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首页> 外文期刊>CBE Life Sciences Education >Beyond the Central Dogma: Model-Based Learning of How Genes Determine Phenotypes
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Beyond the Central Dogma: Model-Based Learning of How Genes Determine Phenotypes

机译：超越中央教条：基因如何确定表型的基于模型的学习

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In an introductory biology course, we implemented a learner-centered, model-based pedagogy that frequently engaged students in building conceptual models to explain how genes determine phenotypes. Model-building tasks were incorporated within case studies and aimed at eliciting students’ understanding of 1) the origin of variation in a population and 2) how genes/alleles determine phenotypes. Guided by theory on hierarchical development of systems-thinking skills, we scaffolded instruction and assessment so that students would first focus on articulating isolated relationships between pairs of molecular genetics structures and then integrate these relationships into an explanatory network. We analyzed models students generated on two exams to assess whether students’ learning of molecular genetics progressed along the theoretical hierarchical sequence of systems-thinking skills acquisition. With repeated practice, peer discussion, and instructor feedback over the course of the semester, students’ models became more accurate, better contextualized, and more meaningful. At the end of the semester, however, more than 25% of students still struggled to describe phenotype as an output of protein function. We therefore recommend that 1) practices like modeling, which require connecting genes to phenotypes; and 2) well-developed case studies highlighting proteins and their functions, take center stage in molecular genetics instruction.
机译：在入门生物学课程中，我们实施了以学习者为中心，基于模型的教学法，该方法使学生经常参与构建概念模型来解释基因如何确定表型。案例研究中纳入了模型构建任务，旨在激发学生对以下方面的理解：1）群体变异的起源以及2）基因/等位基因如何确定表型。在系统思考技能的等级发展理论的指导下，我们对教学和评估进行了脚手架，以便学生首先专注于阐明分子遗传结构对之间的孤立关系，然后将这些关系整合到一个解释性网络中。我们分析了在两次考试中生成的学生模型，以评估学生对分子遗传学的学习是否沿着系统思考技能习得的理论层次顺序发展。在整个学期中，通过反复的练习，同伴讨论和老师的反馈，学生的模型变得更加准确，情境化和有意义。然而，在学期末，仍有超过25％的学生难以将表型描述为蛋白质功能的产物。因此，我们建议1）像建模这样的做法，要求将基因与表型联系起来; 2）突出蛋白质及其功能的成熟案例研究在分子遗传学教学中处于中心地位。

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