Curriculum Inversion for Better Classroom Genetics
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[edit] Welcome
Genetics education forms the basis for students' future decisions about many important topics in personal medicine, family health, environmental management, the food supply, and many aspects of government and law. However, currently the presentation of traditional genetics content in most classrooms does not firmly support the concepts and new knowledge necessary for robust participation by the majority of citizens in personal or societal decision-making that is influenced strongly by genetics. Thoughtful additions to ongoing curriculum development can productively modernize the knowledge our students carry with them. This is important whether they become future geneticists themselves or choose other paths in life.
An 'inversion' in concept flow has been suggested as one way in which educators can better support full understanding of the role of genetics in human biology [1,2]. The proposed 'inversion' places a discussion of the properties of heritable traits in humans before a detailed exploration of evidence for the rules governing the inheritance of simple characters, rather than the traditional placement after. This modification engages students at the outset with observations relevant to genetics at work in common scenarios, rather than special ones in which gene inheritance patterns are simple. It should better support understanding of the role of genetics in commonly observed phenotypes, most of which exhibit continuous rather than dichotomous characteristics.
Conceptual Flows
There are probably many good ways to teach genetics with a greater emphasis on complex traits. A conceptual flow shows how big ideas can be linked to one another in a logical teaching/learning progression. To invert the genetics curriculum, curriculum developers/contributors might find it useful to work from several conceptual flows that cover the full range of major concepts in genetics, from different starting points, and at different levels of sophistication (e.g., to accommodate high school biology all the way through full-semester genetics courses for undergraduate majors). Below is one conceptual flow to illustrate the idea. (A more detailed one can be found here.) Please add more.
[edit] Our goal
This is a site for collaborative curriculum development in support of the 'inverted genetics curriculum' proposal. Please join the conversation by sharing curriculum items you use by posting them here, or by commenting on items others have shared.
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[edit] A Few Rules
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[edit] Curricular Content
[edit] Content Resources
This section contains genetics information and concept flows to support initiation or development of lesson plans, problem sets, or presentations appropriate to the goal of an inverted curriculum. Participating authors are encouraged to add pages to this section.
Topic Summaries
Genetics of Eye Color, grades 6-college,
Examples of Environmental Effects on Complex Traits
Methylation of DNA can silence gene expression and has been linked to non-genetic factors, such as diet and behavior. Michael Meaney and Moshe Szyf have done some interesting work identifying the molecular basis of gene x environment effects. In a paper in Nature Neuroscience in 2004, they discovered that in rats, mothers who nurture their young have pups that are less sensitive to stress and these responses are linked to a specific gene and its methylation status. It seemed like an image might make this more intelligible to students.
[edit] Curricula in Development
This section contains genetics curricular activities that are works in progress, from concept outlines to full drafts. Additional work on these is welcome. Please edit each one directly, or participate in conversation about it using the 'discussion' tab at the top of its page. Participating authors are also encouraged to add pages to this section.
Genetic testing activity, grades 9-college, Engage/Explore as intro to complexity/genetic testing
Whence the Nose grades 6-12, concept #4 and/or #10
Drug Efficacy as a Complex Trait, college, concept #10
My Son Looks Nothing Like Me, college, concepts #1-3
[edit] Ready to Use?
This section contains genetics curricular activities that one or more authors felt might be ready to use. Additional work on them is welcome, as is their adoption for use in your classroom. Participating authors are encouraged to move pages from development (above) into this section, or add appropriate pages from your own experience for editing and comment by colleagues.
Modeling Additive Inheritance, grades 6-12, concept #2
Excellent 3 part case study from 2nd ed. Pierce's Genetics: A Conceptual Approach
[edit] Evaluation Instruments/Items
This section has various evaluation and assessment tools, such as pre/post-tests, exams questions, and activity-specific assessment questions. Some are for formative use and others for summative use. This is where you can find assessments in support of activities that you may want to test in your own classes.
[edit] Tested Materials
This section is reserved for materials that have been used and tested in a classroom environment, and are associated with an evaluation.
[edit] References
1 Dougherty MJ. Closing the Gap: Inverting the Genetics Curriculum to Ensure an Informed Public. American Journal of Human Genetics 85:6-12, 2009.
2 Dougherty MJ. It's Time to Overhaul Our Outdated Genetics Curriculum. American Biology Teacher, 72:218,2010.
