Polo, C.; Thandi, A.; Chandler, O.; Lugert, P.; Hammond, A.; Madhi, T.; Ayala, M.; Berrigan, A. J.; Chen, A.; Gillett, K.; Sareen, M.; Yu, S.; Xiong, S.; Zuo, Y.-y.; Sanjeev, S.

Deoxyribonucleic acid (DNA) stands as one of the most foundational concepts in life sciences, essential for students to master. However, when surveyed about the forces that stabilize the double-stranded DNA structure, many students exhibited a conceptual bias, favouring base pairing as the primary stabilizing force, while overlooking the equally critical role of base stacking interactions. To investigate the origins of this misconception, students conducted a comprehensive analysis of 35 widely used textbooks. Their findings revealed that one-third of these texts explicitly emphasized base pairing as the sole stabilizing force in their written content. Furthermore, two-thirds of the textbook contained illustrations that reinforced this bias, visually highlighting base pairing while neglecting base stacking. Recognizing this bias, students embarked on a literature review to gain a more accurate and nuanced understanding of DNA stabilization. Through this research, we identified three concept areas: DNA structure and function, environmental effects on DNA, and DNA-protein interactions, to illustrate how base pairing and base stacking work in concert to stabilize the antiparallel double helical structure of DNA. This interplay between base pairing and base stacking is crucial not only for the structural integrity of DNA, but also for its biological functionality. By addressing this conceptual bias, we aim to promote a more balanced and scientifically accurate representation of DNA stabilization in educational materials.