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Teaching Genetics: Past, Present, and Future.

Michelle K Smith1, William B Wood2

  • 1School of Biology and Ecology and Maine Center for Research in STEM (Science, Technology, Engineering, and Mathematics) Education, University of Maine, Orono, Maine 04469 michelle.k.smith@maine.edu.

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Summary
This summary is machine-generated.

Undergraduate genetics education has evolved significantly, incorporating active learning and research-based methods. Future courses should further emphasize scientific practice and innovative assessment strategies for improved student learning.

Keywords:
active learningassessmentdiscipline-based education researchinstructional practicesteaching

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Area of Science:

  • Genetics Education
  • Undergraduate Science Pedagogy

Background:

  • Genetics teaching has undergone substantial transformation over the last century.
  • Contemporary undergraduate genetics courses are more comprehensive and employ diverse instructional techniques.

Purpose of the Study:

  • To analyze the evolution of undergraduate genetics teaching.
  • To identify key pedagogical shifts and suggest future directions.

Main Methods:

  • Review of historical trends in genetics curriculum development.
  • Analysis of current instructional strategies informed by educational research.

Main Results:

  • Genetics courses are now broader in scope compared to a century ago.
  • Instruction increasingly utilizes active learning and backward design principles.

Conclusions:

  • Wider adoption of research-based teaching methods is beneficial.
  • Future genetics education should prioritize scientific practice and novel assessment techniques.