Download full text
Download full text
ERIC Number: EJ1050890
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Genomics Analogy Model for Educators (GAME): Fuzzy DNA Model to Enable the Learning of Gene Sequencing by Visually-Impaired and Blind Students
Butler, Charles; Bello, Julia; York, Alan; Orvis, Kathryn; Pittendrigh, Barry R.
Science Education Review, v7 n2 p52.1-52.9 2008
Much of the general population is aware of terms such as biotechnology, genetic engineering, and genomics. However, there is a lack of understanding concerning these fields among many secondary school students. Few teaching models exist to explain concepts behind genomics and even less are available for teaching the visually impaired and blind. The purpose of the Genomics Analogy Model for Educators (GAME) tutorial is to enable an understanding of the fundamental aspects of genomics. The GAME tutorials use simple analogies to convey scientific information. Recent articles have introduced the GAME approach and two of its components: (1) An explanation of sequencing technology using Lego® blocks (the Lego® analogy model [LAM]), and (2) use of a small town analogy model to explain cellular biology. In this article, we present the concept that the Lego® analogy model can be adapted to enable learning of the concepts of sequencing for visually-impaired and blind students. Textured Lego® blocks, combined with classroom physical activities, are proposed as a teaching module to explain gene sequencing. We term this teaching approach the "Fuzzy" "D"NA "Mo"del (FUDMO).
Descriptors: Genetics, Models, Science Instruction, Visual Impairments, Blindness, Secondary School Students, Logical Thinking, Toys, Physical Activities, Class Activities, Teaching Methods
Science Time Education. 570 Womina-Willowvale Road, Warwick, Queensland 4370, Australia. Tel: +61-7-46673786; Fax: +61-7-46673786; e-mail: admin@ScienceEducationReview.com; Web site: http://www.scienceeducationreview.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A