Tuesday, August 24, 2021

A method of teaching bioinformatics to undergraduates

 Bioinformatics This is a rapidly growing field that uses computer technology to manage. Analyze biological information. Bioinformatics can be used to analyze biological information. Shift away from traditional research methods that laboratories used Used. Bioinformatics employs computational methods and skills to solve problems. biological questions (Neumann 2006). The bioinformatics approach to data mining is the most common. Used in the study of molecular and cell biology. Bioinformatics is used to study molecular and cell biology. The modern classroom is unavoidable, so teachers must be prepared. This approach should be used in biology classes. There are many effective ways to do this. Methods that can be used for teaching bioinformatics to undergraduates Below are the details.

Parke (2013) proposed the first method. High performance computing (HPC), which is the use of powerful computing hardware, involves the use High performance computers or computers that are fast to solve biological or scientific problems Problems. One example of High Performance Computing (HPC), is the XSEDE is used to share data and compute. It is vital to have HPC. Teaching bioinformatics increases the ability to collect data. Big Data is important and must be analysed quickly and accurately. Bioinformatics is the analysis of large quantities of data. It is impossible to do with normal computing.

The identification of the It is crucial to choose the most suitable bioinformatics teaching strategy Know the knowledge level of students. Bioinformatics Students require the use of custom tools and databases to aid them. In a real-time lab of bioinformatics (Neumann), the teacher assistant teaches. 2006. More complex tools are available for students who have completed higher education. Databases such as Student Workbench (bioquest.org), a web-based database, are available. It can be used to analyse molecular data.

Students Bioinformatics is used by researchers and scientists alike. The Users need to not only be introduced to bioinformatics, but also have to need it. Continuous training is provided to ensure that they are up-to-date with new technology. (Schneider 2010, p. 3) The use of comprehensive bioinformatics is suggested Training that is suited to the interests and learning styles of students (2). Schneider et. It is highly valuable Because it incorporates the training challenges such as differences Training backgrounds and lack thereof, and provides the required materials These challenges require solutions. (Wood & Gebhardt 2013, p. Different types of training: The European Learning Laboratory is For Life Sciences (ELLS LearningLAB) which allows the exchange of new ideas Information is available locally and internationally which aids students. Get access to real-life biological data, and be exposed to current Research methods (4)

Form and Lewitter suggested the use Inquiry-based learning in teaching bioinformatics involves solving problems Modern skills can solve real-world problems (1). Learning through inquiry Instead of presenting facts, questions and scenarios are used. This helps students to learn the subject on their own. This is the best way. These rules are proposed by the authors to teach bioinformatics. Empowering students, linking with other learning styles, and addressing differences in learning Activities to supplement pre-existing science curricula

Students prefer Computer-based learning is more effective than traditional learning. Learning bioinformatics is more enjoyable when you work in groups or pairs (Machluf 2016). It is more appealing to students than it is for them. Appealing to computer-based learning, the teacher is a crucial role How they can help students introduce bioinformatics to their classrooms Guide students to understand the activity and provide feedback Instead of the auto-feedback from the bioinformatics site, use it (Machluf 2016).

The support of the collaborating bioinformatics group was also provided. (Goodman & Dekhytar 2014), in what they called "Goodman and Dekhytar". Cross-disciplinary peer instruction (2) or In-Concert Teaching (2): Students in the life science discipline were involved in collaborative learning. Working in collaboration with students from computer science discipline Solve bioinformatics issues or problems

Goodman and Dekhtyar (2014) suggested an in-concert approach to teaching students To computational thinking through collaborative projects that make use software development. They see their approach as emphasizing software development. Collaboration and communication development across disciplines skills for bioinformatics. The in-concert teaching method Bioinformatics: The teacher should create an introductory programming program Students can take part in problem analysis, implementation, and design. Evaluation of the solution. The teacher then focuses his attention on problem-solving This makes it suitable for students to be exposed to the process. bioinformatics to improve computational skills. The students are therefore Two courses were taught, with a shared laboratory component. Discipline-specific lectures in a concerted manner (Goodman & Dekhtyar, 2014).

Two lecturers are required to work together in this approach. The course materials were created in a coordinated manner, but the courses are not identical. Each instructor will teach you from their perspective. Laboratory Assignments are shared by students from both classes, allowing them to bring in new ideas and collaborating on projects. Knowledge and skills that are specific to a discipline. This approach involves the Collaboration between students and lecturers from different disciplines Working together towards a common goal.

To ensure that Bioinformatics can be taught to students, instructors, and professionals. Students should have the skills that enable them to use these competencies. Resources and data that are compatible with current research Practices Instructors should make sure students use the internet to explore. Bioinformatics resources for increasing their digital literacy For example, reducing fear of coming in contact with scientific resources. Analysis tools and databases

LearningLABS are essential in Core concepts in computational biology and providing examples The opportunity to learn from research. Through LearningLABS Instructors show students the link between cutting-edge and traditional. Research and curricular topics bring science to life. Students should be interested in bioinformatics. Teachers should encourage. Students are encouraged to participate in order to help them achieve their goals. skills.

Instructors should ensure that the course content is aligned with their teaching methods With classroom-relevant topics to ensure that new concepts are applied, The course is successful. To ensure that students understand what is being taught, It is important to provide materials for them, such as PowerPoint presentations and lesson plans that can be downloaded to help you improve your teaching skills Instructor's ability to instruct the course materials.

Form and Lewitter (2011) agrees that teaching requires the use of technology. Effectively teaches bioinformatics to college students This is why computational If used correctly, tools can be very effective in the future teaching. Biologists. These programs are suitable for teaching effectively Bioinformatics includes fsBLAST. This is similar to biologicalAST. Data analysis. Students learn about biological structure through the program. Analysis through various computer programs. These programs manage and It is possible to manipulate large data volumes in a very short amount of time. But, there are some limitations. Instructor should show students a simplified mockup of data Analyse on paper and pencil This exercise could involve protein sequence Before using BLAST, compare the scores to determine the relatedness score. To assist the The instructor should explain to students how BLAST output is understood. Information can be presented in many different ways. Interface, sequence alignments, as well as a hit list for chart formats.

Wood Gebhardt (2013) explains that LearningLAB courses are for teaching. Instructors offer both practical and theoretical expertise Concerning providing students with bioinformatics concepts. Through the European Learning Laboratory for the Life Sciences (ELLS) ensures that Students can interact directly with their instructors, thereby reducing the amount of time it takes. It is necessary to provide students with scientific discoveries. Therefore, Lecturers act as translators of knowledge by taking in information The source is described as "living science" by the lecturers. The lecturers are thus "living science". Ensure that students are interested in bioinformatics and thus get involved. Inspire yourself to be a future scientist.

Another method of teaching Virtual reality is a way to offer bioinformatics for students. These Techniques are crucial in creating an interface with the outside Environment and creating an artificial ambiance Students. Instructor visualizes the information in a 3D correlative Ability to spark student interest and enhance learning Interface. Students can understand virtual reality using the virtual reality techniques. The applicability and effectiveness of bioinformatics, thereby improving learning Therapeutics, anatomy, pharmacology, and biochemistry are all possible. As Students learn data storage and scanning techniques. MRI data mining is essential for delineating relationships of Analytical software can help you discover brain information.

Virtual reality is It is essential to support multiple users simultaneously Promoting collaborative and interactive learning. Virtual learning is a way to encourage collaboration and interactive learning. Reality techniques are a better option than teacher-initiated learning. Encourage students to take initiative and study. Instructors must also embrace this philosophy. The recent advancements in tablet and mobile technology have made it possible to use tablets and smartphones as learning tools To provide materials and links to educational resources for students in order to improve their learning. Result.

Students can therefore deepen their bioinformatics. Through exposure to computational thinking, knowledge is gained. But Identifying the problem and instructor collaboration provide the opportunity for the Essential learning objectives to teach the course with expertise From different disciplines. Teaching requires moderation from instructors Bioinformatics is also known as computer-based learning. Learn from students bioinformatics using high-performance computing Computers to solve biological problems Inquiry-based learning is another option. Students can also use this information to help them understand the concepts of bioinformatics. because they would be involved with solving real-world problems using modern technology skills. There are other useful methods for teaching bioinformatics. Virtual reality technologies promote interactive and immersive experiences. Collaboration is key to learning


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