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. 2008 Spring;7(1):89–95. doi: 10.1187/cbe.07-07-0051

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Figure 2. — Students' perceptions and performance on the Primer Design Exercise. (A and C) Students' perceptions of understanding about (A) DNA primers and (C) BLAST search function. Columns represent student responses in pre- and postsurveys. ■, heard of the topic but unsure of the contextual meaning; □, understand the topic in the context of PCR; , understand the topic and can extend understanding to other contexts. (B and D) Student performance. Question 1 (Primer Quality), How well does the student understand the keys to a quality primer? Question 2 (Directionality), How well does the student understand the proper directionality/design of the reverse primer? Question 3 (Specificity), How well can the students use bioinformatics tools, including BLAST searches, to check primer quality and specificity? Student understanding was ranked according to the rubric depicted in Table 2. All responses are presented as a percentage of total responses (n = 97).

Inline graphic — Students' perceptions and performance on the Primer Design Exercise. (A and C) Students' perceptions of understanding about (A) DNA primers and (C) BLAST search function. Columns represent student responses in pre- and postsurveys. ■, heard of the topic but unsure of the contextual meaning; □, understand the topic in the context of PCR; , understand the topic and can extend understanding to other contexts. (B and D) Student performance. Question 1 (Primer Quality), How well does the student understand the keys to a quality primer? Question 2 (Directionality), How well does the student understand the proper directionality/design of the reverse primer? Question 3 (Specificity), How well can the students use bioinformatics tools, including BLAST searches, to check primer quality and specificity? Student understanding was ranked according to the rubric depicted in Table 2. All responses are presented as a percentage of total responses (n = 97).