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To
learn new practical skills (DNA technology)
by working alongside experienced
scientists at the industrial science plant
Pfizer, University of Kent |
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University: Ursuline College,
Kent |
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Fellow: Gaynor Duffy |
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Email: gdduffy@aol.com |
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Final report |
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The focus of my Gatsby project was to first
equip myself with the necessary skills involved
in gene technology and then to pass on those
skills, via suitable practicals, to my students
and implement them into the scheme of work
for Module 2 ‘Genes and genetic engineering’. |
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Justifying my Gatsby Project: |
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Teaching A level biology is certainly demanding
and examination boards are pressed to include
into their specifications, up to date research
and protocols. Whilst this would serve to
satisfy educators and spark interest in the
students studying the subject, the responsibility
of delivering ‘new science and protocols’
to an acceptable standard is of course, the
teacher’s! |
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The welcome trust has published its findings
on a study of ‘Biology A level in the
21st century’ and has highlighted that
“it is widely agreed that biology A
level should seek to keep up with current
research priorities, but that there are some
potential risks”. The report goes on
to say that in order for teachers from all
centres to tackle the learning of new topics
with confidence, enthusiasm and enjoyment,
adequate professional development must be
given! |
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The area that I identified within my A level
specification concerned the application of
gene technology. Up to 50% of Module 2 is
concerned with this and the examination board
is quite clear on its objectives. The students
are to understand the application of several
protocols that are really only carried out
in specialised laboratories. I was anxious
to know how my students could fully understand
the protocols without experiencing them for
themselves. I had no experience of them either
and this could hamper my teaching of them. |
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The examination report of the 2003 series,
highlighted that :- |
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Questions on the application
of gene technology were poorly answered. |
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That there was a poor understanding
of the applied topics of gene technology |
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That the principles involved in replica
plating were not understood by the majority
of candidates. |
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As a proactive teacher, I decided that it
was important for me to acquire some training
on the skills and protocols described in the
specification and then to modify them for
a classroom environment and implement them
into the A level scheme of work. |
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My professional development |
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I liased with the department of Bioscience
at Kent university to organise a teacher placement
scheme whereby I could carry out several DNA
based protocols on a one-to-one basis. They
were very obliging because they too realised
that first year undergraduate students studying
a bioscience degree had very little confidence
during practicals based on DNA technology
and that our ‘link’ would serve
both parties well. I had also arranged a teacher
placement at Pfizers ( Local pharmaceutical
company) to consolidate my skills. |
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The first part of my project was complete
and the challenge was to modify the practicals
that I carried out for use as classroom practicals
that would enhance the learning of my students. |
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This was not easy. I was extremely disappointed
to learn of the cost of the resources and
that I would need a licence to carry out the
protocols safely. This was remedied when I
attended Two National Inset days held by an
array of organisations. Namely the Institute
of Biology, SAPPS*, NCBE* and Bio-rad. It
was another chance to get hands on experience
of DNA based practicals but using classroom
kits. SAPPS* and Bio-rad have produced several
kits that enable students to access the curriculum
without the need for expensive equipment and
licences! |
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Evaluation of the Kits. |
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I purchased several kits from Bio-rad which
covered the majority of the protocols in the
syllabus. (Restriction digest, ligation, electrophoresis,
DNA fingerprinting and Bacterial transformation). |
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The kits are presented extremely well. They
include a thorough step by step account of
how to set up and carry out the procedures
for the teacher and the technician. The guides
for the students to use are informative, clear
and include consolidation exercises. The problem
with implementing these practicals is one
of time. The teacher must thoroughly plan
the practicals and take into consideration
that the results may need to be obtained 24
hours later! The kits range from £30.00
to £80.00 and contain enough resources
for one class of 32 students. This means that
several kits will need to be purchased if
some institutes have more than one ‘A
level class, but refills for the kits can
be purchased at a fraction of the price. Technical
equipment such as micropipettes are necessary
and can cost up to £150.00 each, but
alternative micropipettes can be purchased
between £5 and £10. |
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I managed to teach the necessary skills
and carry out 4 DNA based practicals over
a period of two weeks. |
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Evaluation of the implementation
of DNA based practicals via student questionnaire: |
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Nine students filled out the questionnaire
that was divided into two main areas. The
first section focused upon their understanding
of the protocols and the second section focused
upon the teaching of the skills and protocols. |
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Upon analysis of the questionnaire it was
concluded that:- |
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Those protocols that
were aided via hands on practicals were
better understood than those protocols
that were not supported by practicals. |
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That the students had developed a
range of skills that enabled them to
understand the application of the protocols
in the syllabus. |
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That the majority of the students
could visualise what was happening at
the gene level if a practical supported
the protocol. |
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The majority of the students enjoyed
the practicals although some did experience
some difficulty with them due to time
constraints. |
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The students reported that they felt
that most of the skills and protocols
were taught very well, or well, even
if the protocol was not supported via
practical work. Some responses did however
highlight that they felt that the teaching
of replica plating was satisfactory
but not as well as the others. I would
have to concur with this, as I have
not had the experience of carrying out
replica plating techniques and that
the written protocol can vary considerably
between textbooks.. I will therefore
need to address this for it was pointed
out by the examination report of the
2003 series. |
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My evaluation of the practical period was
that the amount of preparation needed to set
up the practicals was in some cases immense.
That the lesson time ( 1hr 40mins) had to
be cleverly divided up to first teach the
science of the protocol, then to teach the
necessary skills, then to carry out the practical
and then to summarise, hopefully with results
that day. |
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Previously, it would take approximately
4 lessons to teach the protocols in theory;
including the practicals meant that a further
4 lessons were needed and this stretched the
time allowed for the teaching of module two
to its maximum amount. |
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Summary and reflections |
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I disseminated the numerous skills and hands
on practicals not only to the students (the
desired audience) but also to 15 teachers
and technicians from Kent during an INSET
day that I organised. It enabled me to get
more practice with the classroom kits, discuss
various technical problems with other A level
biology teachers and to give them an olive
branch to help them develop professionally. |
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During my Gatsby year, I have gained a valuable
insight into the genre of gene technology.
I have enhanced my own learning and my confidence
for teaching this area has greatly improved.
My students have also become more confident
and I aim to perfect the delivery of the practicals
for the next cohort of students. The practicals
have now been placed into the scheme of work
and will continue to support and enhance the
students learning of this amazing and relevant
science. |
