1. Research Problem Integrate Core Concepts and throughout the Biology Curriculum (Vision and Change, AAAS, 2009) Conceptual learning is is an understanding of a topic in different layers of complexity. It is not the factual recall, and it is stored for the longer time. Limited evidence suggests that active learning approach can result in higher student learning gains (Udovic et al. 2007; Knight and Wood, 2005; Freeman et al. 2007). Smith, Wood, and Knight (2008) designed and validated a 25- questions, Genetic Concept Assessment (GCA), which is reliable assessment instrument for the conceptual understanding.  Compared to the traditional lecture course, interventions with different pedagogical approaches can result higher level of conceptual learning in undergraduate genetics classes.

2. Research Question Research Question: (Constructivist theory)  Data analysis from the classic (discovery) research papers promotes the conceptual learning in Genetics course. Research Context:  Course: Introductory Genetics (Bio 3450; Writing Enhanced), one of the core courses for the Biology major  70 students per semester (Majority of them are juniors)  Sam Houston State University: Total students- 19,000  16% African American, 15% Hispanic, 6% Asian, 53% first generation college students. My question is interesting because:  It parallels the goal of Vision and Change-A call for action.  Conceptual understanding of Intro. Genetics will help learn advance genetics courses.

3. Research Methodology Research Instrument:  Assessment tool: Genetic Concept Assessment (GCA) Inventory (Smith, Wood, and Knight, 2008): Aligned with learning objectives  Development tool: Students Survey (1-5 scale): Does data analysis help the learning objectives? reflections, attitude, worked or did not work  Both will be submitted to IRB approval. Intervention  Molecular genetics will be taught using data analysis, while Mendelian genetics will be taught using traditional lecture method (Internal control). Statistical Analysis Pre-test (Baseline data) and post-test data analysis Average score gain, Comparison of class score (paired sample T-test) H 0 Hypothesis: No difference in test scores between molecular and Mendelian genetics portion of the Genetic Concept test.

4. Alignment of Research Question and Methodology Learning ObjectivesInterventionsQuestions # in GCA Describe the molecular anatomy of genes and genomes Watson and Crick, 1953 3D Structure of DNA, physical dimensions and base-pair rule 9, 10, 15, 24 Describe the mechanisms by which an organisms genome is passed on to the next generation Meselson and Stahl, 1958 Models, predictions, and semiconservative mode of replication 7, 8, 16, 17, 25 Compare different types of mutations and describe how each can affect genes and the corresponding mRNAs and proteins Crick 1957, and others Genetic code and cracking genetic codes 2, 5, 6, 22 Apply the results of molecular genetic studies in model organisms to understand the human genetic diseases 20 Analyze phenotypic data and deduce patterns of inheritance from family histories 1, 11, 13 Describe the phenomenon of linkage and how it affects assortment of alleles during meiosis 21, 23 Describe the processes that can affect the frequency of phenotypes in a population over time 3, 12