Critical Analysis of Preprints and Inquiry-Based Lessons Improve the Synthetic Biology Learning Experience.

Area of Science:

• Synthetic biology education
• Interdisciplinary STEM learning

Background:

• Synthetic biology is a rapidly advancing, interdisciplinary field essential for global problem-solving.
• Traditional lecture-based methods are insufficient for teaching the breadth and dynamism of synthetic biology.
• Need for innovative pedagogical approaches to enhance student learning in synthetic biology.

Purpose of the Study:

• To develop and evaluate active learning workflows to complement traditional synthetic biology lectures.
• To improve the synthetic biology learning experience and skill development in university students.
• To assess the impact of active learning on critical analysis and conceptual understanding.

Main Methods:

• Utilized preprints as educational materials for students to compare manuscript versions with published work.
• Designed a laboratory session focused on assembling and inferring the logic of CRISPRi-based gene circuits.
• Implemented the design-build-test-learn cycle in a practical laboratory setting.

Main Results:

• 90% of students reported enhanced critical analysis skills after participating in the active learning activities.
• 80% of students felt they acquired a broad understanding of synthetic biology concepts.
• The active learning approach successfully engaged students in the full design-build-test-learn cycle.

Conclusions:

• Innovative teaching methods, such as active learning workflows, are effective for synthetic biology education.
• These approaches simultaneously develop both technical proficiency and essential soft skills in students.
• The demonstrated teaching strategies have the potential for broad adaptability across various scientific disciplines.