1887

Development of Higher-Level Cognitive Skills In a Learner-Centered Lab on Extensions of Mendelian Inheritance Using

    Author: Pamela A. Marshall1,*
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    Affiliations: 1: Department of Integrated Natural Sciences, Arizona State University at the West campus, Phoenix, Arizona 85069
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 17 May 2008
    • *Corresponding author. Mailing address: MC2352, P.O. Box 37100, Phoenix, AZ 85069. Phone: (602) 543-6143. Fax: (602) 543-6073. E-mail: [email protected].
    • Copyright © 2008, American Society for Microbiology. All Rights Reserved.
    Source: J. Microbiol. Biol. Educ. May 2008 vol. 9 no. 1 12-24. doi:10.1128/jmbe.v9.90
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    Abstract:

    Students can have difficulty comprehending complex concepts in science. They can memorize the definition but do not understand the underlying biological principles. In the Fundamentals of Genetics course at Arizona State University at the West campus, students grapple with the topic of “extensions of Mendelism.” Additionally, in lab, students are challenged by scoring phenotypes that are not binary. Both of these concepts require that students understand not only inheritance but also the principles of protein structure and function. A genetics laboratory exercise was developed that combines study of some extensions of Mendelian inheritance with practice in manipulating and scoring subtle and variable phenotypes. Students analyze with mutations that demonstrate some extensions of Mendelian inheritance: temperature sensitivity, variable expressivity, incomplete penetrance, multiple alleles, dosage compensation, and gene dosage effect. The phenotypes in some of these mutants differ from individual to individual and are difficult to discern; thus, students also gain experience in investigating challenging phenotypes. Pre- and postlab assessments indicate that performing this exercise increased students’ mastery of the molecular basis of extensions of Mendelian inheritance and their abilities in scoring and manipulating flies. This is a discovery-based lab exercise in which students examine some extensions of Mendelian inheritance and gain experience in analyzing complex traits in .

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References & Citations

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3. Cunningham SC, McNear B, Pearlman RS, Kern SE 2006 Beverage-agarose gel electrophoresis: an inquiry-based laboratory exercise with virtual adaptation CBE Life Sci. Educ 5 281 286 10.1187/cbe.06-01-0139 17012220 1618695 http://dx.doi.org/10.1187/cbe.06-01-0139
4. Flagg RO 2005 Carolina Drosophila manual Carolina Biological Supply Company Burlington, NC
5. Michael J 2006 Where’s the evidence that active learning works? Adv Physiol Educ 30 159 167 10.1152/advan.00053.2006 17108243 http://dx.doi.org/10.1152/advan.00053.2006
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7. Nilson LB 2003 Teaching at its best. A research-based resource for college instructors 2nd ed Anker Publishing Company, Inc. Bolton, MA
8. Rao SP, DiCarlo SE 2001 Active learning of respiratory physiology improves performance on respiratory physiology examinations Adv Physiol Educ 25 55 61
9. Svinicki MD 1998 A theoretical foundation for discovery learning Adv Physiol Educ 275 4S 8S
10. van der Bliek AM, Meyerowitz EM 1991 Dynamin-like protein encoded by the Drosophila shibire gene associated with vesicular traffic Nature 351 411 414 10.1038/351411a0 1674590 http://dx.doi.org/10.1038/351411a0
11. Wilke RR 2003 The effect of active learning on student characteristics in a human physiology course for nonmajors Adv Physiol Educ 27 207 223 10.1152/advan.00003.2002 14627619 http://dx.doi.org/10.1152/advan.00003.2002
12. Wilke RR, Straits WJ 2001 The effects of discovery learning in a lower-division biology course Adv Physiol Educ 25 62 69

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/content/journal/jmbe/10.1128/jmbe.v9.90
2008-05-17
2019-02-15

Abstract:

Students can have difficulty comprehending complex concepts in science. They can memorize the definition but do not understand the underlying biological principles. In the Fundamentals of Genetics course at Arizona State University at the West campus, students grapple with the topic of “extensions of Mendelism.” Additionally, in lab, students are challenged by scoring phenotypes that are not binary. Both of these concepts require that students understand not only inheritance but also the principles of protein structure and function. A genetics laboratory exercise was developed that combines study of some extensions of Mendelian inheritance with practice in manipulating and scoring subtle and variable phenotypes. Students analyze with mutations that demonstrate some extensions of Mendelian inheritance: temperature sensitivity, variable expressivity, incomplete penetrance, multiple alleles, dosage compensation, and gene dosage effect. The phenotypes in some of these mutants differ from individual to individual and are difficult to discern; thus, students also gain experience in investigating challenging phenotypes. Pre- and postlab assessments indicate that performing this exercise increased students’ mastery of the molecular basis of extensions of Mendelian inheritance and their abilities in scoring and manipulating flies. This is a discovery-based lab exercise in which students examine some extensions of Mendelian inheritance and gain experience in analyzing complex traits in .

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