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Related Experiment Video

Updated: Oct 18, 2025

An Analytical Tool-box for Comprehensive Biochemical, Structural and Transcriptome Evaluation of Oral Biofilms Mediated by Mutans Streptococci

An Analytical Tool-box for Comprehensive Biochemical, Structural and Transcriptome Evaluation of Oral Biofilms Mediated by Mutans Streptococci

Published on: January 25, 2011

Inquiry-Driven Bioinformatics Laboratory Research Module: Metagenomic Study of Student Oral Microbes.

Chrystal Ho Pao¹, Sou-Cheng T Choi², Shu Yun Lok¹

¹Department of Biology and Chemistry, Trinity International University, Deerfield, Illinois, USA.

Journal of Microbiology & Biology Education

|October 1, 2021

Summary

This summary is machine-generated.

This undergraduate research module on oral bacteria improved student learning in genetics and molecular biology. Students found the hands-on approach more engaging and effective than traditional labs.

Keywords:

16S rRNA gene primers and sequencing PCR bioinformatics genetic databases genetics research module hands-on learning inquiry driven laboratory exercises metagenomic study student oral microbes

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Area of Science:

Microbiology
Genetics
Biotechnology
Science Education

Background:

Curriculum guidelines emphasize critical thinking and research-based learning.
Rapidly advancing biological information necessitates innovative teaching methods.
Engaging students in core genetic concepts and scientific inquiry is crucial.

Purpose of the Study:

To design and implement an undergraduate research module focused on oral bacteria.
To enhance student interest and comprehension of genetics and molecular biology.
To foster scientific investigation skills through a hands-on laboratory experience.

Main Methods:

Students performed DNA extraction from oral microbes.
Utilized 16S rRNA PCR with genus- and species-specific primers for analysis.
Employed TOPO cloning, Sanger sequencing, and Illumina next-generation sequencing.
Applied bioinformatics tools for metagenomic data analysis.

Main Results:

Significant student learning gains were observed (P < 0.05).
Students rated the inquiry-driven module higher than traditional labs for learning PCR and molecular genetics.
The module culminated in successful student poster presentations.

Conclusions:

The microbe laboratory module effectively stimulates research interest in undergraduate students.
This approach provides a valuable method for teaching essential genetics concepts.
Inquiry-based learning enhances student engagement and understanding in molecular biology.