Inquire attitude and knowledge of teachers

Bioinformatics is a very good context for learning about DNA and proteinsQuestionnaire among 50 teachers that participated in a bioinformatics practical 2009-2010

Bioinformatics is necessary and desirable in biology educationResults of a pilot study on new necessary concepts according to genomics researchers and teachersQuestionnaire among 27 student teachers

The bioinformatics approach in molecular biology is relatively unknown to teachersQuestionnaire among 27 student teachers

Bioinformatics is relevant in biology education because:1. It can improve coherence in the biology curriculum between

genomics and other concepts in life sciences2. It illustrates modern molecular research3. It can visualize abstract concepts4. It prepares students for continuation studies in life sciences

Empowering teachers to use bioinformatics tools in biology education

Hienke Sminia MSc (NBIC)Dr. Dirk Jan Boerwinkel (Fisme)Dr. Celia van Gelder (NBIC)

Analysis of necessary competences of the teacher

Teachers should be able toUnderstand the relevance of bioinformatics in biology educationWork with authentic bioinformatics sources (databases) and tools (BLAST, ClustalW)Develop small student assignments linked to biological subjects4

1 Luscombe NM, Greenbaum D and Gerstein M (2001) What is Bioinformatics? A proposed definition and overview of the field. Method Inform Med 4: 346-3582 Stein LD (2008) Bioinformatics: alive and kicking. Genome Biology 9: 114 opinion3 Gelbart H and Yarden A (2006) Learning genetics through an authentic research simulation in bioinformatics. Authentic research simulation 40-3: 107-1124 This idea is based on the evolutionary scenarios from Lombard and Blatter (2009) Adapting teacher training to new evolution research approaches. BioED 09 conference 12-15 feb 2009 Christchurch, New Zealand5 Bakkenes I, Vermunt JD and Wubbels t (2009) Teacher learning in the context of educational innovation: learning activities and learning outcomes of experienced teachers. Elsevier learning and instruction, in press6 Clarke D and Hollingsworth H (2002) Elaborating a model of teaching professional growth. Teaching and teacher education 18: 947-9677 Akkerman S, Petter C and de Laat M (2008) Organising communities-of-practice: facilitating emergence. Journal of workplace learning 20-6: 383-399

International networkThe Netherlands Bioinformatics Centre (NBIC) disseminates bioinformatics at various levels in education in the Netherlands. We would like to set up a network of people who are involved in bioinformatics education e.g. didactic research, development of educational material etc.If your interested in joining us, please let us know!

hienke.sminia@nbic.nl

Why bioinformatics in biology education?The recent flood of data from genome sequences and functional genomics has given rise to a new field, bioinformatics, which combines elements of biology and computer science.1 Bioinformatics is nowadays an inherent part of research in molecular biology.2

Gelbart and Yarden3 write that a bioinformatics learning environment promotes the construction of new knowledge structures of the genetics domain and therefore influences students’ acquisition of a deeper, multidimensional understanding of the domain.

Study of literature on teacher training strategies

Relevant learning activities are5,6:-Experimenting (try-out)-Reflection on one’s own teaching practices-Using external resources-Interaction with other teachers

Teacher experiences: I don’t want information only, but time to translate the new knowledge for use in my class

These characteristics can be combined in a Community of Practice7.

Design of teacher training in bioinformatics Giving relevance to bioinformatics:Expert-talk (in what way does a researcher use bioinformatics?)Short modules (in what way can bioinformatics connect to the existing biology curriculum?)

Empowering teachers:Supporting teachers to develop their own education module, with help from decision trees.

Involving students:Working on computers is very easy for students, but it is often much harder for the teacher. That’s why we would like to invite students to the training. Teams of teachers and students can work together in making modules.

Visualization of proteins

Localization of genes

Construction of

phylogenetic trees

Our teacher training format can be found in more detail on the flyer

Research questionWhich training characteristics are effective in preparing biology teachers to use bioinformatics tools as part of their genomics related education?

Educational design research; combining three ingredients results in a design

ContextThis training format is a first step towards answering:What expertise is needed to use bioinformatics tools in genomics classes and how can science teachers be facilitated to acquire this expertise and to incorporate bioinformatics into biology education?

TestingEvaluationRevision

Towards a format for effective teacher training