Teaching meiosis with the DNA triangle framework: A classroom activity that changes how students think about chromosomes

Abstract

Many biology students struggle to learn about the process of meiosis and have particular difficulty understanding the molecular basis of crossing over and the importance of homologous pairing for proper segregation. To help students overcome these challenges, we designed an activity that uses a newly developed Chromosome Connections Kit ® from 3-D Molecular Designs to allow learners to explore meiosis at the molecular level. We took a backwards design approach in constructing an effective classroom activity. We developed evidence-based learning objectives and designed a crossing over activity that targets students' misconceptions and key concepts about meiosis. Assessment questions were designed based on the learning objectives and common student misconceptions. The activity consists of three parts: an interactive introductory video, a model-based activity, and reflection questions. The activity was first beta-tested with a small number of students and revised based on feedback. The revised activity was deployed in a mid-level Cell and Molecular Biology course. Analysis of pre-/post-assessment data from students who completed the activity (n = 83) showed strong learning gains on concepts related to ploidy, homology, segregation, and the mechanism and purpose of crossing over. Additionally, students who participated in the activity outperformed nonparticipants on a Genetics assessment about meiosis the following semester.

The DNA Landscape: Development and Application of a New Framework for Visual Communication about DNA

“…In the absence of the incorporation of, for example, complementary nucleotide sequences aligning between the homologues, we posit that the concepts of “genetic recombination” and the “creation of new alleles” is quite mysterious to students, especially when all they see are red and blue lines or allele designations of “A” and “a.” Recent work from our laboratory highlights the importance of including multiple aspects of DNA, such as DNA sequence paired with overall chromosome shape, when teaching students about the concept of homology and how it relates to the process of crossing over. In a recent study, students made impressive learning gains on meiosis concepts using a model-based activity that incorporated DNA sequence and overall shape of a homologous pair ( Wright et al. , 2021 ).…”

The Effect of Teaching Science with Digital Games on Students' Cognitive Structures and Conceptual Changes

“…However, it was revealed by Salleh et al (2021) that one of the subject areas that are difficult to learn in biology is cellular functions. Students who have knowledge about meiosis will be able to positively shape their decision-making skills on genetics and evolution (Wright et al, 2022). Meiosis is among the examples of subject areas that contain concepts that are difficult to learn and understand by students (Metzger & Yowler, 2019).…”

Misconception Analysis of Cell Material Using Four-Tier Multiple Choice Diagnostic Test

“…In the Indonesian education curriculum, biology is one of the branches of knowledge that is required for students from elementary to high school, with the aim of developing students' abilities to understand, connect, and apply biology concepts and solve problems in everyday life (Triwiyanto, 2022). In a study it was proven that sometimes the concepts possessed by students were not always in accordance with established scientific knowledge (Wright et al, 2022). Interrelated relationships between concepts in biology learning can have an impact on the formation of subsequent concepts.…”