Student participation in authentic research, as citizen scientists, can improve classroom engagement, achievement of learning objectives, and perceptions of science. We present DNA barcoding of invasive lionfish (Pterois volitans) prey as an example student citizen-science project, though the protocols, objectives, and outcomes can be generalized to any piscivorous fish. The objective of this five-lab conservation genetics unit is to enhance student understanding of fundamental molecular and ecological concepts through applied use of DNA sequencing technologies. Student assessments were equivocal, indicating modest gains in conceptual understanding and maintenance of an overall high perception of science. More notably, student findings have contributed to an improved understanding of the impacts of invasive lionfish, including providing the first evidence that lionfish prey on economically important red snapper (Lutjanus campechanus) .

Students often struggle to understand the complex molecular systems and processes presented in introductory biology courses. These include the Calvin cycle, the Krebs cycle, transcription and translation, and DNA replication, among others. Traditionally, these systems and processes are taught using textbook readings and PowerPoint slides as lecture aids; video animations have also become popular in recent years. Students tend to be passive observers in many of these methods of instruction, relying heavily on “memorization” learning techniques. To address this, I developed an active-learning intervention called “molecular sculpting” in which students construct two-dimensional or three-dimensional versions of an assigned molecular system or process, complete with representations of proteins, chromosomes, electrons, protons, and other molecules (depending on the system). The value of this learning activity was measured in five class sessions in an introductory biology course during the 2014–2015 academic year. Pre- and post-class written assignments showed that students were often able to describe course concepts more completely after sessions in which sculpting was used, compared with sessions without sculpting. Molecular sculpting is a unique, hands-on activity that appears to have significant learning gains associated with it; it can be adapted for use in a variety of K–14 biology courses.

This lesson is designed to facilitate student understanding of the molecular structure of DNA, the cellular processes involved in DNA replication, and how these principles were applied to develop a method to determine the nucleotide sequence of DNA. The lesson employs an active and cooperative learning approach accomplished via a modified jigsaw exercise. The specific replication/sequencing process in this lesson is Sanger's dideoxy method of DNA sequencing. In conjunction with related lessons in lecture and lab, students read the relevant section of an appropriate introductory biology textbook and/or view videos explaining how Sanger's dideoxy chain-termination sequencing method works. Students working in four teams (A, C, G, and T) then use green, blue, brown, and red M&M's as nucleotides to build a model of the process. Plain M&M's represent deoxynucleotide triphosphates (dNTPs), while peanut M&M's represent the “terminator” dideoxynucleotide triphosphates (ddNTPs). The lesson addresses Next Generation Science Standards and learning goals typically found in college biology courses at introductory and advanced levels.