Abstract:

Learning gene mutations has long been viewed as challenged topic wherein most students fail to infer coherent mental models of abstract biological entities. Three-dimensional (D) models of biological molecules have shown efficacy in enhancing the conceptual understanding of molecular genetics. Models have been found helpful to students in building and manipulating the mental models of abstract realities through visualization and experiences. There were many previous researches studied on establishing the relationship of gene mutations with phenotype and evolution, but had not addressed much on the centrality of protein structures.

This study therefore was aimed:
(1) to develop hands-on activities in linking gene mutations with three-dimensional (D) protein structures for high school students and
(2) to study the effectiveness of the developed hands-on activities in enhancing the conceptual understanding on gene mutations.

Hands-on activities named “MACHE” is based on gene mutations (M), Amino acids (A), Characteristics (CH) and Evolution (E). MACHE has the purpose to help students visualize and experience the effects of gene mutations in evolution through protein structures. It consists of two main activities which are (1) M and (2) ACH activity.

The objective of M activity is to introduce the types of gene mutations via playing with cards while the ACH activity is to illustrate the alteration of characteristics based on gene mutations and protein structures. A case from ACH activity is then further used for discussion to link evolution (E) with gene mutations. The developed activity was implemented to 24 grade 11 Bhutanese students majoring in biology or biology cum mathematics through the framework of Biological Science Curriculum Studies (BSCS) 5E learning model. Students took pre- and post- mutation conceptual test before and after the intervention. Semi-structured interview was conducted with 7 students after the post test. Results have shown that students’ average score on posttest (5.3 out of 10 points) was significantly higher than pretest (1.5 out of 10 points). Interview results have also revealed students' conceptual gain as most of the interviewee have explained their understanding with high degree of accuracy and logical reasons. Based on the results, it can be concluded that MACHE is effective in enhancing the conceptual understanding of gene mutations. However, students have reflected that M activity regarding the introduction of gene mutations through the construction of various DNA sequences was lengthy and tiring. A shorter DNA sequence incorporated with various gene mutation events would be more appropriate in learning about the types of gene mutations.

Keywords:

Gene mutation, hands-on activity, evolution, protein structure.