As well as developing an understanding of genetic principles and methods, we all aim to help our students understand the scientific process. One way of doing this is by having students design, conduct and evaluate scientific experiments. Alternatively, in a climate of pressure on practical sessions and increasing student numbers, a supplementary approach is to use the scientific literature. However for many students, reading the scientific literature is little more than an exercise in paraphrasing. In this talk I will explore an approach to deconstruct papers to help students understand the concepts, methods and logic of primary scientific papers. This method [developed by Hoskins et al, Genetics 176:1381-89 (2007)] can be applied at a variety of levels from introductory to higher level students, and from individual activities to an entire course. Some examples of the application of this approach at Macquarie University will be discussed.
As well as developing an understanding of genetic principles and methods, we all aim to help our students understand the scientific process. One way of doing this is by having students design, conduct and evaluate scientific experiments. Alternatively, in a climate of pressure on practical sessions and increasing student numbers, a supplementary approach is to use the scientific literature. However for many students, reading the scientific literature is little more than an exercise in paraphrasing. In this talk I will explore an approach to deconstruct papers to help students understand the concepts, methods and logic of primary scientific papers. This method [developed by Hoskins et al, Genetics 176:1381-89 (2007)] can be applied at a variety of levels from introductory to higher level students, and from individual activities to an entire course. Some examples of the application of this approach at Macquarie University will be discussed.
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