Digital Learning Material for Model Building in Molecular Biology

Abstract

Building models to describe processes forms an essential part of molecular biology research. However, in molecular biology curricula little attention is generally being paid to the development of this skill. In order to provide students the opportunity to improve their model building skills, we decided to develop a number of digital cases about developmental biology. In these cases the students are guided to build a model according to a method that is based on expert analysis and historical data; they first build a simplified model based on the wild-type only and then they extend this model step by step based on experimental results. After each extension, the biological implications of the extension are evaluated. The first case was evaluated three times during a regular course at Wageningen University, The Netherlands and once at the University of Zurich, Switzerland. The analysis of audiotapes revealed that students did indeed engage in the reasoning processes, which are typical for model building. Furthermore, exam results seem to suggest that working with the case indeed facilitates model building in analogical situations and the students judged working with the case positively.

Digital learning material for student‐directed model building in molecular biologyS

“…The case about bristle selection was used in a third‐year course on molecular developmental biology by 33 Dutch students who had all worked with the two previously designed cases [2, 3]. Even though the prior experience of the students was not completely identical, most students followed general courses on cell physiology, cell biology, biochemistry, and molecular biology earlier during their studies.…”

“…However, this constitutes a major scientific goal of science. To enable students to practice model building for molecular biology, we had previously developed two digital cases in which students have to build models based on experimental data [2, 3]. In these cases, students are guided through the model‐building process step by step, which means that they do not have to consider the overall approach they are following.…”

Output-Classes for Faculty-Based Design-Oriented Research on Digital Learning Resources in Higher Education

“…• Support students to achieve a specific new learning goal (Aegerter- Wilmsen, 2005; Aegerter- Aegerter-Wilmsen, Bisseling, & Hartog, 2003; Aegerter-Wilmsen, Janssen, Hartog, & Bisseling, 2005;Aegerter-Wilmsen et al, 2006;van der Schaaf, Vermue, Tramper, & Hartog, 2003;Sessink, Beeftink, Tramper, & Hartog, 2006;Wilmsen, Bisseling, & Hartog, 2002).…”