy test sheets. The data were analyzed by using analysis of variance (ANOVA) and Pearson correlational statistics. The results showed male students have higher ICT literacy than females. Otherwise, male students have a lower conceptual knowledge than females. Furthermore, male students’ ICT literacy and conceptual knowledge showed a strong relationship, while female students showed a weak relationship. The findings support the idea that integrating ICT into genetics curricula might help students develop their ICT literacy and conceptual knowledge more effectively, especially female students.</span>

Assessment of genetic familiarity and genetic knowledge among Palestinian university students

Background and aimsGenetic knowledge and familiarity among the population represent the lane toward effective participation in social decisions regarding genetic issues. This cross sectional research aimed to assess genetic knowledge and familiarity among university students in Palestine.MethodsThe familiarity with genetics was evaluated using the Genetic Literacy and Comprehension instrument (GLAC), and genetic knowledge was measured using a 16-item scale of prevalent genetic concepts.ResultsAmong the 624 participants, 59.5% were females. 38.8% reported family history of genetic diseases. The genetic familiarity mean score was 4.83 and the genetic knowledge mean total score was 11.5. Students’ genetic familiarity was high for the terms chromosome and genetic while it was low for the terms sporadic and vulnerability. Genetic knowledge was highest for gene definition while it was the lowest regarding the number of human genes. The age group, year of study, and learning genetic courses were the significant predictors of familiarity among medical students. The year of study, family history of genetic diseases, parental consanguinity, and learning genetic courses were the significant variables associated with genetic knowledge among medical students. Regarding the non-medical group of participants, all study variables were significant for both familiarity and knowledge scores except for age group with familiarity.ConclusionGenetic familiarity and knowledge among Palestinian university students are inadequate. Consanguinity and hereditary disorders are prevalent in Palestine. These findings encourage university stakeholders to take action to improve genetic knowledge and familiarity among students through both appropriate pedagogical and non-pedagogical interventions.

Ambient Music Dalam Pembelajaran (Studi Eksperimen Terhadap Konsentrasi Dan Hasil Belajar Mahasiswa Pada Mata Kuliah Genetika)

The purpose of this research is to determine the influence of ambient music on the concentration levels and learning outcomes of students with an auditory learning style in the genetics course. This study is quasi experimental research using a monomethod Multistrand Design with sequential data collection. The first stage of data collection was conducted to obtain data on auditory learning styles in students, which were later divided into two groups (experimental and control). The sampling technique in this study was done randomly. Based on the Slovin formula, the research sample size was determined to be 77 participants for collecting learning style data. Subsequently, from the 77 participants, 26 students with an auditory learning style were identified. Data were collected using a learning style questionnaire, the Army Alpha Intelligence Test, and exams. Based on hypothesis testing using the t-test, the concentration level of student learning showed a Sig. (2-tailed) t-test value of 0.023, and the student learning outcomes showed a Sig. (2-tailed) t-test value of 0.035, both <0.05. The results of the study indicate that the provision of ambient music in learning can have a positive impact on the concentration levels and learning outcomes of students in the genetics course.

Emotion Detection with AI: Development of Learning Media for Evaluation of Cognitive Load of Prospective Teacher in Genetics Lectures

This research aims to develop learning media by integrating artificial intelligence (AI) that is able to detect the emotions of prospective teacher during genetics lectures. Using AI technology, this system can evaluate the cognitive load of students in real-time through facial expression analysis. The method used involves collecting data from lecture sessions, which are then analyzed using machine learning algorithms to identify cognitive load levels. The results of the study show that this learning media is able to identify students' emotions. This learning media is equipped with accurate emotion detection features, interactive learning materials, and an informative dashboard to monitor student learning progress. The implementation of this technology is expected to improve the quality of learning and help students achieve a better understanding of genetics courses.

Level of Practicality and Effectiveness of Practicum Guidelines in The Molecular Genetics Course for Students of Biology Undergraduate Study Programs

Abstract. This type of research is Research and Development (R&D) which aims to determine the level of practicality, and effectiveness of guided inquiry-based molecular genetics guides. The research design uses the ADDIE development model, namely Analyze, Design, Develop, Implement, and Evaluate. The subjects of this research were Lecturers of Biology Department of Makassar State University, and Students. The instrument to test the validity uses a questionnaire sheet validated by an expert validator, to test the practicality of giving a student response questionnaire, lecturer response, and product implementation sheet, and test the effectiveness of multiple choice questions to test student learning outcomes. The data from this study showed that the development of this practicum guide was categorized as practical because the data obtained were in the interval 4 ≤ IO ≤ 5. The effectiveness test used T-Test analysis (Paired Sample Test). From the data analysis, it is obtained that the use of molecular genetics practicum guides is effective in increasing knowledge related to DNA isolation, PCR, and electrophoresis material in practicum activities after being given molecular genetics guides. It can be seen that the significance of p = 0.000 <0.01, meaning that the results obtained are very significant, it can be concluded that the developed guide shows effective on improving student cognitive learning outcomes.Keywords: practicum guide, molecular genetics, guided inquiry, practicality test, effectiveness test

NEED ASSESSMENT DALAM DESAIN PEMBELAJARAN STRATEGI KELOMPOK-KARYOTIP PADA MATA KULIAH GENETIKA

A Needs assessment is the first step that must be done in learning design activities. Needs assessment Analysis is done when facing problems in a lesson. The problems that are commonly encountered in learning Genetics courses are several scientific terms that are similar to one another and are considered difficult by most students. This has an impact on students' conceptual and factual understanding is low. Through the Needs Assessment instrument in the form of a questionnaire survey for lecturers and students, as well as observations identified problems in order to determine the right action, so that the learning design that will be carried out is the best solution. The survey results obtained are summarized and concluded as problem identification and then analyzed to find the right solution. The solution to the identification results obtained is learning the Karyotype Group Strategy, namely the first; class organization based on the shape of the grouping of chromosomes. Second; learning begins with forming groups or organizing classes, because at the same time it is a form of simulation of the core material of learning Genetics.

The State of Genetics and Genomics Education in US Physician Assistant Programs.

This study aimed to assess the current landscape of genetics-genomics education in physician assistant (PA) student training. A 25-question electronic survey was emailed to program directors of the 273 accredited PA programs. Questions represented PA program demographics and 4 domains: curricular characteristics and perceived adequacy; content; curricular approaches and instructional methods; and intent, barriers, and perceived needs for an optimal curriculum. A total of 115 PA program representatives (42%) returned the survey. More than two-thirds of responding programs do not require a prerequisite genetics course for matriculation. Most programs (48%) include 1 to 10 contact hours of genetics-genomics content and use various content delivery methods and approaches. Most programs (67%) use PA program faculty to teach genetics-genomics as part of one course or many courses throughout the curriculum (85%) using didactic lectures (97%). The most significant barrier to developing an optimal curriculum is an already overloaded curriculum (71%). Physician assistant educators welcome supportive resources, such as genetic case studies (96%). The study findings elucidate the current state of genetics-genomics education in PA programs. Every responding program reports that genetics-genomics is integrated into their curriculum; however, no standardization exists between programs. Although medical genetics-genomics has changed and advanced rapidly since a similar survey was conducted 14 years ago, the number of contact hours is unchanged, and genetics-genomics content is less dispersed throughout PA curricula. To create genetic-competent and genomic-competent PAs, education must evolve to stay current with ongoing advancements in genomic science.