scholarly journals Learning from the Trees: Using Project Budburst to Enhance Data Literacy and Scientific Writing Skills in an Introductory Biology Laboratory During Remote Learning

2021 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Deborah Lichti ◽  
Pamela Mosley ◽  
Kristine Callis-Duehl
Keyword(s):  
Writing Skills ◽  
Scientific Writing ◽  
Introductory Biology ◽  
Data Literacy ◽  
Biology Laboratory ◽  
Remote Learning

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.

Using Mini-reports to Teach Scientific Writing to Biology Students

2014 ◽  
Vol 76 (8) ◽  
pp. 551-555 ◽  
Author(s):  
Alexandra D. Simmons ◽  
Maia Larios-Sanz ◽  
Shivas Amin ◽  
Rosemarie C. Rosell
Keyword(s):  
Scientific Writing ◽  
Introductory Biology ◽  
Biology Students ◽  
Time Investment ◽  
Biology Lab

Anyone who has taught an introductory biology lab has sat at their desk in front of a towering stack of lengthy lab reports and wondered if there was a better way to teach scientific writing. We propose the use of a one-page format that we have called a “mini-report,” which we believe better allows students to understand the structure and characteristics of proper scientific writing and reduces the grading-time investment for instructors.

scholarly journals Assessment of Practical and Scientific Writing Skills for Pre-University Students through Project-Based Learning

2021 ◽  
Author(s):  
Wan Roslina Wan Yusof ◽  
Melody Kimi ◽  
Wan Sharifatun Handayani Wan Zullkiplee ◽  
Mohd Alhafiizh Zailani ◽  
Mardhiah Shahabudin ◽  
...  
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Project Based Learning ◽  
Scientific Writing
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