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Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes |
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| Authors: | Ross Shegog Melanie M Lazarus Nancy G Murray Pamela M Diamond Nathalie Sessions Eva Zsigmond |
| Institution: | 1. University of Texas School of Public Health, Center for Health Promotion & Prevention Research, University Center Tower, 7000 Fannin, Suite 2668, Houston, TX, 77030, USA 2. Texas Heart Institute at St. Luke??s Episcopal Hospital, 6770 Bertner Ave., Suite C530, Houston, TX, 77030, USA 3. The University of Texas School of Public Health, Health Science Center, c/o 7000 Fannin St., Suite 2668, Houston, TX, 77030, USA 4. University of Texas School of Public Health, Center for Health Promotion & Prevention Research, University Center Tower, 7000 Fannin, Suite 2614, Houston, TX, 77030, USA 5. The University of Texas School of Public Health, Health Science Center, 313 E. 12th Street, Suite 220, Austin, TX, 78701, USA 6. The University of Texas Institute of Molecular Medicine, Transgenic and Stem Cell Core Laboratory, 1825 Pressler Str., Houston, TX, 77030, USA |
| 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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