Course Introduction

The discovery of the DNA double helix structure, the decoding of the genetic code, the identification of restriction enzymes, the invention of PCR technology, and a series of major accomplishments in molecular biology have given rise to genetic engineering, officially opening the door to synthetic biology. In this course, we will introduce students to synthetic biology, commencing with microorganisms, progressively delving into key concepts in synthetic biology, and exploring the application of synthetic biology in various scientific research fields.

Why Choose Traditional Teaching Methods?

Traditional teaching involves systematically and meticulously imparting a vast amount of knowledge to students, enabling them to grasp a substantial body of information. While student participation may be limited in traditional teaching, this teaching model is universally applicable when explaining entirely abstract concepts. Many concepts in synthetic biology may be entirely new to students, and introducing open discussions or question-and-answer sessions at this stage could discourage them due to the high level of complexity.
However, we have integrated modern teaching methods into the traditional teaching model by employing videos, images, animations, music, and other multimedia elements to enhance the appeal and practicality of the classroom. This approach makes abstract knowledge more tangible and vivid. For instance, we use animations to illustrate various synthetic biology techniques.

Learning Style

Given that the teaching type is traditional instruction, characterized by Abstract learning (A) and input learning (I), we believe that this course is suitable for students at various learning stages. Teachers should tailor their instruction to individual students based on their specific needs and circumstances.

Reflection and Improvement

Public:

Initially, when students were introduced to the concept of synthetic biology, they displayed a high level of curiosity and put forward their own speculations about it. As we continued with our explanations, they gradually grasped the true essence of synthetic biology. Building upon our introduction of gene pathway construction methods, they also shared their creative ideas with us. They were astonished by the vast potential applications of synthetic biology and equally amazed to realize that synthetic biology had already found its way into their daily lives.

Teams:

Our decision to introduce synthetic biology to students, a term that might be entirely new to them, paid off as they gained a deeper understanding of cutting-edge research fields, recognized the "ingenious inventions of nature," and became inspired to develop an interest in the biological sciences. Following the course, some students requested a slower pace of instruction as they still had areas of misunderstanding. We adjusted the pace of our classes accordingly to ensure the best learning experience for them.