ArticleFrontiers in microbiology2020
Bioinformatics-Based Activities in High School: Fostering Students' Literacy, Interest, and Attitudes on Gene Regulation, Genomics, and Evolution.
Article in Frontiers in microbiology, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Challenges in bioinformatics education courses organization.Biophysical reviews · 2025Review
- FILTERED: A puzzle-based introduction to bioinformatics.The American biology teacher · 2025Article
- Integrating computational skills in undergraduate Microbiology curricula in developing countries.Biology methods & protocols · 2023Article
- Article
- Communicating the utility of the microbiome and bioinformatics to small flock poultry producers.Poultry science · 2022Review
- Bringing bioinformatics to schools with the 4273pi project.PLoS computational biology · 2022Article
- Development of the pharmacogenomics and genomics literacy framework for pharmacists.Human genomics · 2021Article
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Authors and funding
5 authors.
Funding
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Abstract
The key role of bioinformatics in explaining biological phenomena calls for the need to rethink didactic approaches at high school aligned with a new scientific reality. Despite several initiatives to introduce bioinformatics in the classroom, there is still a lack of knowledge on their impact on students' learning gains, engagement, and motivation. In this study, we detail the effects of four bioinformatics laboratories tailored for high school biology classes named "Mining the Genome: Using Bioinformatics Tools in the Classroom to Support Student Discovery of Genes" on literacy, interest, and attitudes on 387 high school students. By exploring these laboratories, students get acquainted with bioinformatics and acknowledge that many bioinformatics tools can be intuitive for beginners. Furthermore, introducing comparative genomics in their learning practices contributed for a better understanding of curricular contents regarding the identification of genes, their regulation, and how to make evolutionary assumptions. Following the intervention, students were able to pinpoint bioinformatics tools required to identify genes in a genomics sequence, and most importantly, they were able to solve genomics-related misconceptions. Overall, students revealed a positive attitude regarding the integration of bioinformatics-based approaches in their learning practices, reinforcing their added value in educational approaches.
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