Scaffolding Activities Increase Performance and Lower Frustration with Genotype-to-Evolution Models in Molecular Genetics
Conceptual modeling was introduced in molecular genetics so students could integrate topics and apply molecular reasoning and mechanisms to phenotype, inheritance, and population dynamics. Structure Mechanism Relationship Function (SMRF) models were introduced. SMRF models focus on the function of a...
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| Formato: | article |
| Lenguaje: | EN |
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American Society for Microbiology
2020
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| Acceso en línea: | https://doaj.org/article/1c51bd715c88448cb9ac69cf36db4d1e |
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| Sumario: | Conceptual modeling was introduced in molecular genetics so students could integrate topics and apply molecular reasoning and mechanisms to phenotype, inheritance, and population dynamics. Structure Mechanism Relationship Function (SMRF) models were introduced. SMRF models focus on the function of a specified system using structures/nouns in boxes and processes/relationships/verbs on arrows. This SMRF model formatting enables discussion, feedback, and assessment. Scaffolding activities were introduced to provide students with support for modeling and were intended to decrease or prevent students’ frustration, intimidation, and discouragement during the learning process. Comparing a semester without scaffolding activities to semesters with scaffolding results indicate the following benefits: 1) better performance on modeling on first exam, 2) less student resistance towards modeling, and 3) better use of class time. This article has the training activity for SMRF modeling, scaffolding activities, a grading rubric, and selection of adaptable question prompts to make conceptual modeling more accessible to instructors. |
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