A PROJECT-BASED WAY TO USE OPEN BIOLOGICAL DATA IN BIOINFORMATICS EDUCATION

ABSTRACT

The swift proliferation of open biological data resources has profoundly impacted the evolution of bioinformatics as an interdisciplinary domain. In this environment, bioinformatics education must equip students for practical engagement with extensive and diverse biological datasets [1]. The objective of this study is to validate a project-based methodology for teaching bioinformatics that emphasizes active interaction with open biological data. The research methodology is grounded in curriculum analysis, project-based instructional design, and pedagogical observation [2, 3]. The findings indicate that project-based learning improves students' analytical abilities, motivation, and capacity to amalgamate biological knowledge with computational techniques. The results show that using free biological data in project-based activities makes bioinformatics education better and more useful [4, 5].

АННОТАЦИЯ

Быстрое распространение ресурсов открытых биологических данных оказало глубокое влияние на развитие биоинформатики как междисциплинарной области. В этой среде образование в области биоинформатики должно подготовить студентов к практической работе с обширными и разнообразными биологическими данными [1]. Цель данного исследования — валидировать проектно-ориентированную методологию преподавания биоинформатики, которая делает акцент на активном взаимодействии с открытыми биологическими данными. Методология исследования основана на анализе учебных программ, проектном обучении и педагогическом наблюдении [2, 3]. Результаты исследования показывают, что проектное обучение улучшает аналитические способности учащихся, их мотивацию и способность объединять биологические знания с вычислительными методами. Результаты показывают, что использование бесплатных биологических данных в проектной деятельности делает обучение биоинформатике лучше и полезнее [4, 5].

Keywords: bioinformatics education, project-based learning, open biological data, data analysis, interdisciplinary approach.

Ключевые слова: образование в области биоинформатики, проектное обучение, открытые биологические данные, анализ данных, междисциплинарный подход.

Introduction.

Bioinformatics has emerged as an essential element of contemporary biological and medical research, propelled by the swift expansion of open-access biological databases and high-throughput experimental technology [1]. Because of this, bioinformatics education has grown, and students now need to know how to work with real biological data as well as grasp theoretical algorithms.

Conventional pedagogical approaches in bioinformatics frequently emphasize lectures and discrete practical exercises, which may inadequately represent the intricacies of actual research endeavors [2]. Students often have trouble moving from learning about theory to using it to analyze data. This disparity shows that we need teaching methods that focus on hands-on learning and problem-solving skills. Project-based learning is an educational method that emphasizes student-centered activities, teamwork, and the resolution of significant, real-world challenges [3]. In bioinformatics education, it lets students deal with open biological data directly, which helps them learn the subject better and become more skilled in their field. The objective of this study is to evaluate the efficacy of a project-based methodology for utilizing open biological data in bioinformatics education.

The focus of the paper is the bioinformatics educational process inside higher education.The study focuses on project-based methodologies employed for instructing the utilization of open biological data.

 Methods and materials

The research methodology is founded on an amalgamation of theoretical analysis and pedagogical practice. At the theoretical level, an analysis of scientific literature on project-based learning and bioinformatics education was conducted to discern successful instructional concepts [2, 3, 7]. Open biological data resources were given special attention because of their potential for education.

In a bioinformatics course, a project-based learning framework was put into place. Students were given individual or group projects that required them to choose, process, and analyze open biological data from databases that anyone could access. Every project involved figuring out the problem, getting the data ready, using bioinformatics tools, making sense of the results, and showing what was found [4].

We employed pedagogical observation and qualitative analysis of student reports to figure out how well they learned. A comparative analysis was conducted to assess the disparities in student involvement and skill acquisition between project-based activities and conventional instructional approaches [5].

 Discussion and results

The use of the project-based approach made a big difference in how interested and motivated students were. Students learned more about the structure, variability, and limits of biological datasets by working with real open biological data [1, 4].

An analysis of the project's results showed that people got better at handling data, such as cleaning, annotating, and interpreting it. Students learned how to use bioinformatics software tools and how to combine biological ideas with computer analysis [2]. Project-based activities also encouraged interdisciplinary thinking by bringing together parts of biology, computer science, and statistics.

Students' ability to think critically and communicate scientifically improved through discussion sessions and project presentations. These findings demonstrate that project-based learning offers a more effective and application-focused educational framework for bioinformatics than conventional teaching methods [3, 5, 6].

 Final Thoughts

The study validates that a project-based methodology for utilizing open biological data constitutes a successful educational approach in bioinformatics teaching. This method improves practical skills, analytical thinking, and cross-disciplinary competency by getting students involved in real research projects [1, 4]. Combining open biological data with project-based learning makes students more ready for the job market and better prepares them for future research and industrial difficulties. The suggested method is suitable for incorporation into bioinformatics curriculum at institutions of higher education [3, 5].

 References:

1. Lesk A. M. Bioinformatics: An Introduction.Oxford: Oxford University Press, 2019.
2. Mount D. W. Bioinformatics: Analyzing Sequences and Genomes.Cold Spring Harbor Laboratory Press, 2013, New York.
3. Bell S. Project-based learning for the 21st century: Skills for the future. The Clearing House, 2010, Vol. 83, No. 2, pp. 39–43.DOI: https://doi.org/10.1080/00098650903505415
4. The National Center for Biotechnology Information (NCBI).The NCBI Handbook.Bethesda: National Institutes of Health, 2020.
5. Blumenfeld, P. C., et al. Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 1991, Vol. 26, No. 3–4, pp. 369–398.DOI: https://doi.org/10.1080/00461520.1991.9653139
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