From DNA to Proteins

Autor/inn/en	Callis-Duehl, Kristine; Keene, Keith; Christiensen, Tim; Stiller, John
Titel	From DNA to Proteins
Quelle	In: Science Teacher, 86 (2018) 1, S.35-39 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Science Instruction; Problem Based Learning; Problem Solving; Thinking Skills; Persuasive Discourse; Scientific Concepts; Diseases; Genetics; High School Students; Secondary School Science; Science Activities + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problem-based learning; Problemorientiertes Lernen; Problemlösen; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Disease; Krankheit; Humangenetik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Problem-based learning (PBL) fosters both content knowledge and content understanding, improves critical and process thinking skills, and promotes peer-to-peer learning, leadership, and teamwork (Hmelo-Silver 2004). Instructors support the PBL process by guiding students through activities that challenge their current knowledge and understanding of a topic (Hung 2011). In the activity presented in this article, the authors pair the PBL approach with an emphasis on argumentation to investigate transcription, translation, and protein folding by comparing normal hemoglobin with sickle-cell hemoglobin. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01