Conceptions of meiosis: misunderstandings among university students and errors

We have designed and tested an exercise to detect misconceptions among students about meiosis, a fundamental concept in genetics. A total of 30 students responded to a questionnaire, all of whom were in the fifth semester of the Biology bachelor’s degree program offered by the Faculty of Science of the National Autonomous University of Mexico. Our analysis showed that students have a poor understanding of the fundamental processes of meiosis and that they have trouble distinguishing them. When asked to diagram part of the process, none were able to produce a complete and accurate representation.     

An improved fungal mounting technique for Nomarski microscopy

Lack of understanding of aspects of the process of meiosis and of the relationship of them to Mendelian genetics has been shown to cause learning problems for students of different ages and in different countries.

Some of these problems have been revealed in students' responses to a practical task which formed part of an Advanced level examination. The frequencies with which some misconceptions occurred have been determined in a large sample of students. The nature of these is analysed and their implications discussed.     

Challenges in understanding meiosis: fostering metaconceptual awareness among university biology students

ABSTRACT

In this study, firstly, university biology students’ conceptual understanding and potential misconceptions concerning meiosis were studied. Secondly, an easily applicable drawing task was used to foster students’ metaconceptual awareness which would help them to reach conceptual change. A quasi-experimental design with a non-equivalent control group was conducted. The students (N = 82) were divided into experimental and control groups. The control groups attended traditional teaching, i.e. lectures with practicals, whilst the experimental groups had an additional activating task before practicals. In the activating task, the students drew the selected phases of meiosis and marked given concepts of meiosis in the drawing. The drawings were scored and the solutions were discussed in detail with the students. After the activating task, the traditional practicals were held for both groups. After a week, both experimental and control groups were given the same task. The results show that students in the experimental group understood meiosis significantly better than the control group, who had more misconceptions after the instruction compared to the experimental group. Thus, fostering students’ metaconceptual awareness is crucial and relatively easy to apply, also in higher education.     

植物材料减数分裂染色体标本的快速制作

探索一种简便快速的植物材料减数分裂染色体标本制作技术,获得良好的减数分裂染色体标本以供原位杂交研究、遗传学实验教学等方面研究使用。以植物材料小麦、黑麦花药为材料,卡宝品红染色,冰冻揭片法制得减数分裂染色体标本,结果表明,这些用快速简便的方法获得的标本效果良好,染色体图像清晰,可较好的用于本科生实验教学、染色体分带、原位杂交等方面的研究。     

联会复合体的组成、功能及遗传控制

在多数有性生殖生物中,减数分裂第一次分裂前期同源染色体间会形成一种复杂的超级蛋白结构——联会复合体(Synaptonemal complex,SC)。该结构与同源染色体间的配对、联会、交换、分离等过程密切相关。若其出现异常,将可导致性母细胞大量凋亡,宏观上即表现为生物个体不育。近年来,该结构已成为减数分裂研究领域的一个热点,但其控制机理至今所知还十分有限。文章对联会复合体的组成、功能及其遗传控制等情况进行概述,并对其未来的研究进行探讨和展望。     

联会复合体的组成、功能及遗传控制

在多数有性生殖生物中, 减数分裂第一次分裂前期同源染色体间会形成一种复杂的超级蛋白结构--联会复合体(Synaptonemal complex, SC)。该结构与同源染色体间的配对、联会、交换、分离等过程密切相关。若其出现异常, 将可导致性母细胞大量凋亡, 宏观上即表现为生物个体不育。近年来, 该结构已成为减数分裂研究领域的一个热点, 但其控制机理至今所知还十分有限。文章对联会复合体的组成、功能及其遗传控制等情况进行概述, 并对其未来的研究进行探讨和展望。     

Understanding of genetic information in higher secondary students in northeast India and the implications for genetics education

Since the work of Watson and Crick in the mid-1950s, the science of genetics has become increasingly molecular. The development of recombinant DNA technologies by the agricultural and pharmaceutical industries led to the introduction of genetically modified organisms (GMOs). By the end of the twentieth century, reports of animal cloning and recent completion of the Human Genome Project (HGP), as well techniques developed for DNA fingerprinting, gene therapy and others, raised important ethical and social issues about the applications of such technologies. For citizens to understand these issues, appropriate genetics education is needed in schools. A good foundation in genetics also requires knowledge and understanding of topics such as structure and function of cells, cell division, and reproduction. Studies at the international level report poor understanding by students of genetics and genetic technologies, with widespread misconceptions at various levels. Similar studies were nearly absent in India. In this study, I examine Indian higher secondary students' understanding of genetic information related to cells and transmission of genetic information during reproduction. Although preliminary in nature, the results provide cause for concern over the status of genetics education in India. The nature of students' conceptual understandings and possible reasons for the observed lack of understanding are discussed.     

How to characterize meiotic functions in plants?

Our understanding of plant meiosis is rapidly increasing thanks to the model Arabidopsis thaliana. Here we present the results of a screening for meiotic mutants carried out with a library containing 30,719 T-DNA insertion lines. An average of one mutant per 1000 lines was recovered. Several phenotypic classes could be distinguished and are presented. In parallel, 39 proteins known to be involved in meiosis in non-plant organisms were chosen and a search was performed for homologue sequences in the completed Arabidopsis thaliana genome. Approximately 30% of the meiotic related sequences showed similarities with one or several Arabidopsis putative genes. The relevance of forward versus reverse genetics in order to characterize meiotic functions is discussed.     

减数分裂实验材料的优化与染色体制备技术改进

“优化”的实验材料是遗传学实验教学达到预期目标的必备条件之一,蝗虫精子形成中的减数分裂是比较好的观察减数分裂的材料之一。分别从蝗虫品种、捕捉时间、精细管取材位置等方面优化实验材料,同时通过改进染色技术提高染色体制片效果,有利于学生更有效地理解减数分裂的概念以及各个分裂时期染色体特征,牢固掌握遗传学基本定律。     

Essay contest reveals misconceptions of high school students in genetics content

National educational organizations have called upon scientists to become involved in K-12 education reform. From sporadic interaction with students to more sustained partnerships with teachers, the engagement of scientists takes many forms. In this case, scientists from the American Society of Human Genetics (ASHG), the Genetics Society of America (GSA), and the National Society of Genetic Counselors (NSGC) have partnered to organize an essay contest for high school students as part of the activities surrounding National DNA Day. We describe a systematic analysis of 500 of 2443 total essays submitted in response to this contest over 2 years. Our analysis reveals the nature of student misconceptions in genetics, the possible sources of these misconceptions, and potential ways to galvanize genetics education.     

An evolutionary view of human recombination

Recombination has essential functions in mammalian meiosis, which impose several constraints on the recombination process. However, recent studies have shown that, in spite of these roles, recombination rates vary tremendously among humans, and show marked differences between humans and closely related species. These findings provide important insights into the determinants of recombination rates and raise new questions about the selective pressures that affect recombination over different genomic scales, with implications for human genetics and evolutionary biology.     

Random chromosome segregation without meiotic arrest in both male and female meiocytes of a dmc1 mutant of Arabidopsis.

In yeast, the DMC1 gene is required for interhomolog recombination, which is an essential step for bivalent formation and the correct partition of chromosomes during meiosis I. By using a reverse genetics approach, we were able to identify a T-DNA insertion in AtDMC1, the Arabidopsis homolog of DMC1. Homozygotes for the AtDMC1 insertion failed to express AtDMC1, and their residual fertility was 1.5% that of the wild type. Complete fertility was restored in mutant plants when a wild-type copy of the AtDMC1 gene was reintroduced. Cytogenetical analysis points to a correlation of the sterility phenotype with severely disturbed chromosome behavior during both male and female meiosis. In this study, our data demonstrate that AtDMC1 function is crucial for meiosis in Arabidopsis. However, meiosis can be completed in the Arabidopsis dmc1 mutant, which is not the case for mouse or some yeast mutants.     

Genetic Analyses of Meiotic Recombination in Arabidopsis

Meiosis is essential for sexual reproduction and recombination is a critical step required for normal meiosis. Understanding the underlying molecular mechanisms that regulate recombination is important for medical, agricultural and ecological reasons. Readily available molecular and cytological tools make Arabidopsis an excellent system to study meiosis. Here we review recent developments in molecular genetic analyses on meiotic recombination. These include studies on plant homologs of yeast and animal genes, as well as novel genes that were first identified in plants. The characterizations of these genes have demonstrated essential functions from the initiation of recombination by double-strand breaks to repair of such breaks, from the formation of doubie-HoUiday junctions to possible resolution of these junctions, both of which are critical for crossover formation. The recent advances have ushered a new era in plant meiosis, in which the combination of genetics, genomics, and molecular cytology can uncover important gene functions.     

Inna Golubovskaya: the life of a geneticist studying meiosis

Maize, with its excellent forward genetics and male sterility screens, was used to identify >50 meiotic mutants representing at least 35 genes that affect key prophase processes such as pairing, synapsis, and homologous recombination. Most of these mutants were found by Inna Golubovskaya during the course of her remarkable career as a cytogeneticist. In addition to undertaking general cytological surveys to classify mutant phenotypes, Golubovskaya focused her efforts on characterizing several key regulatory mutants: ameiotic1 (am1), required to establish the meiotic cell cycle in maize; absence of first division (afd1), required for proper prophase chromosome morphology and for meiotic sister-chromatid cohesion leading to a reductive chromosome segregation at the first meiotic division; and plural abnormalities of meiosis (pam1), required for the clustering of telomeres on the nuclear envelope needed for pairing and synapsis. Her dramatic childhood in Leningrad during its siege in World War II, her fortuitous education in genetics at Leningrad State University, her continued research at the forward-looking Institute of Cytology and Genetics of the USSR Academy of Science Siberian branch, her plight at the fall of the Soviet Union, and her work in America helped engender a unique and valuable plant geneticist. Inna Golubovskaya related this personal history to the authors in conversation.     

The life cycle ofAcetabularia (Dasycladales,Chlorophyceae): A compilation of evidence for meiosis in the primary nucleus

Summary The life cycle ofAcetabularia is described with special reference to nuclear divisions. Recent arguments, derived from the fields of cytology, genetics and systematics are in favour of the hypothesis, that meiosis occurs during the division of the primary nucleus. This hypothesis is summarized in a schematical representation of the whole life cycle.     

A screen for genes required for meiosis and spore formation based on whole-genome expression

BACKGROUND: Meiosis is the process by which gametes are generated with half the ploidy of somatic cells. This reduction is achieved by three major differences in chromosome behavior during meiosis as compared to mitosis: the production of chiasmata by recombination, the protection of centromere-proximal sister chromatid cohesion, and the monoorientation of sister kinetochores during meiosis I. Mistakes in any of these processes lead to chromosome missegregation. RESULTS: To identify genes involved in meiotic chromosome behavior in Saccharomyces cerevisiae, we deleted 301 open reading frames (ORFs) which are preferentially expressed in meiotic cells according to microarray gene expression data. To facilitate the detection of chromosome missegregation mutants, chromosome V of the parental strain was marked by GFP. Thirty-three ORFs were required for the formation of wild-type asci, eight of which were needed for proper chromosome segregation. One of these (MAM1) is essential for the monoorientation of sister kinetochores during meiosis I. Two genes (MND1 and MND2) are implicated in the recombination process and another two (SMA1 and SMA2) in prospore membrane formation. CONCLUSIONS: Reverse genetics using gene expression data is an effective method for identifying new genes involved in specific cellular processes.     

Noncanonical meiosis in the nematode <Emphasis Type="Italic">Caenorhabditis elegans</Emphasis> as a model for studying the molecular bases of the homologous chromosome synapsis,crossing over,and segregation

The nematode C. elegans is a classic study object of developmental biology and genetics, which is particularly suitable for studying the molecular bases of meiosis. Developing meiocytes are located in the threadlike gonads of C. elegans in linear gradient order of the stages of meiosis, which facilitates studying the order of intracellular events during meiosis. C. elegans has polycentric chromosomes. This causes a special order of events during meiosis, and as a consequence, meiosis in C. elegance differs from canonical meiosis of most eukaryotes. In the meiotic prophase I, all chromosomes carry single protein “pairing centers.” They are responsible for joining homologous chromosomes in pairs. This initiates the formation of synaptonemal complexes (SCs). Programmed double-stranded DNA breaks appear after initiation of the SC assembly, and they give rise to meiotic recombination. The initiation of meiotic recombination after the chromosome pairing distinguishes the C. elegans meiotic pattern from those in the absolute majority of eukaryotes studied. C. elegans has strict crossing over interference, which allows for the formation of one chiasma per bivalent. In the late prophase I, the polycentric centromeres are remodeled, one of the chromosome ends acquires a cuplike kinetochore, and during two meiotic divisions, chromosomes behave as monocentric. The study of meiosis in C. elegans allows for separate investigation of synapsis and recombination of homologous chromosomes and provides material for studying the evolution of meiosis.     

A strategy to investigate the plant meiotic proteome

The analysis of meiosis in higher plants has benefited considerably in recent years from the completion of the genome sequence of the model plant Arabidopsis thaliana and the development of cytological techniques for this species. A combination of forward and reverse genetics has provided important routes toward the identification of meiotic genes in Arabidopsis. Nevertheless identification of certain meiotic genes remains a challenge due to problems such as limited sequence conservation between species, existence of closely related gene families and in some cases functional redundancy between gene family members. Hence there is a requirement to develop new experimental approaches that can be used in conjunction with existing methods to enable a greater range of plant meiotic genes to be identified. As one potential route towards this goal we have initiated a proteomics-based approach. Unfortunately, the small size of Arabidopsis anthers makes an analysis in this species technically very difficult. Therefore we have initially focussed on Brassica oleracea which is closely related to Arabidopsis, but has the advantage of possessing significantly larger anthers. The basic strategy has been to use peptide mass-finger printing and matrix-assisted laser desorption ionization time of flight mass spectrometry to analyse proteins expressed in meiocytes during prophase I of meiosis. Initial experiments based on the analysis of proteins from staged anther tissue proved disappointing due to the low level of detection of proteins associated with meiosis. However, by extruding meiocytes in early prophase I from individual anthers prior to analysis a significant enrichment of meiotic proteins has been achieved. Analysis suggests that at least 18% of the proteins identified by this route have a putative meiotic function and that this figure could be as high as one-third of the total. Approaches to increase the enrichment of proteins involved in meiotic recombination and chromosome synapsis are also described.