4 research outputs found
A First Attempt to Bring Computational Biology into Advanced High School Biology Classrooms
Computer science has become ubiquitous in many areas of biological research, yet most high school and even college students are unaware of this. As a result, many college biology majors graduate without adequate computational skills for contemporary fields of biology. The absence of a computational element in secondary school biology classrooms is of growing concern to the computational biology community and biology teachers who would like to acquaint their students with updated approaches in the discipline. We present a first attempt to correct this absence by introducing a computational biology element to teach genetic evolution into advanced biology classes in two local high schools. Our primary goal was to show students how computation is used in biology and why a basic understanding of computation is necessary for research in many fields of biology. This curriculum is intended to be taught by a computational biologist who has worked with a high school advanced biology teacher to adapt the unit for his/her classroom, but a motivated high school teacher comfortable with mathematics and computing may be able to teach this alone. In this paper, we present our curriculum, which takes into consideration the constraints of the required curriculum, and discuss our experiences teaching it. We describe the successes and challenges we encountered while bringing this unit to high school students, discuss how we addressed these challenges, and make suggestions for future versions of this curriculum.We believe that our curriculum can be a valuable seed for further development of computational activities aimed at high school biology students. Further, our experiences may be of value to others teaching computational biology at this level. Our curriculum can be obtained at http://ecsite.cs.colorado.edu/?page_id=149#biology or by contacting the authors
Bioinformatics Projects Supporting Life-Sciences Learning in High Schools
The interdisciplinary nature of bioinformatics makes it an ideal framework to develop activities enabling enquiry-based learning. We describe here the development and implementation of a pilot project to use bioinformatics-based research activities in high schools, called "Bioinformatics@school." It includes web-based research projects that students can pursue alone or under teacher supervision and a teacher training program. The project is organized so as to enable discussion of key results between students and teachers. After successful trials in two high schools, as measured by questionnaires, interviews, and assessment of knowledge acquisition, the project is expanding by the action of the teachers involved, who are helping us develop more content and are recruiting more teachers and schools.Instituto Gulbenkian de Ciênci
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A Study of Secondary School Students’ Participation in a Novel Course on Genomic Principles and Practices
Since the inception of the Human Genome Project (HGP) there has, and continues to be, rapid changes in genomics, STEM, and human health. Advances, specifically in genomics, continue to be increasingly important as new knowledge in this field has led the trajectory for significant advancements in all biological disciplines. Throughout the scientific community there is an emphasis on increasing and improving genomic concepts and literacy for grades K-12. Numerous research studies report that there is generally a low level of genetic/genomic knowledge among the general public. The purpose of this research is to analyze and document evidence of secondary school students’ participation, and educational outcomes, in a novel course on genomic principles and practices. A mixed methods approach, using qualitative and quantitative methods was used to address three research questions. 1) Based on affective evidence, how did secondary school students perceive and critically judge, content topics learned in a course on modern genomic principles and practices? 2) Based on cognitive evidence, how much of the content did secondary school students learn when they participated in a course on modern genomic principles and practices? 3) Using individual interview evidence, what are the major perceptions that the secondary school students expressed throughout the duration of the course? The results for Research Question 1 demonstrated that the students gained a significant level of new knowledge pertaining to genomics after attending the course sessions, based on their pre-and post-test Likert survey data. More particularly, they expressed more interest in, and understanding of genomic principles and practices. Concurrently, they became much more critically reflective and evaluative about some of the societal and medical implications of its applications. With respect to Research Question 2, the secondary school students’ content knowledge as measured by a 25-question multiple-choice pre-and-post test administered before and after the course demonstrated a significant increase. Lastly, the participants were provided an opportunity to comment on the course through individual and collaborative interviews, in order to find out to what extent they perceived the course to be interesting and challenging. Future inquiry expanding from this research would help to establish the foundational pathway for designing a more inclusive genomics curriculum