The linkage between the level of medical genetics learning and the professional plans of students

Методом анкетирования были оценены взгляды двух групп студентов Сеченовского университета (учащиеся 4 курса лечебного факультета и участники студенческого научного кружка (СНК) по медицинской генетике) на планируемое послевузовское образование и на роль генетики в профессиональной и личной жизни опрошенных. Выявлено более глубокое понимание терминов, касающихся современных генетических технологий у студентов, посещающих СНК. Профессиональные планы данной группы также заметно отличаются от планов студентов, не посещающих СНК. А survey-based study of two groups of Sechenov University students was conducted to evaluate the attitude to the career planning and the role of genetics in the professional and personal life of the respondents. The first group included 4th-year students of the general medicine faculty and the second group included participants of the medical genetics scientific club. A deeper understanding of terms related to modern genetic technologies was revealed among students attending the scientific club. The professional plans of this group of students also differ markedly from those of students who do not attend the scientific club.

The New Face of Digital Books in Genetic Learning: A Preliminary Development Study for Students' Critical Thinking

The development of new teaching and learning material can help students to pre-pare the new 21st century relevant skills. One of the new teaching and learning materials was the interactive digital e-book named flipbook that became one solu-tion in genetics learning. This study aims to develop the preliminary interactive genetics flipbook design based Aurora 3D Animation Maker and Anchored In-struction learning models in Protein Synthesis material. This preliminary study was conducted at the Biology Education Study Program, IKIP Budi Utomo Ma-lang, Indonesia. The method used is the Thiagarajan development model. The re-sults showed that the interactive genetics flipbook based Aurora 3D Animation Maker and Anchored Instruction learning models were feasible to use in a genetic subject, especially to enhance students' critical thinking at the university level.

CZECH HIGH SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT BASIC GENETIC CONCEPTS: PRELIMINARY RESULTS

The revelation of misconceptions contributes to better education, especially when that information is described in a specific field of science. Additionally, genetics is one of very problematic topics, and misconceptions appear there frequently as there are difficult interconnections among them. The main aim of the study was to explore high school students´ misconceptions about basic genetics concepts. Moreover the influence of gender was also examined. Respondents were 102 Czech high school students of two high schools. Research tool was test containing 15 two tier questions concerning about basic genetics concepts like chromosome, DNA, allele and gene. Reliability was determined with the use of Cronbach’s alpha coefficient. The result of Kolmogor-Smirnov test allowed to use parametric statistical methods. The data were analysed by the using of descriptive statistical methods (mean score) and inferential statistical methods (ANOVA). Concept ‘DNA’ was determined as the most problematic one for students, contrarily concept ‘allele’ was the simplest one. It was found that high school students do not understand selected basic genetic concepts. In addition, students do not interconnect genetic concepts within one complex system of knowledge, they also do not realise structure and hierarchy of these concepts. Key words: basic genetics concepts, misconceptions, genetics learning, high school students.

AN INTERACTIVE COMPUTER FRAMEWORK FOR LEARNING GENETICS

To enhance the effectiveness of learning genetics, we have developed a series of individual computer programs integrating interactivity with animated processes. It was noted that, although the content of the programs varied, the programs all contained a number of common features, including the ability to display text and images, present animated content, and interact with the user. These common features led us to the development of an innovative and unified framework of integrated functions for modeling and simulations. The framework, named "GeneAct" was developed to standardize and accelerate the development of the computer based genetics learning programs and was used as the application programming interface (API). The API allows the content to be imbued with rich text (text with multi-formats), static images, and animations; and it also allows the program to be interactive.

Evaluating a Genetics Concept Inventory

This chapter examines the reliability and validity of a subset of the Genetics concept inventory (S. Elrod) to discriminate good students from poor performing students in the undergraduate units Genetics and Molecular Biology taught at the University of Canberra, Australia. These two units went through a series of reforms since 2005. These reforms included the implementation of a number of online and tutorial language exercises and strategies designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analyzed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts as well using the genetic concept inventory. The genetic concept inventory questions used at the University of Canberra have been found to be reliable and valid according to a number of statistical tests.

Evaluating a Genetics Concept Inventory

This chapter examines the reliability and validity of a subset of the Genetics concept inventory (S. Elrod) to discriminate good students from poor performing students in the undergraduate units Genetics and Molecular Biology taught at the University of Canberra, Australia. These two units went through a series of reforms since 2005. These reforms included the implementation of a number of online and tutorial language exercises and strategies designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analyzed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts as well using the genetic concept inventory. The genetic concept inventory questions used at the University of Canberra have been found to be reliable and valid according to a number of statistical tests.