{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"omics_type":["Unknown"],"volume":["15(1)"],"submitter":["Reinagel A"],"pubmed_abstract":["In an introductory biology course, we implemented a learner-centered, model-based pedagogy that frequently engaged students in building conceptual models to explain how genes determine phenotypes. Model-building tasks were incorporated within case studies and aimed at eliciting students' understanding of 1) the origin of variation in a population and 2) how genes/alleles determine phenotypes. Guided by theory on hierarchical development of systems-thinking skills, we scaffolded instruction and assessment so that students would first focus on articulating isolated relationships between pairs of molecular genetics structures and then integrate these relationships into an explanatory network. We analyzed models students generated on two exams to assess whether students' learning of molecular "],"journal":["CBE life sciences education"],"pagination":["ar4"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC4803093"],"repository":["biostudies-literature"],"pubmed_title":["Beyond the Central Dogma: Model-Based Learning of How Genes Determine Phenotypes."],"pmcid":["PMC4803093"],"pubmed_authors":["Bray Speth E","Reinagel A"],"additional_accession":[]},"is_claimable":false,"name":"Beyond the Central Dogma: Model-Based Learning of How Genes Determine Phenotypes.","description":"In an introductory biology course, we implemented a learner-centered, model-based pedagogy that frequently engaged students in building conceptual models to explain how genes determine phenotypes. Model-building tasks were incorporated within case studies and aimed at eliciting students' understanding of 1) the origin of variation in a population and 2) how genes/alleles determine phenotypes. Guided by theory on hierarchical development of systems-thinking skills, we scaffolded instruction and assessment so that students would first focus on articulating isolated relationships between pairs of molecular genetics structures and then integrate these relationships into an explanatory network. We analyzed models students generated on two exams to assess whether students' learning of molecular ","dates":{"release":"2016-01-01T00:00:00Z","publication":"2016","modification":"2025-04-21T18:38:10.649Z","creation":"2019-03-27T03:10:03Z"},"accession":"S-EPMC4803093","cross_references":{"pubmed":["26903496"],"doi":["10.1187/cbe.15-04-0105"]}}