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Does Active Learning through an Antisense Jigsaw Make Sense?
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Abstract
Three journal articles on nucleic acid antisense modification strategies were assigned to 12 students as part of an active learning "jigsaw" exercise for a graduate-level chemistry course on nucleic acids. Each student was required to read one of the three articles. This assignment was preceded by an hour-long lecture on the basic concepts in antisense–antigene technology. On the day of the jigsaw, the students with the same article (three groups of four students) discussed their article briefly, and then formed four new groups where no one had read the same article. Each student spent about five minutes teaching his or her article to the other group members, using specific questions provided to guide the discussion. This exercise laid the foundation for bringing the discussion to the entire class, where most of the students actively participated. To test the students' comprehension of the reading materials, a problem set was designed that required not only an understanding of the three articles, but also application of the concepts learned. The effectiveness of this active learning strategy and its applicability to other topics are discussed in this article.
Keywords (Audience):
Graduate Education / ResearchKeywords (Domain):
BiochemistryKeywords (Pedagogy):
Collaborative / Cooperative LearningKeywords (Subject):
Nucleic acids / DNA / RNACiting Articles
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This article has been cited by 2 ACS Journal articles (2 most recent appear below).
Protein-Sequencing Jigsaw
C. Michele Davis-McGibonyJournal of Chemical Education2010 87 (4), 409-411Protein-Sequencing Jigsaw
C. Michele Davis-McGibonyJournal of Chemical Education2010 87 (4), 409-411The jigsaw technique has been used in a fourth-year biochemistry course to increase problem-solving abilities of the students. The jigsaw method is a cooperative-learning technique that involves a group structure. Students start with a “home” group. That ...
Effects of a Cooperative Learning Strategy on Teaching and Learning Phases of Matter and One-Component Phase Diagrams
Kemal DoymusJournal of Chemical Education2007 84 (11), 1857Effects of a Cooperative Learning Strategy on Teaching and Learning Phases of Matter and One-Component Phase Diagrams
Kemal DoymusJournal of Chemical Education2007 84 (11), 1857This study aims to determine the effects of cooperative learning (using the jigsaw method) on students' achievement in a general chemistry course. The Chemistry Achievement Test (CAT) and Phase Achievement Test (PAT) were used. The questions on the CAT ...
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History
- Received: August 03, 2009
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