Authentic Research Experience and “Big Data” Analysis in the Classroom: Maize Response to Abiotic Stress
Identifieur interne : 000650 ( Ncbi/Merge ); précédent : 000649; suivant : 000651Authentic Research Experience and “Big Data” Analysis in the Classroom: Maize Response to Abiotic Stress
Auteurs : Irina Makarevitch ; Cameo Frechette ; Natalia WiatrosSource :
- CBE Life Sciences Education [ 1931-7913 ] ; 2015.
Abstract
This article describes the design, implementation, and assessment of a novel laboratory series aimed at providing students with authentic research experience in analyzing large data sets, specifically in RNA-seq analysis.
Url:
DOI: 10.1187/cbe.15-04-0081
PubMed: 26163561
PubMed Central: 4710385
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<record><TEI><teiHeader><fileDesc><titleStmt><title xml:lang="en">Authentic Research Experience and “Big Data” Analysis in the Classroom: Maize Response to Abiotic Stress</title><author><name sortKey="Makarevitch, Irina" sort="Makarevitch, Irina" uniqKey="Makarevitch I" first="Irina" last="Makarevitch">Irina Makarevitch</name></author><author><name sortKey="Frechette, Cameo" sort="Frechette, Cameo" uniqKey="Frechette C" first="Cameo" last="Frechette">Cameo Frechette</name></author><author><name sortKey="Wiatros, Natalia" sort="Wiatros, Natalia" uniqKey="Wiatros N" first="Natalia" last="Wiatros">Natalia Wiatros</name></author></titleStmt><publicationStmt><idno type="wicri:source">PMC</idno><idno type="pmid">26163561</idno><idno type="pmc">4710385</idno><idno type="url">http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4710385</idno><idno type="RBID">PMC:4710385</idno><idno type="doi">10.1187/cbe.15-04-0081</idno><date when="2015">2015</date><idno 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<front><journal-meta><journal-id journal-id-type="nlm-ta">CBE Life Sci Educ</journal-id><journal-id journal-id-type="hwp">CBE-LSE</journal-id><journal-id journal-id-type="pmc">CBE-LSE</journal-id><journal-id journal-id-type="publisher-id">CBE-LSE</journal-id><journal-title-group><journal-title>CBE Life Sciences Education</journal-title></journal-title-group><issn pub-type="epub">1931-7913</issn><publisher><publisher-name>American Society for Cell Biology</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="pmid">26163561</article-id><article-id pub-id-type="pmc">4710385</article-id><article-id pub-id-type="publisher-id">CBE-15-04-0081</article-id><article-id pub-id-type="doi">10.1187/cbe.15-04-0081</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title-group><article-title>Authentic Research Experience and “Big Data” Analysis in the Classroom: Maize Response to Abiotic Stress</article-title><alt-title></alt-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Makarevitch</surname><given-names>Irina</given-names></name><xref ref-type="corresp" rid="cor1"><sup>‡</sup></xref></contrib><contrib contrib-type="author"><name><surname>Frechette</surname><given-names>Cameo</given-names></name></contrib><contrib contrib-type="author"><name><surname>Wiatros</surname><given-names>Natalia</given-names></name></contrib><aff id="aff1">Department of Biology, Hamline University, Saint Paul, MN 55104</aff></contrib-group><contrib-group><contrib contrib-type="editor"><name><surname>Campbell</surname><given-names>A. Malcolm</given-names></name><role>Monitoring Editor</role></contrib></contrib-group><author-notes><corresp id="cor1"><sup>‡</sup>Address correspondence to: Irina Makarevitch (<email>imakarevitch01@hamline.edu</email>).</corresp></author-notes><pub-date pub-type="ppub"><day>03</day><month>9</month><year>2015</year></pub-date><volume>14</volume><issue>3</issue><elocation-id>ar27</elocation-id><history><date date-type="received"><day>02</day><month>4</month><year>2015</year></date><date date-type="rev-recd"><day>27</day><month>5</month><year>2015</year></date><date date-type="accepted"><day>28</day><month>5</month><year>2015</year></date></history><permissions><copyright-statement>© 2015 I. Makarevitch <italic>et al. CBE—Life Sciences Education</italic> © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (<ext-link ext-link-type="uri" xlink:href="http://creativecommons.org/licenses/by-nc-sa/3.0">http://creativecommons.org/licenses/by-nc-sa/3.0</ext-link>).</copyright-statement><copyright-year>2015</copyright-year><license license-type="creative-commons"><license-p>“ASCB®”and “The American Society for Cell Biology ®” are regis-tered trademarks of The American Society for Cell Biology.</license-p></license></permissions><self-uri xlink:title="pdf" xlink:type="simple" xlink:href="ar27.pdf"></self-uri><abstract abstract-type="precis"><p>This article describes the design, implementation, and assessment of a novel laboratory series aimed at providing students with authentic research experience in analyzing large data sets, specifically in RNA-seq analysis.</p></abstract><abstract><p>Integration of inquiry-based approaches into curriculum is transforming the way science is taught and studied in undergraduate classrooms. Incorporating quantitative reasoning and mathematical skills into authentic biology undergraduate research projects has been shown to benefit students in developing various skills necessary for future scientists and to attract students to science, technology, engineering, and mathematics disciplines. While large-scale data analysis became an essential part of modern biological research, students have few opportunities to engage in analysis of large biological data sets. RNA-seq analysis, a tool that allows precise measurement of the level of gene expression for all genes in a genome, revolutionized molecular biology and provides ample opportunities for engaging students in authentic research. We developed, implemented, and assessed a series of authentic research laboratory exercises incorporating a large data RNA-seq analysis into an introductory undergraduate classroom. Our laboratory series is focused on analyzing gene expression changes in response to abiotic stress in maize seedlings; however, it could be easily adapted to the analysis of any other biological system with available RNA-seq data. Objective and subjective assessment of student learning demonstrated gains in understanding important biological concepts and in skills related to the process of science.</p></abstract><custom-meta-group><custom-meta><meta-name>cover-date</meta-name><meta-value>September 2, 2015</meta-value></custom-meta></custom-meta-group></article-meta></front></pmc><affiliations><list></list><tree><noCountry><name sortKey="Frechette, Cameo" sort="Frechette, Cameo" uniqKey="Frechette C" first="Cameo" last="Frechette">Cameo Frechette</name><name sortKey="Makarevitch, Irina" sort="Makarevitch, Irina" uniqKey="Makarevitch I" first="Irina" last="Makarevitch">Irina Makarevitch</name><name sortKey="Wiatros, Natalia" sort="Wiatros, Natalia" uniqKey="Wiatros N" first="Natalia" last="Wiatros">Natalia Wiatros</name></noCountry></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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