Teaching and Learning: Using Gene Ontology to Enrich Student LearningReport as inadecuate




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NCSSSMST Journal, v17 n1 p11-12 Spr 2012

Teaching and learning in the information age can be stressful. It seems only yesterday teachers were trying to imagine what the information age would be like. Now their brains are bombarded by billions of words every time they perform a Google Search. There is a calm to the chaos when teachers focus on the foundation of their profession. Their role as teachers is to design learning activities that will actively engage students to be independent learners. The focus is on student learning, and teachers are in the background of the process. As teachers identify new avenues for student learning, there are basic questions that are part of the instructional design process. In this article the author shares how she taught her biotechnology class how to annotate genes through the CACAO project. She was glad because her students were able to recognize evidence-based research comparing molecular functions and cellular components across genomes.

Descriptors: Evidence, Instructional Design, Biotechnology, Teaching Methods, Learner Engagement, STEM Education, Science Education, Higher Education, Undergraduate Students, Learning

National Consortium for Specialized Secondary Schools of Mathematics, Science and Technology. 3020 Wards Ferry Road, Lynchburg, VA 24502. Tel: 434-582-1104; Fax: 434-239-4140; e-mail: office[at]ncsssmst.org; Web site: http://www.ncsssmst.org





Author: Lindeman, Cheryl A.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2478&id=EJ973548







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