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Tourette Syndrome Teaching Module: Introducing Elementary School Students to Biochemistry and Cell Biology
Author(s) -
Ratanapreukskul Sirithorn,
Waikel Rebekah L.
Publication year - 2006
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.20.4.a541-c
Subject(s) - tourette syndrome , mathematics education , psychology , trait , perspective (graphical) , inheritance (genetic algorithm) , function (biology) , biology , genetics , gene , computer science , psychiatry , artificial intelligence , programming language
Tourette Syndrome (TS) is characterized by varying degrees of vocal and motor tics resulting from abnormal levels of neurotransmitters. Because this disorder is commonly encountered by elementary school aged children, but not readily understood, it provided an opportunity to introduce aspects of biochemistry and cell biology to elementary school students from a tangible perspective. A teaching module using TS as a model to study the biological basis for cells, genes, inherited traits and the nervous system, was designed and implemented in a fourth grade classroom. This lesson covered the function of cells, control of inherited traits by genes, voluntary vs. involuntary movements, and the structure of a neuron and the role of neurotransmitters. One year later, a follow‐up lesson was presented to the now fifth graders to include an abbreviated version of the original lecture and as an added segment, the basics of mitosis were presented and discussed. To assess the retention of the concepts previously learned and reinforce the material learned, an questionnaire was completed prior to the lesson and the students were divided into teams that competed in puzzle games. The assessment showed that the majority of students successfully retained major concepts related to the variability of genetic trait inheritance, recognizing characteristics of TS and practicing sensitivity towards individuals living with disorders. This integrative series of teaching lessons was effective for reinforcing and advancing biochemical and cellular concepts in an elementary school classroom.