Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes
Identifieur interne : 000661 ( Istex/Corpus ); précédent : 000660; suivant : 000662Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes
Auteurs : Ross Shegog ; Melanie M. Lazarus ; Nancy G. Murray ; Pamela M. Diamond ; Nathalie Sessions ; Eva ZsigmondSource :
- Research in Science Education [ 0157-244X ] ; 2012-10-01.
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Abstract
Abstract: The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas (n = 44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p < 0.005). Significant increases continued to occur with additional use of the simulation (p < 0.001). Students in the treatment group became more positive toward using computers for learning (p < 0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a “virtual” laboratory experience as an adjunct to conventional educational approaches.
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DOI: 10.1007/s11165-011-9216-7
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Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas (n = 44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p < 0.005). Significant increases continued to occur with additional use of the simulation (p < 0.001). Students in the treatment group became more positive toward using computers for learning (p < 0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a “virtual” laboratory experience as an adjunct to conventional educational approaches.</div></front></TEI><istex><corpusName>springer-journals</corpusName><author><json:item><name>Ross Shegog</name><affiliations><json:string>University of Texas School of Public Health, Center for Health Promotion & Prevention Research, University Center Tower, 7000 Fannin, Suite 2668, 77030, Houston, TX, USA</json:string><json:string>E-mail: Ross.Shegog@uth.tmc.edu</json:string></affiliations></json:item><json:item><name>Melanie M. 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Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas (n = 44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p > 0.005). Significant increases continued to occur with additional use of the simulation (p > 0.001). Students in the treatment group became more positive toward using computers for learning (p > 0.001). The simulation did not significantly affect attitudes toward science in general. 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Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas (n = 44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p < 0.005). Significant increases continued to occur with additional use of the simulation (p < 0.001). Students in the treatment group became more positive toward using computers for learning (p < 0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a “virtual” laboratory experience as an adjunct to conventional educational approaches.</p></abstract><textClass xml:lang="en"><keywords scheme="keyword"><list><head>Keywords</head><item><term>Molecular biology</term></item><item><term>Transgenic mouse</term></item><item><term>Simulation</term></item><item><term>Science education</term></item><item><term>Computer-based instruction</term></item></list></keywords></textClass><textClass><keywords scheme="Journal-Subject-Collection"><list><label>Humanities, Social Sciences and Law</label><item><term>SC9</term></item></list></keywords></textClass><textClass><keywords scheme="Journal Subject"><list><head>Education</head><item><term>Education (general)</term></item><item><term>Science Education</term></item></list></keywords></textClass></profileDesc><revisionDesc><change when="2012-10-01">Published</change><change xml:id="refBibs-istex" who="#ISTEX-API" 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Grant="OpenAccess"></MetadataGrant><AbstractGrant Grant="OpenAccess"></AbstractGrant><BodyPDFGrant Grant="Restricted"></BodyPDFGrant><BodyHTMLGrant Grant="Restricted"></BodyHTMLGrant><BibliographyGrant Grant="Restricted"></BibliographyGrant><ESMGrant Grant="Restricted"></ESMGrant></ArticleGrants></ArticleInfo><ArticleHeader><AuthorGroup><Author AffiliationIDS="Aff1" CorrespondingAffiliationID="Aff1"><AuthorName DisplayOrder="Western"><GivenName>Ross</GivenName><FamilyName>Shegog</FamilyName></AuthorName><Contact><Phone>+1-713-5009677</Phone><Fax>+1-713-5009602</Fax><Email>Ross.Shegog@uth.tmc.edu</Email></Contact></Author><Author AffiliationIDS="Aff2"><AuthorName DisplayOrder="Western"><GivenName>Melanie</GivenName><GivenName>M.</GivenName><FamilyName>Lazarus</FamilyName></AuthorName><Contact><Phone>+1-713-5233425</Phone><Email>mlazarus@texasheart.org</Email></Contact></Author><Author AffiliationIDS="Aff3"><AuthorName DisplayOrder="Western"><GivenName>Nancy</GivenName><GivenName>G.</GivenName><FamilyName>Murray</FamilyName></AuthorName><Contact><Phone>+1-713-5009333</Phone><Fax>+1-713-5009329</Fax><Email>Nancy.G.Murray@gmail.com</Email></Contact></Author><Author AffiliationIDS="Aff4"><AuthorName DisplayOrder="Western"><GivenName>Pamela</GivenName><GivenName>M.</GivenName><FamilyName>Diamond</FamilyName></AuthorName><Contact><Phone>+1-713-5009979</Phone><Fax>+1-713-5009602</Fax><Email>Pamela.M.Diamond@uth.tmc.edu</Email></Contact></Author><Author AffiliationIDS="Aff5"><AuthorName DisplayOrder="Western"><GivenName>Nathalie</GivenName><FamilyName>Sessions</FamilyName></AuthorName><Contact><Phone>+1-512-3466163</Phone><Email>Natalie.Sessions@uth.tmc.edu</Email></Contact></Author><Author AffiliationIDS="Aff6"><AuthorName DisplayOrder="Western"><GivenName>Eva</GivenName><FamilyName>Zsigmond</FamilyName></AuthorName><Contact><Phone>+1-713-5002453</Phone><Fax>+1-713-5002424</Fax><Email>Eva.M.Zsigmond@uth.tmc.edu</Email></Contact></Author><Affiliation ID="Aff1"><OrgName>University of Texas School of Public Health, Center for Health Promotion & Prevention Research</OrgName><OrgAddress><Street>University Center Tower, 7000 Fannin, Suite 2668</Street><City>Houston</City><State>TX</State><Postcode>77030</Postcode><Country Code="US">USA</Country></OrgAddress></Affiliation><Affiliation ID="Aff2"><OrgName>Texas Heart Institute at St. Luke’s Episcopal Hospital</OrgName><OrgAddress><Street>6770 Bertner Ave., Suite C530</Street><City>Houston</City><State>TX</State><Postcode>77030</Postcode><Country Code="US">USA</Country></OrgAddress></Affiliation><Affiliation ID="Aff3"><OrgName>The University of Texas School of Public Health, Health Science Center</OrgName><OrgAddress><Street>c/o 7000 Fannin St., Suite 2668</Street><City>Houston</City><State>TX</State><Postcode>77030</Postcode><Country Code="US">USA</Country></OrgAddress></Affiliation><Affiliation ID="Aff4"><OrgDivision>University of Texas School of Public Health</OrgDivision><OrgName>Center for Health Promotion & Prevention Research</OrgName><OrgAddress><Street>University Center Tower, 7000 Fannin, Suite 2614</Street><City>Houston</City><State>TX</State><Postcode>77030</Postcode><Country Code="US">USA</Country></OrgAddress></Affiliation><Affiliation ID="Aff5"><OrgDivision>The University of Texas School of Public Health</OrgDivision><OrgName>Health Science Center</OrgName><OrgAddress><Street>313 E. 12th Street, Suite 220</Street><City>Austin</City><State>TX</State><Postcode>78701</Postcode><Country Code="US">USA</Country></OrgAddress></Affiliation><Affiliation ID="Aff6"><OrgDivision>The University of Texas Institute of Molecular Medicine</OrgDivision><OrgName>Transgenic and Stem Cell Core Laboratory</OrgName><OrgAddress><Street>1825 Pressler Str.</Street><City>Houston</City><State>TX</State><Postcode>77030</Postcode><Country Code="US">USA</Country></OrgAddress></Affiliation></AuthorGroup><Abstract ID="Abs1" Language="En" OutputMedium="All"><Heading>Abstract</Heading><Para>The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas (<Emphasis Type="Italic">n</Emphasis> = 44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both <Emphasis Type="Italic">p</Emphasis> < 0.005). Significant increases continued to occur with additional use of the simulation (<Emphasis Type="Italic">p</Emphasis> < 0.001). Students in the treatment group became more positive toward using computers for learning (<Emphasis Type="Italic">p</Emphasis> < 0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a “virtual” laboratory experience as an adjunct to conventional educational approaches.</Para></Abstract><KeywordGroup Language="En" OutputMedium="All"><Heading>Keywords</Heading><Keyword>Molecular biology</Keyword><Keyword>Transgenic mouse</Keyword><Keyword>Simulation</Keyword><Keyword>Science education</Keyword><Keyword>Computer-based instruction</Keyword></KeywordGroup></ArticleHeader><NoBody></NoBody></Article></Issue></Volume></Journal></Publisher></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes</title></titleInfo><titleInfo type="alternative" contentType="CDATA" lang="en"><title>Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes</title></titleInfo><name type="personal" displayLabel="corresp"><namePart type="given">Ross</namePart><namePart type="family">Shegog</namePart><affiliation>University of Texas School of Public Health, Center for Health Promotion & Prevention Research, University Center Tower, 7000 Fannin, Suite 2668, 77030, Houston, TX, USA</affiliation><affiliation>E-mail: Ross.Shegog@uth.tmc.edu</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Melanie</namePart><namePart type="given">M.</namePart><namePart type="family">Lazarus</namePart><affiliation>Texas Heart Institute at St. Luke’s Episcopal Hospital, 6770 Bertner Ave., Suite C530, 77030, Houston, TX, USA</affiliation><affiliation>E-mail: mlazarus@texasheart.org</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Nancy</namePart><namePart type="given">G.</namePart><namePart type="family">Murray</namePart><affiliation>The University of Texas School of Public Health, Health Science Center, c/o 7000 Fannin St., Suite 2668, 77030, Houston, TX, USA</affiliation><affiliation>E-mail: Nancy.G.Murray@gmail.com</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Pamela</namePart><namePart type="given">M.</namePart><namePart type="family">Diamond</namePart><affiliation>University of Texas School of Public Health, Center for Health Promotion & Prevention Research, University Center Tower, 7000 Fannin, Suite 2614, 77030, Houston, TX, USA</affiliation><affiliation>E-mail: Pamela.M.Diamond@uth.tmc.edu</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Nathalie</namePart><namePart type="family">Sessions</namePart><affiliation>The University of Texas School of Public Health, Health Science Center, 313 E. 12th Street, Suite 220, 78701, Austin, TX, USA</affiliation><affiliation>E-mail: Natalie.Sessions@uth.tmc.edu</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Eva</namePart><namePart type="family">Zsigmond</namePart><affiliation>The University of Texas Institute of Molecular Medicine, Transgenic and Stem Cell Core Laboratory, 1825 Pressler Str., 77030, Houston, TX, USA</affiliation><affiliation>E-mail: Eva.M.Zsigmond@uth.tmc.edu</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="OriginalPaper" authority="ISTEX" authorityURI="https://content-type.data.istex.fr" valueURI="https://content-type.data.istex.fr/ark:/67375/XTP-1JC4F85T-7">research-article</genre><originInfo><publisher>Springer Netherlands</publisher><place><placeTerm type="text">Dordrecht</placeTerm></place><dateIssued encoding="w3cdtf">2012-10-01</dateIssued><dateIssued encoding="w3cdtf">2011</dateIssued><copyrightDate encoding="w3cdtf">2011</copyrightDate></originInfo><language><languageTerm type="code" authority="rfc3066">en</languageTerm><languageTerm type="code" authority="iso639-2b">eng</languageTerm></language><abstract lang="en">Abstract: The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas (n = 44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p < 0.005). Significant increases continued to occur with additional use of the simulation (p < 0.001). Students in the treatment group became more positive toward using computers for learning (p < 0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a “virtual” laboratory experience as an adjunct to conventional educational approaches.</abstract><subject lang="en"><genre>Keywords</genre><topic>Molecular biology</topic><topic>Transgenic mouse</topic><topic>Simulation</topic><topic>Science education</topic><topic>Computer-based instruction</topic></subject><relatedItem type="host"><titleInfo><title>Research in Science Education</title></titleInfo><titleInfo type="abbreviated"><title>Res Sci Educ</title></titleInfo><genre type="journal" displayLabel="Non Standard Archive Journal" authority="ISTEX" authorityURI="https://publication-type.data.istex.fr" valueURI="https://publication-type.data.istex.fr/ark:/67375/JMC-0GLKJH51-B">journal</genre><originInfo><publisher>Springer</publisher><dateIssued encoding="w3cdtf">2012-09-02</dateIssued><copyrightDate encoding="w3cdtf">2012</copyrightDate></originInfo><subject><genre>Journal-Subject-Collection</genre><topic authority="SpringerSubjectCodes" authorityURI="Humanities, Social Sciences and Law">SC9</topic></subject><subject><genre>Education</genre><topic>Education (general)</topic><topic>Science Education</topic></subject><identifier type="ISSN">0157-244X</identifier><identifier type="eISSN">1573-1898</identifier><identifier type="JournalID">11165</identifier><identifier type="IssueArticleCount">10</identifier><identifier type="VolumeIssueCount">6</identifier><part><date>2012</date><detail type="volume"><number>42</number><caption>vol.</caption></detail><detail type="issue"><number>5</number><caption>no.</caption></detail><extent unit="pages"><start>875</start><end>890</end></extent></part><recordInfo><recordOrigin>Springer Science+Business Media B.V., 2012</recordOrigin></recordInfo></relatedItem><identifier type="istex">6E6186ACE3C72D31D40151339B8B71D24DD6556E</identifier><identifier type="ark">ark:/67375/VQC-M5WZBH6V-2</identifier><identifier type="DOI">10.1007/s11165-011-9216-7</identifier><identifier type="ArticleID">9216</identifier><identifier type="ArticleID">s11165-011-9216-7</identifier><accessCondition type="use and reproduction" contentType="copyright">Springer Science+Business Media B.V., 2011</accessCondition><recordInfo><recordContentSource authority="ISTEX" authorityURI="https://loaded-corpus.data.istex.fr" valueURI="https://loaded-corpus.data.istex.fr/ark:/67375/XBH-3XSW68JL-F">springer</recordContentSource><recordOrigin>Springer Science+Business Media B.V., 2011</recordOrigin></recordInfo></mods><json:item><extension>json</extension><original>false</original><mimetype>application/json</mimetype><uri>https://api.istex.fr/document/6E6186ACE3C72D31D40151339B8B71D24DD6556E/metadata/json</uri></json:item></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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