Research Problem • Integrate Core Concepts and throughout the Biology Curriculum (Vision

and Change, AAAS, 2009)• Conceptual learning is is an understanding of a topic in different layers of

complexity. It is not the factual recall, and it is stored for the longer time.

• Limited evidence suggests that active learning approach can result in higher student learning gains (Udovic et al. 2007; Knight and Wood, 2005; Freeman et al. 2007).

• Smith, Wood, and Knight (2008) designed and validated a 25-questions, Genetic Concept Assessment (GCA), which is reliable assessment instrument for the conceptual understanding.

Compared to the traditional lecture course, interventions with different pedagogical approaches can result higher level of conceptual learning in undergraduate genetics classes.

Research Question• Research Question: (Constructivist theory)Data analysis from the classic (discovery) research papers

promotes the conceptual learning in Genetics course.• Research Context: Course: Introductory Genetics (Bio 3450; Writing Enhanced), one of the core courses

for the Biology major70 students per semester (Majority of them are juniors)

Sam Houston State University: Total students- 19,00016% African American, 15% Hispanic, 6% Asian, 53% first generation college students.

• My question is interesting because: It parallels the goal of Vision and Change-A call for action.Conceptual understanding of Intro. Genetics will help learn advance genetics courses.

Research Methodology• Research Instrument:Assessment tool: Genetic Concept Assessment (GCA) Inventory (Smith, Wood, and

Knight, 2008): Aligned with learning objectivesDevelopment tool: Students Survey (1-5 scale): Does data analysis help the learning

objectives? reflections, attitude, worked or did not work Both will be submitted to IRB approval.

• InterventionMolecular genetics will be taught using data analysis, while Mendelian genetics will

be taught using traditional lecture method (Internal control).

• Statistical Analysis• Pre-test (Baseline data) and post-test data analysis• Average score gain, Comparison of class score (paired sample T-test)

H0 Hypothesis: No difference in test scores between molecular and Mendelian genetics portion of the Genetic Concept test.

Alignment of Research Question and MethodologyLearning Objectives Interventions Questions # in GCADescribe the molecular anatomy of genes

and genomesWatson and Crick, 1953

3D Structure of DNA, physical dimensions and base-pair rule

9, 10, 15, 24

Describe the mechanisms by which an organisms genome is passed on to the next

generation

Meselson and Stahl, 1958Models, predictions, and semiconservative

mode of replication

7, 8, 16, 17, 25

Compare different types of mutations and describe how each can affect genes and the corresponding mRNAs and proteins

Crick 1957, and othersGenetic code and cracking genetic codes

2, 5, 6, 22

Apply the results of molecular genetic studies in model organisms to understand

the human genetic diseases

20

Analyze phenotypic data and deduce patterns of inheritance from family

histories

1, 11, 13

Describe the phenomenon of linkage and how it affects assortment of alleles during

meiosis

21, 23

Describe the processes that can affect the frequency of phenotypes in a population

over time

3, 12