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Models in Movies: Teaching Abstract Concepts in Concrete Models

    Authors: Madeline Breer1,*, Bianca Christensen1, Jennifer Taylor1
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    Affiliations: 1: Department of Microbiology, Immunology and Pathology, Colorado State University, Fort Collins, CO 80523
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 03 May 2012
    • *Corresponding author. Mailing address: Department of Microbiology, Immunology and Pathology, Colorado State University, 200 West Lake St., Fort Collins, CO 80523. Phone: 970-491-6119. Fax: 970-491-0603.
    • Copyright © 2012 American Society for Microbiology
    Source: J. Microbiol. Biol. Educ. May 2012 vol. 13 no. 1 80-82. doi:10.1128/jmbe.v13i1.376
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    Abstract:

    The tool created here is an instructional video that demonstrates how to create models of the heavy and light chains of an antibody using pipe cleaners, and how the process of V, D, and J gene recombination functions, using the model as a visual aide. The video was created by undergraduate students, with the intended audience being other undergraduates. This type of direct peer teaching aids in education because the “teachers” in this situation greatly enhance their own knowledge through instruction, and their imparting of knowledge is often more helpful to that of another student because they are more aware of comprehension gaps within their peer groups. As such, the supplementary goal of the model is to have students follow along with the video by creating and using their own models, thereby gaining a deeper knowledge of the process with a more thorough interaction.

Key Concept Ranking

Light Chain
0.9375
Heavy Chain
0.7430202
Genetic Recombination
0.6714462
Gene
0.4077324
0.9375

References & Citations

1. Murphy K, Travers P, Walport M, Janeway C 2008 Janeway’s immunobiology 7th ed. Garland Science New York, NY 22525410 3117407
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/content/journal/jmbe/10.1128/jmbe.v13i1.376
2012-05-03
2017-11-23

Abstract:

The tool created here is an instructional video that demonstrates how to create models of the heavy and light chains of an antibody using pipe cleaners, and how the process of V, D, and J gene recombination functions, using the model as a visual aide. The video was created by undergraduate students, with the intended audience being other undergraduates. This type of direct peer teaching aids in education because the “teachers” in this situation greatly enhance their own knowledge through instruction, and their imparting of knowledge is often more helpful to that of another student because they are more aware of comprehension gaps within their peer groups. As such, the supplementary goal of the model is to have students follow along with the video by creating and using their own models, thereby gaining a deeper knowledge of the process with a more thorough interaction.

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Figures

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FIGURE 1

Segment clips from the VDJ recombination video created by students for students: (A) heavy and light chain models, without Recombination Signal Sequences (RSS); (B) RSS sequence alignment; (C) scissors representative of Recombination Activating Gene (RAG) excising unutilized DNA; (D) Pink Circles: RAG proteins, Orange ball: Terminal deoxynucleotidyl transferase (Tdt); sequence has been ligated.

Source: J. Microbiol. Biol. Educ. May 2012 vol. 13 no. 1 80-82. doi:10.1128/jmbe.v13i1.376
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FIGURE 2

Learning styles.

Source: J. Microbiol. Biol. Educ. May 2012 vol. 13 no. 1 80-82. doi:10.1128/jmbe.v13i1.376
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FIGURE 3

Uses of video and model.

Source: J. Microbiol. Biol. Educ. May 2012 vol. 13 no. 1 80-82. doi:10.1128/jmbe.v13i1.376
Download as Powerpoint

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