Critical analysis of preprints and inquiry-based lessons improve the synthetic biology learning experience

Mostra el registre complet Registre parcial de l'ítem

• dc.contributor.author Nevot, Guillermo
• dc.contributor.author Güell Cargol, Marc, 1982-
• dc.contributor.author Santos Moreno, Javier
• dc.date.accessioned 2025-10-09T05:47:15Z
• dc.date.available 2025-10-09T05:47:15Z
• dc.date.issued 2025
• dc.description.abstract Synthetic biology is a transformative field crucial to address global challenges. It is highly interdisciplinary, integrating different subjects beyond biology. Therefore, traditional lecture-based teaching methods often fall short in effectively covering the diverse and rapidly evolving advancements in synthetic biology. We developed active learning workflows for complementing classic theoretical lectures in universities to improve the synthetic biology learning experience. We used preprints as an educational resource for the students to critically analyze differences comparing manuscripts and the final published work. In addition, we designed a practical laboratory session where students had to infer the logic behind CRISPRi-based gene circuits that they assembled, thus engaging with every step of the design-build-test-learn cycle. Following these activities, 90% of the students reported having improved critical analysis skills and 80% felt that they had learned a wide range of synthetic biology concepts. These approaches demonstrate the potential of innovative teaching for synthetic biology, which helps students with both technical and soft skills at the same time and has the potential to be adapted to other fields.
• dc.description.sponsorship These teaching activities were funded by the Plan de Ayudas a la Calidad y la Innovación en el Aprendizaje y el Conocimiento (PlaCLIK) given by the Universitat Pompeu Fabra (E2023015973). J.S.-M. was funded by a Marie Skłodowska-Curie Individual Fellowship (European Union’s Horizon 2020 Research and Innovation Programme under Marie Skłodowska-Curie Grant Agreement 882387) and a Juan de la Cierva Incorporación Fellowship (Grant IJC2020-043621-I funded by MICIU/AEI/10.13039/501100011033 and by the European Union NextGenerationEU/PRTR). G.N. was funded by an FI Fellowship (AGAUR-Catalan Government) cofunded by the European Social Fund (Award 2020 FI-B 00107).
• dc.format.mimetype application/pdf
• dc.identifier.citation Nevot G, Güell M, Santos-Moreno J. Critical analysis of preprints and inquiry-based lessons improve the synthetic biology learning experience. ACS Synth Biol. 2025 Aug 15;14(8):2878-84. DOI: 10.1021/acssynbio.5c00014
• dc.identifier.doi http://dx.doi.org/10.1021/acssynbio.5c00014
• dc.identifier.issn 2161-5063
• dc.identifier.uri http://hdl.handle.net/10230/71439
• dc.language.iso eng
• dc.publisher American Chemical Society (ACS)
• dc.relation.ispartof ACS Synth Biol. 2025 Aug 15;14(8):2878-84
• dc.relation.projectID info:eu-repo/grantAgreement/EC/H2020/882387
• dc.rights © 2025 The Authors. Published by American Chemical Society. This publication is licensed under CC-BY 4.0 (http://creativecommons.org/licenses/by/4.0/).
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by/4.0/
• dc.subject.keyword CRISPRi
• dc.subject.keyword Education
• dc.subject.keyword Active learning
• dc.subject.keyword Collaborative learning
• dc.subject.keyword Preprints
• dc.subject.keyword Synthetic biology
• dc.title Critical analysis of preprints and inquiry-based lessons improve the synthetic biology learning experience
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion