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Using active learning methodologies to teach sequence analysis and molecular phylogeny.

Inmaculada Ortiz Martín1, Ángel Del Espino Pérez1, Estefanía García Luque1

  • 1Department of Cellular Biology, Genetics and Physiology, Faculty of Science, University of Malaga, Malaga, Spain.

Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology
|October 14, 2024
PubMed
Summary
This summary is machine-generated.

Bioinformatics is crucial for bioscience undergraduates, offering essential skills like data analysis and programming. This study details an active learning approach to teach molecular database skills, enhancing competency development.

Keywords:
active learning methodsbioinformaticsmolecular databasesmolecular phylogeny

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Area of Science:

  • Bioinformatics
  • Molecular Biology
  • Bioscience Education

Background:

  • High-throughput molecular biology generates massive data, necessitating Bioinformatics skills for bioscience undergraduates.
  • Competency-based curricula and active learning strategies are increasingly adopted to enhance student skill development.
  • Bioinformatics training provides transferable skills including data analysis, programming, and interdisciplinary collaboration.

Purpose of the Study:

  • To implement and evaluate an active learning strategy for teaching Bioinformatics skills to undergraduate Biology students.
  • To introduce students to molecular databases and information search systems for genes, proteins, and phylogeny.
  • To assess student opinions on the practical activity and its learning environment within a smart campus setting.

Main Methods:

  • A hands-on lesson was designed and implemented using an active learning approach.
  • Undergraduate Biology students at the University of Malaga participated in the practical activity.
  • Student opinions were gathered through a survey to evaluate the effectiveness of the learning experience.

Main Results:

  • The active learning approach facilitated the introduction of molecular databases and information search systems.
  • Students engaged with practical applications of Bioinformatics relevant to gene, protein, and phylogenetic analysis.
  • The smart campus environment contributed to a positive and productive learning experience.

Conclusions:

  • Active learning strategies are effective for developing essential Bioinformatics competencies in undergraduate bioscience students.
  • Hands-on experience with molecular databases enhances understanding and skill acquisition.
  • Integrating technology and sustainable resources within a smart campus can foster an optimal learning environment for scientific education.