1 September 2016 “Uncooking” a Traditional DNA-Extraction Laboratory from the Scientific-Practices Perspective
Kadir Demir
Author Affiliations +

This transformed DNA-extraction lab activity offers a framework that strategically draws upon the essential elements of both scientific and effective teaching practices to establish an alternative approach to the teaching and learning of science. The pedagogical methods utilized throughout this activity encourage students' motivation, engagement, and learning through inquirybased, teacher-facilitated scientific practices. Additionally, this activity emphasizes Dimension 1 of the Framework for K-12 Science Education (Scientific and Engineering Practices; National Research Council, 2012). In the activity, students worked in groups and were allowed to examine different traditional lab protocols and other resources. The students had the freedom of selecting an independent variable that could possibly have an effect on the DNA extraction. To demonstrate how this activity was implemented in the classroom, a running vignette of a DNA-extraction activity in a high school biology class, in which the teacher adhered to the elements of this framework, is included.

© 2016 National Association of Biology Teachers. All rights reserved. Please direct all requests for permission to photocopy or reproduce article content through the University of California Press's Reprints and Permissions web page, www.ucpress.edu/journals.php?p=reprints.
Kadir Demir "“Uncooking” a Traditional DNA-Extraction Laboratory from the Scientific-Practices Perspective," The American Biology Teacher 78(7), 582-590, (1 September 2016). https://doi.org/10.1525/abt.2016.78.7.582
Published: 1 September 2016

This article is only available to subscribers.
It is not available for individual sale.

DNA extraction
effective teaching
Inquiry-based teaching
scientific practices
Get copyright permission
Back to Top