title: [The practice and discussion of the physical knowledge stepping into genetics teaching].
abstract: Genetics, one of the core courses of biological field, play a key role in biology teaching and research. In fact, there exists high similarity between many genetic knowledge and physical knowledge. Due to strong abstract of genetic contents and the weak basis of genetics, some students lack of interests to study genetics. How to apply the strong physical knowledge which students had been learned in the middle school in genetics teaching is worthwhile for genetics teachers. In this paper, we would like to introduce an infiltrative teaching model on applying physical knowledge into genetic contents by establishing the intrinsic logistic relationship between physical knowledge and genetic knowledge. This teaching model could help students more deeply understand genetic knowledge and enhance students' self-studying ability as well as creating ability.
authors.affiliation: State Key Laboratory of Plant Breeding and Genetics, Sichuan Agricultural University, Chengdu 611130, China.
authors.forename: Shen
authors.initials: S
authors.lastname: Luo
authors.affiliation: State Key Laboratory of Plant Breeding and Genetics, Sichuan Agricultural University, Chengdu 611130, China.
authors.forename: Peigao
authors.initials: P
authors.lastname: Luo
mesh_terms: D005823:Genetics / Q000193:education*; D006801:Humans; D019359:Knowledge; D010825:Physics / Q000193:education*; D013663:Teaching / Q000379:methods