Learning Across Sites: New tools, infrastructures and practices - Earli

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For EARLI members only. Not for onward distribution. Intersecting trajectories of participation 115 The knowledge about DNA that the students are approaching has been developed in the biological sciences over an extensive period of time and is considered to be a complex problem area. The domain is presented for the students as given, and the task they are asked to solve is presented as a straightforward school task when they are requested to sequence a short part of the DNA molecule, the socalled insulin gene. The DNA molecule of insulin gene consists of pairs of bases. The bases are A (adenine) and T (thymine) that are always bound together, and C (cytosine) and G (guanine) that are also linked. Because there is a regular relationship between the base pairs, the scientific convention is that it is sufficient to mention only one of the sides of the molecule while sequencing. Sequencing the insulin gene requires starting to read from the bottom of the gene and upwards to the top along one side. This entails that, according to Figure 7.2, the students are expected to read: ‘ATG TTT . . .’ That is the column on the right in Figure 7.2. In the excerpt the students are expected to read the right- hand side of Figure 7.2. As we will see further down, this has to do with how the knowledge domain is inscribed in one of the technologies. The insulin gene in Figure 7.2 has been made more authentic, when represented as a computer- based 3D model that has been rotated. The 3D model has been designed and placed at a fixed point in the learning environment, and gives the students and their teacher the possibility to interact, and manipulate the objects by picking them up and putting them down by using the mouse. This allows the students and their teachers, represented by avatars, to move around it. The students and their teacher have different perspectives, just as in interactional settings of everyday life. The 3D model is supplemented by a website (see Figure 7.4). As part of the problem the students are asked to identify which one out of three sequences on the website resource (A, B and C) is similar to the 3D model of the insulin gene. The correct answer is A. A A A C A T T T T G T A Figure 7.2 The beginning of the insulin gene. The first two codons “ATG” and “TTT” are taken down
For EARLI members only. Not for onward distribution. Figure 7.3 The computer- based 3D model of the insulin gene. Pairs of bases marked with ‘base letters’ and different colours. Two students are represented by avatars on each side of the molecule Mission: Sequence the DNA molecule. Which of the three sequences, A, B, or C, is the right one Sequence A: ATG TTT GTG AAC CAA CAC CTG TGC GGC TCA CAC CTG GTG GAA GCT CTC TAC CTA GTG TGC GGG GAA CGA GGC TTC TTC TAC ACA CCC AAG ACC GGC ATT GTG GAA CAA TGC TGT ACC AGC ATC TGC TCC CTC TAC CAG CTG GAG AAC TAC TGC AAC Sequence B: ATG TTT GTG AAC CAA CAC CTG TGC GGC TCA CAC CTG GTG GAA GCT CTC TAC CTA GTG TGC GGG GAA CGA GGC TTC TTC TAC ACA CCC AAG ACC GGC ATT GTG GAA CGT ACC AGC ATC TGC TCC CTC TAC CAG CTG GAG ACT GCA AAC TAC TGC AAC Sequence C: ATG TTT GTG AAC CAA CAC CTG TGC GGC TCA CAC CTG GTG GAA GCT CTC TAC CTA GTG TGC GGG GAA CGA GGC TTC TTC TAC ACA CGC AAG ACC GGC ATT GTG GAA CAA TGC TGT ACC AGC ATC TGC TCC CTC TAC CAG CTG GAG AAC TAC TGC AAC < The previous mission Next mission > Figure 7.4 The website – showing one correct (A) and two incorrect versions of the sequences (B and C). For the purpose of this article, the incorrect ones are given in bold to highlight where these differ from sequence A
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Learning Across Sites: New tools, infrastructures and practices - Earli

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