What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis

Undergraduate students in genetics and developmental biology courses often struggle with the concept of epistasis because they are unaware that the logic of gene interactions differs between enzymatic pathways and signaling pathways. If students try to develop and memorize a single simple rule for p...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Jennifer K. Knight, William B. Wood, Michelle K. Smith
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2013
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/0ecfe4e00eda4b2dbe63050b8970393b
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:0ecfe4e00eda4b2dbe63050b8970393b
record_format	dspace
spelling	oai:doaj.org-article:0ecfe4e00eda4b2dbe63050b8970393b2021-11-15T15:18:41ZWhat’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis10.1128/jmbe.v14i2.5601935-78851935-7877https://doaj.org/article/0ecfe4e00eda4b2dbe63050b8970393b2013-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v14i2.560https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Undergraduate students in genetics and developmental biology courses often struggle with the concept of epistasis because they are unaware that the logic of gene interactions differs between enzymatic pathways and signaling pathways. If students try to develop and memorize a single simple rule for predicting epistatic relationships without taking into account the nature of the pathway under consideration, they can become confused by cases where the rule does not apply. To remedy this problem, we developed a short pre-/post-test, an in-class activity for small groups, and a series of clicker questions about recessive epistasis in the context of a signaling pathway that intersects with an enzymatic pathway. We also developed a series of homework problems that provide deliberate practice in applying concepts in epistasis to different pathways and experimental situations. Students show significant improvement from pretest to posttest, and perform well on homework and exam questions following this activity. Here we describe these materials, as well as the formative and summative assessment results from one group of students to show how the activities impact student learning.Jennifer K. KnightWilliam B. WoodMichelle K. SmithAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 14, Iss 2, Pp 197-205 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Jennifer K. Knight William B. Wood Michelle K. Smith What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis
description	Undergraduate students in genetics and developmental biology courses often struggle with the concept of epistasis because they are unaware that the logic of gene interactions differs between enzymatic pathways and signaling pathways. If students try to develop and memorize a single simple rule for predicting epistatic relationships without taking into account the nature of the pathway under consideration, they can become confused by cases where the rule does not apply. To remedy this problem, we developed a short pre-/post-test, an in-class activity for small groups, and a series of clicker questions about recessive epistasis in the context of a signaling pathway that intersects with an enzymatic pathway. We also developed a series of homework problems that provide deliberate practice in applying concepts in epistasis to different pathways and experimental situations. Students show significant improvement from pretest to posttest, and perform well on homework and exam questions following this activity. Here we describe these materials, as well as the formative and summative assessment results from one group of students to show how the activities impact student learning.
format	article
author	Jennifer K. Knight William B. Wood Michelle K. Smith
author_facet	Jennifer K. Knight William B. Wood Michelle K. Smith
author_sort	Jennifer K. Knight
title	What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis
title_short	What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis
title_full	What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis
title_fullStr	What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis
title_full_unstemmed	What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis
title_sort	what’s downstream? a set of classroom exercises to help students understand recessive epistasis
publisher	American Society for Microbiology
publishDate	2013
url	https://doaj.org/article/0ecfe4e00eda4b2dbe63050b8970393b
work_keys_str_mv	AT jenniferkknight whatsdownstreamasetofclassroomexercisestohelpstudentsunderstandrecessiveepistasis AT williambwood whatsdownstreamasetofclassroomexercisestohelpstudentsunderstandrecessiveepistasis AT michelleksmith whatsdownstreamasetofclassroomexercisestohelpstudentsunderstandrecessiveepistasis
_version_	1718428112474079232

What’s Downstream? A Set of Classroom Exercises to Help Students Understand Recessive Epistasis

Ejemplares similares