Supervisors info:
Ισιδώρα Παπασιδέρη Καθηγήτρια Τμήμα Βιολογίας, ΕΚΠΑ,
Κόλλια Παναγούλα Καθηγήτρια Τμήμα Βιολογίας ΕΚΠΑ
Μαυρικάκη Ευαγγελία Αναπληρώτρια Καθηγήτρια Παιδαγωγικό Τμήμα Δημοτικής
Εκπαίδευσης ΕΚΠΑ
Summary:
The method of electrophoresis is undoubtedly the most widespread technique in Molecular Biology and has a wide range of applications in the Life Sciences, as it is one of the most important and fundamental tools in laboratory diagnostic medicine and finds application in forensic medicine and research. This fact makes an important component of any curriculum in secondary and postgraduate education in Biology(Cunningham, Mcnear, Pearlman, & Kern, 2006). Electrophoresis is a fundamental technique for the separation and isolation of macromolecules, such as nucleic acids and proteins. The basic idea of electrophoresis is based on the principle of motion of charged particles under the influence of an electric field. In the research environment, nucleic acid gel electrophoresis requires the use of hazardous and costly reagents such as acrylamide (neurotoxic) and ethidium bromide (toxic and carcinogenic). In addition, the specially used equipment, such as ultraviolet transmitters, electrophoresis chambers and high voltage power also pose health risks (Britos, Goyenola, & Umpie, 2004). The nature of the laboratory facilities of the Greek schools as well as the age group of their students is often a deterrent for the handling of these dangerous substances and equipment in the secondary education classroom.
Due to the need to teach the method of electrophoresis in practice in secondary education, through experimental applications, a literature review was conducted to assess the existing literature on the introduction of the method of electrophoresis in the educational process using experimental methods that ensure the use of financial resources and unspecialized equipment. From the literature review emerge questions and ideas for further investigation which led to the design of experimental devices and tests in order to provide answers in practice. Regarding the didactic framework of the experimental protocol, the application of teaching approaches that involve inquiry in secondary school students have been shown to be beneficial for students. Learning through inquiry develops scientific literacy, allowing students to learn biological concepts through their own experimental experience (Finn, Maxwell, & Calver, 2002).
The purpose of this dissertation is to determine whether the experimental activity of electrophoresis can be introduced in secondary schools without the need for
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specialized laboratory equipment and reagents, which can be used safely within the Greek secondary schools. Also, the aim is to frame the method of electrophoresis in the educational process through the design of activities based on a learning context that will develop both the laboratory experience in students and exploration skills.
From the literature review and the application of experimental devices in practice, the study led to the construction of a new protocol based on the modeling of the experimental application of electrophoresis with the construction of an improvised device for food coloring electrophoresis. It covers the criteria of security, the use of financial and non-specialized resources and equipment, while finally a short period of time is required for its implementation, for its introduction in Greek structures of secondary education. The activities are designed based on guided inquiry, highlight the interdisciplinarity of electrophoresis, promote teamwork, and aim to give students personal experience of the scientific principles governing the electrophoresis process and engaging them using experimental methods to solve problems.
Keywords:
Experimental applications, Learning through inquiry, Modeling, Electrophoresis, Secondary education
