Implementation of a Project-Based Molecular Biology Laboratory Emphasizing Protein Structure–Function Relationships in a Large Introductory Biology Laboratory Course

Abstract

In introductory laboratory courses, many universities are turning from traditional laboratories with predictable outcomes to inquiry-inspired, project-based laboratory curricula. In these labs, students are allowed to design at least some portion of their own experiment and interpret new, undiscovered data. We have redesigned the introductory biology laboratory course at Brandeis University into a semester-long project-based laboratory that emphasizes concepts and contains an element of scientific inquiry. In this laboratory, students perform a site-directed mutagenesis experiment on the gene encoding human γD crystallin, a human eye lens protein implicated in cataracts, and assess the stability of their newly created protein with respect to wild-type crystallin. This laboratory utilizes basic techniques in molecular biology to emphasize the importance of connections between DNA and protein. This project lab has helped engage students in their own learning, has improved students’ skills in critical thinking and analysis, and has promoted interest in basic research in biology.

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

“…Past and current evidence have suggested that the majority of our students learned little of the above when performing cookbook laboratories (7,11,27). Upon review of our assessments as evaluated by Bloom's taxonomy, we also found that our laboratory assignments did not require higher-level or critical thought and thus needed revision (19).…”

“…Unfortunately, this evolution to increased content coverage and more structured experiments for majors in the course lecture and laboratory does not produce learning gains to match our aspirations (11,18,21). Nor does this inspire creativity, flexibility, and inquisitiveness in our students or help them develop deeper critical and integrative thinking skills (7,8,22,23,27).…”

“…Unfortunately, this evolution to increased content coverage and more structured experiments for majors in the course lecture and laboratory does not produce learning gains to match our aspirations (11,18,21). Nor does this inspire creativity, flexibility, and inquisitiveness in our students or help them develop deeper critical and integrative thinking skills (7,8,22,23,27).In the late 1990s, our department's approach to teaching introductory biology laboratory and lecture courses was predominantly that of a traditional format, with many weekly cookbook laboratories strung together, each focused on a different biological topic. Just as lecture topics jumped from one chapter to the next, so did topics in the laboratory.…”

The Harry Potter Box: Demonstrating the Importance of Challenging Assumptions during the Scientific Process

“…Students participate in the experimental design process, creating their own individual mutant proteins (Treacy et al, 2011). The results of these student-led projects are unknown.…”

Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

“…The main purpose this learning is to enable students to practice what they learn by integrating theory and practice. Furthermore, students can develop their creative thinking skills to solve life and environmental challenges later (Yilmaz and Cavas, 2007;Holubova, 2008;Yalcin, Turgut, and Büyükkasap, 2009;Bell, 2010;Eskrootchi and Oskrochi, 2010;Treacy, 2011;Bjorner, Kofoed and Pederson, 2012;Lou et al, 2012;Hsieh, Lou and Shih, 2013;Robinson, 2013;and Husamah, 2015).…”