Engaging Students in Class Research to Improve Their Learning Experience

Abstract

Students enrolled in introductory genetics courses often arrive with a vague understanding of core
genetic principles and concepts. Specifically, the wild-type phenotype, defined as the most
common phenotype within a population, is often mistaken as the dominant phenotype. Presented
here is a research-based activity that engages students in data collection and analysis while
challenging them to eschew misconceptions concerning general principles. The protocols
described here can be implemented in classrooms, teaching laboratories, or recitation sessions to
elucidate these concepts across sub-disciplines such as cell biology, genetics, molecular biology,
and microbiology.