Infusion of collaborative inquiry throughout a biology curriculum increases student learning: a four-year study of “Teams and Streams”

Luckie, Douglas B.; Maleszewski, Joseph J.; Loznak, Sarah D.; Krha, Marija

doi:10.1152/advan.00025.2004

Cited by 88 publications

(77 citation statements)

References 32 publications

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“…Luckie et al 2004;Park Rogers and Abell 2008;Sundberg and Moncada 1994). The National Research Council (1996) defines inquiry as 'activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world' (NRC 1996, 23).…”

Section: A Continuum Of Undergraduate Lab Experiencesmentioning

confidence: 99%

Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology

Brownell

Kloser

2015

Studies in Higher Education

190

210

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Recent calls for reform have advocated for extensive changes to undergraduate science lab experiences, namely providing more authentic research experiences for students. Course-based Undergraduate Research Experiences (CUREs) have attempted to eschew the limitations of traditional 'cookbook' laboratory exercises and have received increasing visibility in the literature. However, evaluating the outcomes of these experiences remains inconsistent and incomplete partly because of differing goals and conceptual frameworks on the part of those both teaching and assessing the courses. This paper synthesizes existing literature on CUREs and assessment practices to propose a framework for how researchers and practitioners may better align the goals and evaluation practices of CUREs in order to provide a more consistent view of these reformed laboratory courses for the field.

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Section: A Continuum Of Undergraduate Lab Experiencesmentioning

confidence: 99%

Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology

Brownell

Kloser

2015

Studies in Higher Education

190

210

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“…It converges to ''Scientific teaching'' [18]. Students become actively involved in the process of learning [10-14, 18, 19] and work in teams [20]. The blackboard electrophoresis is easily integrated in restriction labs during gel runs.…”

Section: Observations and Outcomesmentioning

confidence: 99%

Blackboard electrophoresis

Costa

2007

Biochem Molecular Bio Educ

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Undergraduates with little training on molecular biology may find the technical level of the typical introductory restriction laboratory too challenging and have problems with mastering the underlying concepts and processes. Blackboard electrophoresis is an active learning exercise, which focuses student attention on the sequences and principles of DNA restriction. Students convert short strings of letters of A, C, G, and Ts into blackboard electrophoresis profiles analogous to gel electrophoresis of restriction digests. Students work in teams to i) invent short strings of letters representing polynucleotides; ii) identify and count the number of specific restriction sequences in each string; iii) fractionate the strings in restriction fragments and count their size; and iv) predict blackboard electrophoretic patterns in which fragments are represented by sizes. The exercise is inexpensive, since it does not require laboratory equipment or supplies and accommodates a plethora of introductory contexts that can be explored to bring in relevance to students. The exercise has been used with high school and university audiences with very positive outcomes. Blackboard electrophoresis is a valuable complement or alternative to other instructional approaches to teach restriction analysis and DNA diversity.

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“…Las actividades didácticas de carácter transmisivo, competitivas, centralizadas en el profesor, representan mayor esfuerzo docente y menos aprendizaje de los alumnos 2 . Es preciso promover la participación activa y solidaria, la habilidad de seleccionar, organizar y valorar la información científica, proporcionando un enfoque contextualizado de la Bioquímica y no una simple enumeración de datos fragmentados.…”

Section: Introductionunclassified

El trabajo en pequeños grupos facilita la enseñanza-aprendizaje de Bioquímica

Magnarelli

Quintana

García

et al. 2009

Rev. bras. educ. med.

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El objetivo de este trabajo fue analizar la nueva propuesta de enseñanza de Bioquímica en la carrera de Medicina, que incluyó cambios en las estrategias de enseñanza-aprendizaje y de evaluación. Las clases expositivas fueron reemplazadas por la Discusión en Pequeños Grupos (DPG), en la que diez alumnos discuten situaciones del proceso salud-enfermedad. Los exámenes parciales individuales fueron reemplazados por la Evaluación en Pequeños Grupos (EPG) con la presentación de situaciones problema para la discusión y el análisis grupal. La información del presente estudio, de abordaje cualitativo, se obtuvo a partir de entrevistas semiestructuradas con docentes y alumnos. Los núcleos de análisis fueron: motivación, relaciones interpersonales, trabajo en grupo, construcción de conocimientos, comunicación, integración teórico-práctica y evaluación. La articulación de la DPG con las demás estrategias didácticas, como Clases de Consolidación, Seminarios Científicos, Trabajos Prácticos de Laboratorio y EPG motivó a docentes y alumnos, permitió la recuperación de conocimientos previos, la búsqueda activa de conocimientos e incentivó las relaciones interpersonales colaborativas y la integración conceptual. De esta forma, la incorporación de estrategias problematizadoras en grupos favoreció los procesos de aprendizaje significativo promoviendo las readecuaciones. A B S T R A C TThe objective of this work was the analysis of the new biochemistry teaching proposal presented in the Medicine Career. This proposal included changes in the teaching-learning and evaluation strategies. Explanatory lessons were replaced for Discussions in Small Groups (DSG) where groups of ten students discuss different issues related to situations in the health-illness process. At the same time, individual mid-term exams were changed for Evaluations in Small Groups (ESG) with presentation of problematic situations for discussion and group analysis. The qualitative information contained herein was obtained from organized meetings with teachers and students.The data analysis was directed by: motivation, interpersonal relationships, group work, knowledge building, communication, theoretical and practical integration and evaluation. The DSG together with other didactic strategies of the department such as Consolidation Lessons, Scientific Seminars, Laboratory Written Assignments and ESG motivated teachers and students, allowed the recovery of previous knowledge and the active search for it, encouraged the interpersonal relationships and the conceptual integration. In this way, the inclusion of this type of strategies benefited the significant learning processes and promoted changes.

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Infusion of collaborative inquiry throughout a biology curriculum increases student learning: a four-year study of “Teams and Streams”

Cited by 88 publications

References 32 publications

Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology

Toward a conceptual framework for measuring the effectiveness of course-based undergraduate research experiences in undergraduate biology

Blackboard electrophoresis

El trabajo en pequeños grupos facilita la enseñanza-aprendizaje de Bioquímica

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