Developing a central dogma scale model in enhancing protein synthesis lesson for Grade 10 learners

Abstract

Teaching protein synthesis to Grade 10 students posed significant challenges, particularly due to its complexity and the difficulty of traditional methods in making the concept accessible. This study aimed to address these challenges by developing a Central Dogma Scale Model (CDSM) as a more interactive and visually engaging teaching tool. Using an Input-Process-Output (IPO) design, the CDSM was collaboratively designed, developed, and evaluated by five experienced science teachers from a university in Iloilo City. The study identified three key themes from the participants’ feedback: challenges in teaching protein synthesis, suggestions in teaching protein synthesis, and suggestions on how to develop a CDSM. The teachers acknowledged the difficulty of teaching protein synthesis, especially for non-biology majors. They suggested that interactive teaching strategies, such as multimedia presentations, software simulations, and hands-on activities, would be more effective than traditional lectures. Evaluations of the CDSM yielded exemplary effectiveness. The CDSM proved valuable in enhancing the understanding of complex biology topics by integrating visual and interactive elements, making it an innovative tool that supports deeper student engagement. The study recommends that educators adopt such interactive tools to improve the delivery of challenging molecular biology concepts.