COVID-19 and the Central Dogma: an Activity To Improve Student Learning and Engagement<xref ref-type="fn" rid="fn1-jmbe-21-68">†</xref>

The Central Dogma of molecular biology describes the transfer of genetic information within organisms and is a core concept in the biological sciences. However foundational, the Central Dogma is often misrepresented when taught in introductory college biology courses. In particular, the Central Dogm...

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Autores principales:	Carli Roush, Alita R. Burmeister
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/9c4c26a8596041c094966f4ead63f837
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spelling	oai:doaj.org-article:9c4c26a8596041c094966f4ead63f8372021-11-15T15:04:14ZCOVID-19 and the Central Dogma: an Activity To Improve Student Learning and Engagement<xref ref-type="fn" rid="fn1-jmbe-21-68">†</xref>10.1128/jmbe.v21i3.21451935-78851935-7877https://doaj.org/article/9c4c26a8596041c094966f4ead63f8372020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i3.2145https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885The Central Dogma of molecular biology describes the transfer of genetic information within organisms and is a core concept in the biological sciences. However foundational, the Central Dogma is often misrepresented when taught in introductory college biology courses. In particular, the Central Dogma is often taught with a requisite DNA step, an incorrect conception that omits the possibility of RNA-based molecular systems, such as SARS-CoV-2, the causative agent of COVID-19. In this new contribution, we offer a practical way to clarify correct conceptions and make them immediately relevant through COVID-19. In this new digital ‘sorting cards’ activity, students collaboratively synthesize and map their knowledge of core molecular biology. Building off of the typically-presented concepts of the Central Dogma, we also introduce two sorting card “expansion packs” for double-stranded DNA viruses and single-stranded RNA viruses. We provide activity templates for all sets of cards using a free web-based collaborative platform suitable for sudden shifts to online learning (as in our implementation), pre-planned online learning, and in-person classes. While truly hands-on activities can be difficult to replicate in the context of online learning, the use of collaborative websites and creative freedom in this activity encourages student engagement in and ownership of their learning.Carli RoushAlita R. BurmeisterAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 3 (2020)
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 Carli Roush Alita R. Burmeister COVID-19 and the Central Dogma: an Activity To Improve Student Learning and Engagement<xref ref-type="fn" rid="fn1-jmbe-21-68">†</xref>
description	The Central Dogma of molecular biology describes the transfer of genetic information within organisms and is a core concept in the biological sciences. However foundational, the Central Dogma is often misrepresented when taught in introductory college biology courses. In particular, the Central Dogma is often taught with a requisite DNA step, an incorrect conception that omits the possibility of RNA-based molecular systems, such as SARS-CoV-2, the causative agent of COVID-19. In this new contribution, we offer a practical way to clarify correct conceptions and make them immediately relevant through COVID-19. In this new digital ‘sorting cards’ activity, students collaboratively synthesize and map their knowledge of core molecular biology. Building off of the typically-presented concepts of the Central Dogma, we also introduce two sorting card “expansion packs” for double-stranded DNA viruses and single-stranded RNA viruses. We provide activity templates for all sets of cards using a free web-based collaborative platform suitable for sudden shifts to online learning (as in our implementation), pre-planned online learning, and in-person classes. While truly hands-on activities can be difficult to replicate in the context of online learning, the use of collaborative websites and creative freedom in this activity encourages student engagement in and ownership of their learning.
format	article
author	Carli Roush Alita R. Burmeister
author_facet	Carli Roush Alita R. Burmeister
author_sort	Carli Roush
title	COVID-19 and the Central Dogma: an Activity To Improve Student Learning and Engagement<xref ref-type="fn" rid="fn1-jmbe-21-68">†</xref>
title_short	COVID-19 and the Central Dogma: an Activity To Improve Student Learning and Engagement<xref ref-type="fn" rid="fn1-jmbe-21-68">†</xref>
title_full	COVID-19 and the Central Dogma: an Activity To Improve Student Learning and Engagement<xref ref-type="fn" rid="fn1-jmbe-21-68">†</xref>
title_fullStr	COVID-19 and the Central Dogma: an Activity To Improve Student Learning and Engagement<xref ref-type="fn" rid="fn1-jmbe-21-68">†</xref>
title_full_unstemmed	COVID-19 and the Central Dogma: an Activity To Improve Student Learning and Engagement<xref ref-type="fn" rid="fn1-jmbe-21-68">†</xref>
title_sort	covid-19 and the central dogma: an activity to improve student learning and engagement<xref ref-type="fn" rid="fn1-jmbe-21-68">†</xref>
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/9c4c26a8596041c094966f4ead63f837
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COVID-19 and the Central Dogma: an Activity To Improve Student Learning and Engagement<xref ref-type="fn" rid="fn1-jmbe-21-68">†</xref>

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