Reading the Literature in the Jargon-Intensive Field of Molecular Genetics: Making Molecular Genetics Accessible to Undergraduates Using a Process-Centered Curriculum | NSTA

Reading the Literature in the Jargon-Intensive Field of Molecular Genetics: Making Molecular Genetics Accessible to Undergraduates Using a Process-Centered Curriculum

Journal of College Science Teaching—February 1999

Primary literature in molecular genetics is often inaccessible to undergraduates. This article describes an adaptation of a method of teaching students to read primary literature. The quality of students' lab projects improved, as did students' ability to apply previous learning to a new content.

You may also like

Journal Article

Sensing in Animals and Robots: Collaborative, Transdisciplinary Learning in an Undergraduate Science Course

Transdisciplinary learning—where students develop and apply knowledge from multiple disciplines to solve open-ended problems—is necessary to prepa...

Journal Article

Implementing Universal Design for Learning in the Higher Education Science Classroom

There is a growing need for college science faculty to teach a diverse group of learners. The Universal Design for Learning (UDL) framework can be use...

Journal Article

Scaling Up: Lessons for Persuading Science Faculty to Adopt an Evidence-Based Intervention

The science education community is deeply vested in growing the next generation of scientists. One way to do this is through evidence-based intervent...

Journal Article

Equitable instructor assessment changes amid COVID-19 pandemic

The coronavirus (COVID-19) outbreak mandated a rapid transition to online classes with little warning. Previous literature studying the effect of this...