Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students

Johnson, Jabril R.; Jackson, Fatimah

doi:10.4236/ns.2015.76033

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…Based on the content, Genetics is a relatively complicated subject for students. This difficulty is because Genetics comprises extremely complex instructional materials, abstract concepts, and difficult-to-understand terminology, which results in students occasionally developing misconceptions regarding terms used in Genetics courses (Fauzi & Fariantika, 2018;Fauzi & Ramadani, 2017;Johnson & Jackson, 2015;Murray-Nseula, 2011)with neuropsychological indicators usually being related to subjects with other forms of neurological damage. In this study we assessed the performance of 74 subjects with frontal lobe epilepsy (42 with left, 32 with right frontal epileptic foci.…”

Section: Introductionmentioning

confidence: 99%

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

2023

pegegog

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Active learning is centered on students and encourages them to participate in various classroom activities, with the teacher as a facilitator. Students are expected to develop multiple 21st-century skills through an active learning process, including digital and scientific literacies. Numerous studies demonstrate that students lack digital and scientific literacy, necessitating the empowerment and improvement of both skills through active learning based on TPACK (Technological, Pedagogical, and Content Knowledge) (Tütüniş et al, 2022). The objective of this study was to investigate the effect of TPACK-based active learning on students' digital literacy and scientific literacy in Genetics. PBL (Problem-based Learning), RQA (Reading, Questioning, and Answering), and a mix of PBL and RQA are all examples of active learning approaches. TPACK-based active learning was used in the Genetics course because students perceive genetics as challenging. A pretest-posttest three-treatment design was adopted, with each learning model being applied to a group of students. This study uses parametric inferential statistical methods, using ANCOVA. Data on students' digital literacy and scientific literacy were obtained using pretest and post-tests. The results indicated no statistically significant difference between the three learning models. The students' digital literacy and scientific literacy both experienced an increase due to implementing the three learning models. The implications of this research are the three active learning models based on TPACK can promote students' digital and scientific literacies. Other educators can adopt the experience of teaching Genetics with PBL, RQA, and PBL-RQA to promote digital literacy and scientific literacy.

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Section: Introductionmentioning

confidence: 99%

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

2023

pegegog

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“…The results of the following studies also show things that are not much different. Genetics is considered difficult for students because the material is abstract, too many terms are difficult to understand, and the material is very complex (Fauzi & Fariantika, 2018;Fauzi & Ramadani, 2017;Johnson & Jackson, 2015;Murray-Nseula, 2011). The complexity inherent in genetics related to genes, DNA, chromosomes, cell division, and inheritance makes it difficult for students to understand (Cimer, 2012;Kibuka-Sebitosi, 2007).…”

Section: / 14mentioning

confidence: 99%

Enhancing creativity in genetics using three teaching strategies-based TPACK model

Angraini

Zubaidah

Susanto

et al. 2022

EURASIA J Math Sci Tech Ed

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Several studies show that the creativity of science students in Indonesia is still low and needs to be empowered and improved. One of the subjects considered difficult by students is genetics because it is abstract and complex. Therefore, educators try technological, pedagogical, and content knowledge (TPACK) model with different strategies. This study aims to analyze and describe the effect of active learning based on the TPACK model with three teaching strategies, namely problem-based learning (PBL), reading, questioning, and answering (RQA), and PBL-RQA, on student creativity in the genetics course at three classes. The research design used was a pre-test-post-test three treatment design. Several teaching strategies used in active learning based on the TPACK model in the genetics course are PBL, RQA, and a combination of PBL-RQA. The research was conducted for one semester. Data was collected through pre- and post-test in the form of description questions distributed through Google Forms. The results showed that the three active learning classes based on the TPACK model have the potential to increase student creativity. The three classes did not differ significantly in increasing student creativity. The three classes have their respective advantages, so educators can choose between the three strategies used by considering the characteristics of students. The three TPACK-based active learning can be used as recommendations in designing the learning process. Educators can also choose the three TPACK-based active learning to empower and increase student creativity.

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“…The ramifications of inadequate studies of African genomic diversity are not limited to individuals of African descent. In previous studies we have shown that personalized genomic testing can have multiple beneficial educational ramifications for tested individuals (Johnson and Jackson, 2015 ). Even a small amount of data on one African ancestry has been shown to stimulate additional interest in this history and the science behind it.…”

Section: Case 1: Generating Genomic Data Equity In Vulnerable Populatmentioning

confidence: 99%

Including Vulnerable Populations in the Assessment of Data From Vulnerable Populations

et al. 2019

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Data science has made great strides in harnessing the power of big data to improve human life across a broad spectrum of disciplines. Unfortunately this informational richesse is not equitably spread across human populations. Vulnerable populations remain both under-studied and under-consulted on the use of data derived from their communities. This lack of inclusion of vulnerable populations as data collectors, data analyzers and data beneficiaries significantly restrains the utility of big data applications that contribute to human well-ness. Here we present three case studies: (1) Describing a novel genomic dataset being developed with clinical and ethnographic insights in African Americans, (2) Demonstrating how a tutorial that enables data scientists from vulnerable populations to better understand criminal justice bias using the COMPAS dataset, and (3) investigating how Indigenous genomic diversity contributes to future biomedical interventions. These cases represent some of the outstanding challenges that big data science presents when addressing vulnerable populations as well as the innovative solutions that expanding science participation brings.

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Use of Multiple Intelligence Modalities to Convey Genetic and Genomic Concepts in African American College Biology Students

Cited by 5 publications

References 16 publications

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

Enhancing creativity in genetics using three teaching strategies-based TPACK model

Including Vulnerable Populations in the Assessment of Data From Vulnerable Populations

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