Impact of pre-lab learning activities, a post-lab written report, and content reduction on evolution-based learning in an undergraduate plant biodiversity lab

Abstract

Background: Commonplace biodiversity labs in introductory undergraduate biology typically emphasize declarative knowledge. We contend that shifting these labs to emphasize evolution, higher-order cognition, and science reasoning would benefit student learning. Four factors that likely make evolution-based higher-order learning goals difficult to achieve in these labs are: the novelty and quantity of required declarative knowledge, the number of integrated concepts, the theoretical nature of evolution, and limitations on working memory. Thus, we propose that a model to shift learning from lower-order declarative knowledge to evolution-based higher-order integration in these labs would reduce overall lower-order content, increase time efficiency through hands-on pre-lab activities, and increase evidence-based reasoning through written post-labs that emphasize evolution-based higher-order integration. We tested this contention by comparing exam performances of students who did and did not participate in the redesigned lab. Methods: A new plant biodiversity lab design was implemented in an introductory undergraduate biology lab class. The lab class was a separate class from the complementary lecture class, but the content-oriented learning goals were similar between the lecture and lab. We compared achievement of students in lecture + lab to those in lecture only with a pre-assessment and a mid-semester exam which contained questions that were both related and unrelated to the plant biodiversity lab learning goals. Results: Students in 'lecture + lab' relative to 'lecture only' did not perform significantly different on the pre-assessment lower or higher-order questions. On the post-assessment, students in lab + lecture performed significantly better on knowledge questions that were unrelated to lab with an improvement of 5.9%. Moreover, students in lab + lecture also performed significantly better on lab-related knowledge questions and lab-related evolution-based integrative reasoning questions with a range of 6.3 to 11% improvement, compared to students in the lecture only group. Conclusions: The proposed framework was successful in improving student learning for both lower-order declarative knowledge questions and evolution-based questions involving higher-order integration of concepts. In addition, because students in lecture + lab outperformed students in lecture only on questions unrelated to lab content, our proposed model highlights the importance of multiple inquiry-oriented lab experiences in higher education.

Developing Future Biologists: creating and assessing a portable short course to engage underrepresented undergraduate students in developmental biology

“…Prior research indicates that courses with hands-on activities, such as labs, increase enthusiasm and learning in students (Basey et al, 2014). Therefore, our course was designed to focus on lab activities, with discussion-based lectures serving to introduce core content that was later incorporated into laboratory material.…”

An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology

“…Both lab styles had a 3-wk preparatory lab experience, a hands-on focal lab experience, and a postlab write-up. In a concurrent study, Basey et al . (2014) demonstrated that both lab styles examined in this study significantly improved student learning of lecture-specific material at both the LO declarative knowledge level and evolution-based HO integration level with a margin of improvement ranging from 6.3 to 11%.…”

“…Why do commonplace biodiversity labs take on a “march through the phyla” approach and emphasize declarative knowledge? Basey et al . (2014) contended that the shift from an emphasis on declarative knowledge to evolution-based HO learning in biodiversity labs is difficult to successfully achieve because of the potential for cognitive overload due to three interacting factors: the high quantity and novelty of required foundational declarative knowledge, the extensive interactivity of concepts, and the theoretical nature of evolution.…”

Studying transient heat transfer in a cylindrical pin fin with radiation and convection

“…Since the lab is the main part of the course, it should be emphasized through pre- and post- lab elements (Figure 4) in order to improve student conceptual understanding of extended surfaces as well as scientific reasoning . 12, 13 In the pre-lab part, students receive the lab handout which gives detailed instructions on experimental procedure. Students work in small groups (3-4 students), organizing and sharing tasks.…”