ERIC Number: EJ1316169
Record Type: Journal
Publication Date: 2020-Aug
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0002-7685
EISSN: N/A
Teaching Epigenetic Regulation of Gene Expression Is Critical in 21st-Century Science Education: Key Concepts & Teaching Strategies
Venkatesh, Ishwariya; Makky, Khadijah
American Biology Teacher, v82 n6 p372-380 Aug 2020
The field of epigenetics is progressing rapidly and becoming indispensable to the study of fundamental gene regulation. Recent advances are redefining our understanding of core components that regulate gene expression during development and in human diseases. Scientific knowledge on the importance of epigenetic regulation is now well known and accepted, and it is not surprising to see epigenetics being introduced into many biology curricula at the high school and college levels. Yet the core concepts of epigenetic regulation are differently perceived by the academic communities. Therefore, it is critical that fundamental concepts of epigenetic regulation are taught to the next generation in a simple yet precise manner to avoid any misconceptions. To that end, this article starts by distilling the extensive scientific literature on epigenetic control of gene regulation into a simple primer on the core fundamental concepts. Next and more importantly, it provides suggestions for student-friendly classroom practices and activities that are centered on these core concepts to ensure that students both recognize and retain knowledge on the importance of epigenetic control in eukaryotic gene regulation.
Descriptors: Science Instruction, Teaching Methods, Genetics, Science Education, Scientific Concepts, Biology, Environmental Influences, Prenatal Influences, Teaching Models
University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
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