Center for Bioinformatics and Computational Biology, Biomolecular Sciences Building, University of Maryland, College Park, MD 20742, USA.
Brief Bioinform. 2010 Nov;11(6):537-43. doi: 10.1093/bib/bbq058. Epub 2010 Aug 26.
The major opportunities for broader incorporation of bioinformatics in education can be placed into three general categories: general applicability of bioinformatics in life science and related curricula; inherent fit of bioinformatics for promoting student learning in most biology programs; and the general experience and associated comfort students have with computers and technology. Conversely, the major challenges for broader incorporation of bioinformatics in education can be placed into three general categories: required infrastructure and logistics; instructor knowledge of bioinformatics and continuing education; and the breadth of bioinformatics, and the diversity of students and educational objectives. Broader incorporation of bioinformatics at all education levels requires overcoming the challenges to using transformative computer-requiring learning activities, assisting faculty in collecting assessment data on mastery of student learning outcomes, as well as creating more faculty development opportunities that span diverse skill levels, with an emphasis placed on providing resource materials that are kept up-to-date as the field and tools change.
生物信息学在生命科学和相关课程中的普遍适用性；生物信息学对于促进大多数生物学课程中学生学习的内在适应性；以及学生对计算机和技术的普遍经验和相关舒适度。相反，将生物信息学更广泛地纳入教育的主要挑战也可以分为三类：所需的基础设施和后勤；教师对生物信息学的了解和继续教育；以及生物信息学的广泛性，以及学生和教育目标的多样性。在所有教育层次上更广泛地纳入生物信息学，需要克服使用变革性的计算机要求学习活动的挑战，帮助教师收集关于学生学习成果掌握情况的评估数据，以及创造更多跨越不同技能水平的教师发展机会，重点是提供资源材料，随着领域和工具的变化保持最新。
