期刊
PHILOSOPHICAL TRANSACTIONS OF THE ROYAL SOCIETY B-BIOLOGICAL SCIENCES
卷 371, 期 1702, 页码 -出版社
ROYAL SOC
DOI: 10.1098/rstb.2015.0340
关键词
DNA barcoding; biodiversity; education; Next Generation Science Standards; citizen science; community college
类别
资金
- Ontario Ministry of Research and Innovation
- Genome Canada through the Ontario Genomics Institute
- TD Friends of the Environment
- NSF [DRL-1030083, 1118679, DRL-1223210]
- NSF TUES [1140640]
- NSF EAGER [1446563]
- Institutional Development Award (IDeA) from the National Institute of General Medical Sciences of the National Institutes of Health [8P20GM103447]
- Direct For Education and Human Resources
- Division Of Research On Learning [1223210] Funding Source: National Science Foundation
- Direct For Education and Human Resources
- Division Of Undergraduate Education [1446563, 1118679] Funding Source: National Science Foundation
Despite 250 years of modern taxonomy, there remains a large biodiversity knowledge gap. Most species remain unknown to science. DNA barcoding can help address this gap and has been used in a variety of educational contexts to incorporate original research into school curricula and informal education programmes. A growing body of evidence suggests that actively conducting research increases student engagement and retention in science. We describe case studies in five different educational settings in Canada and the USA: a programme for primary and secondary school students (ages 518), a year-long professional development programme for secondary school teachers, projects embedding this research into courses in a post-secondary 2-year institution and a degree-granting university, and a citizen science project. We argue that these projects are successful because the scientific content is authentic and compelling, DNA barcoding is conceptually and technically straightforward, the workflow is adaptable to a variety of situations, and online tools exist that allow participants to contribute high-quality data to the international research effort. Evidence of success includes the broad adoption of these programmes and assessment results demonstrating that participants are gaining both knowledge and confidence. There are exciting opportunities for coordination among educational projects in the future. This article is part of the themed issue 'From DNA barcodes to biomes'.
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