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Mendel's First Law Through Low-Cost Practical Activity Using Egg Box. Carlos Alberto Machado Da Rocha

This document describes a practical activity using an egg carton and modeling clay to teach Mendel's first law of genetics. The activity had students perform crosses between green and yellow clay phenotypes to generate different genotypes and phenotypes across three generations. A guide and spreadsheet were provided. The activity was given to a high school genetics class and test scores were compared to a class without the activity. Statistical analysis found a highly significant difference in test scores between the groups, demonstrating the activity effectively taught Mendel's first law concepts.

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Herald Reis
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38 views2 pages

Mendel's First Law Through Low-Cost Practical Activity Using Egg Box. Carlos Alberto Machado Da Rocha

This document describes a practical activity using an egg carton and modeling clay to teach Mendel's first law of genetics. The activity had students perform crosses between green and yellow clay phenotypes to generate different genotypes and phenotypes across three generations. A guide and spreadsheet were provided. The activity was given to a high school genetics class and test scores were compared to a class without the activity. Statistical analysis found a highly significant difference in test scores between the groups, demonstrating the activity effectively taught Mendel's first law concepts.

Uploaded by

Herald Reis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Mendel's first law through low-cost practical activity using egg box.

Herald Souza dos Reis¹; Diana do Vale Leão2; Reinaldo Cristian Silva Conceição1;
Jedna Kato Dantas1; Carlos Alberto Machado da Rocha1
(1) (2)
Instituto Federal de Educação, Ciência e Tecnologia do Pará; Universidade da
Amazônia
herald.reis@live.com
Keywords: Mendel, education, teaching, practical activity, reused materials.

The education profession requires a range of skills in order to have an effective level of
teaching and learning. In the traditional model of teaching, the professor gives the
contents only through expository lectures. Differing from this concept, the professor, as
a facilitator of learning, should seek resources that enrich teaching methods such as
playful, experimental, or practical activities. These alternatives make the process of
learning more dynamic and effective. In high school, the understanding of genetics by
students is challenging because it contains many mathematical topics such as
probability, phenotypic and genotypic proportions. From this perspective, the aim of this
work was to create a practical activity of Mendel's first law using low cost materials. In
order to make it, we used an egg carton (with twelve grooves) and modeling clay with
green and yellow colors (phenotypes commonly studied with peas). We also prepared
a guide to help the professor lead the activity during the class, as well as a
spreadsheet to be completed by the students. The egg box was divided into three parts
(with four spaces each), where each one represents one generation (parental, F1 and
F2). It was also divided by rows (two) and columns (six), through which crosses are
made, generating plants with different genotypes and phenotypes, where each box
groove represents a plant. This activity was given to a class of the second year of high
school of the Instituto Federal do Pará. To verify the efficacy of teaching through this
resource, we compared the score tests of this class (n=21 students) with another class
(n=22 students) taught by the same professor where the practice was not applied. The
classes were chosen randomly. The statistical analysis was performed using BioStat
5.0 software by using the Mann-Whitney test with a 5% significance level. After the
application, we observed that students had learned through a pleasurable way of how
Mendel's first law works. Each generation, as well as its phenotypic and genotypic
proportions was well understood. The crosses made by the students during the
practice, as well as annotations and the filling of the spreadsheet of the phenotypes
and genotypes of each generation, was likely what enabled this learning. Using
statistical analysis, the scores obtained in the tests of the two classes showed a high
significance (p<0.0001), indicating large differences between the scores, which were
significantly greater in the group where the activity was applied. This demonstrated the
practice successfully reached its goal. Finally, we conclude that our didactic resource
provided an effective alternative to teaching the concepts of Mendel's first law,
facilitating the understanding of mathematics linked to biology.
Supported by: CAPES

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