A Reappraisal of the Status of Introductory Biology Laboratory Education in U.S. Colleges & Universities

2005 ◽  
Vol 67 (9) ◽  
pp. 525-529 ◽  
Author(s):  
Marshall D. Sundberg ◽  
Joseph E. Armstrong ◽  
E. William Wischusen
Keyword(s):  
Introductory Biology ◽  
Laboratory Education ◽  
The Status ◽  
Biology Laboratory

Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry

2012 ◽  
Vol 36 (4) ◽  
pp. 325-335 ◽  
Author(s):  
Douglas B. Luckie ◽  
Jacob R. Aubry ◽  
Benjamin J. Marengo ◽  
Aaron M. Rivkin ◽  
Lindsey A. Foos ◽  
...  
Keyword(s):  
Student Learning ◽  
Response Rates ◽  
Introductory Biology ◽  
Student Opinions ◽  
Medical College ◽  
Admissions Test ◽  
Content Coverage ◽  
Classroom Laboratory ◽  
Biology Laboratory ◽  
Increasing Student Learning

In this study, we compared gains in student content learning over a 10-yr period in which the introductory biology laboratory curriculum was changed in two ways: an increase of inquiry and a reduction of content. Three laboratory formats were tested: traditional 1-wk-long cookbook laboratories, two 7-wk-long inquiry laboratories, and one 14-wk-long inquiry laboratory. As the level of inquiry increased, student learning gains on content exams trended upward even while traditional content coverage taught decreased. In a quantitative assessment of content knowledge, students who participated in the 14-wk-long inquiry laboratory format outscored their peers in both 7- and 1-wk-long lab formats on Medical College Admissions Test exam questions (scores of 64.73%, 61.97%, and 53.48%, respectively, P < 0.01). In a qualitative study of student opinions, surveys conducted at the end of semesters where traditional 1-wk laboratories ( n = 167 students) were used had low response rates and predominately negative opinions (only 20% of responses were positive), whereas those who participated in 7-wk ( n = 543) or 14-wk ( n = 308) inquiry laboratories had high response rates and 71% and 96% positive reviews, respectively. In an assessment of traditional content coverage in courses, three indexes were averaged to calculate traditional forms of coverage and showed a decrease by 44% over the study period. We believe that the quantitative and qualitative data support greater student-driven inquiry in the classroom laboratory, which leads to deeper learning in fewer topic areas (less teaching) and can reap gains in scientific thinking and fundamental understanding applicable to a broader range of topic areas (more learning) in introductory biology.

scholarly journals Integrating Teaching and Research in Undergraduate Biology Laboratory Education

PLoS Biology ◽  
2011 ◽  
Vol 9 (11) ◽  
pp. e1001174 ◽  
Author(s):  
Matthew J. Kloser ◽  
Sara E. Brownell ◽  
Nona R. Chiariello ◽  
Tadashi Fukami
Keyword(s):  
Teaching And Research ◽  
Undergraduate Biology ◽  
Laboratory Education ◽  
Biology Laboratory

Integrating Mathematics into the Introductory Biology Laboratory Course

PRIMUS ◽  
2008 ◽  
Vol 18 (1) ◽  
pp. 22-38 ◽  
Author(s):  
James D. White ◽  
Jenna P. Carpenter
Keyword(s):  
Introductory Biology ◽  
Laboratory Course ◽  
Biology Laboratory

scholarly journals A Bioinformatics Module for Use in an Introductory Biology Laboratory

2012 ◽  
Vol 74 (5) ◽  
pp. 318-322
Author(s):  
Adrienne Alaie ◽  
Virginia Teller ◽  
Wei-gang Qiu
Keyword(s):  
Software Tool ◽  
Biological Database ◽  
Biomedical Science ◽  
Computer Assisted ◽  
Science Students ◽  
Introductory Biology ◽  
Data Intensive ◽  
Quantitative Skills ◽  
Assisted Analysis ◽  
Biology Laboratory

Since biomedical science has become increasingly data-intensive, acquisition of computational and quantitative skills by science students has become more important. For non-science students, an introduction to biomedical databases and their applications promotes the development of a scientifically literate population. Because typical college introductory biology laboratories do not include experiences of this type, we present a bioinformatics module that can easily be included in a 90-minute session of a biology course for both majors and non-majors. Students completing this computational, inquiry-based module observed the value of computer-assisted analysis. The module gave students an understanding of how to read files in a biological database (GenBank) and how to use a software tool (BLAST) to mine the database.

scholarly journals Redefining Authentic Research Experiences in Introductory Biology Laboratories and Barriers to Their Implementation

2014 ◽  
Vol 13 (1) ◽  
pp. 102-110 ◽  
Author(s):  
Rachelle M. Spell ◽  
Judith A. Guinan ◽  
Kristen R. Miller ◽  
Christopher W. Beck
Keyword(s):  
National Survey ◽  
Faculty Members ◽  
Research Experience ◽  
Scientific Process ◽  
Introductory Biology ◽  
Research Experiences ◽  
Low Level ◽  
Essential Components ◽  
Pedagogical Reform ◽  
Biology Laboratory

Incorporating authentic research experiences in introductory biology laboratory classes would greatly expand the number of students exposed to the excitement of discovery and the rigor of the scientific process. However, the essential components of an authentic research experience and the barriers to their implementation in laboratory classes are poorly defined. To guide future reform efforts in this area, we conducted a national survey of biology faculty members to determine 1) their definitions of authentic research experiences in laboratory classes, 2) the extent of authentic research experiences currently experienced in their laboratory classes, and 3) the barriers that prevent incorporation of authentic research experiences into these classes. Strikingly, the definitions of authentic research experiences differ among faculty members and tend to emphasize either the scientific process or the discovery of previously unknown data. The low level of authentic research experiences in introductory biology labs suggests that more development and support is needed to increase undergraduate exposure to research experiences. Faculty members did not cite several barriers commonly assumed to impair pedagogical reform; however, their responses suggest that expanded support for development of research experiences in laboratory classes could address the most common barrier.

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