Promoting 21st-Century Skills in the Science Classroom by Adapting Cookbook Lab Activities: The Case of DNA Extraction of Wheat Germ

Abstract

How can science instruction engage students in 21st-century skills and inquiry-based learning, even when doing simple labs in the classroom? We collaborated with teachers in professional development workshops to transform “cookbook” activities into engaging laboratory experiences. We show how to change the common classroom activity of DNA extraction of wheat germ to integrate cooperative group strategies, graphic organizers, and classroom discussions. Teachers found these strategies helpful as they worked to adapt instruction that prepared students with the knowledge and skills necessary to succeed in 21st-century Science, Technology, Engineering, and Mathematics (STEM) careers.

Penerapan Laboratorium Virtual Elektroforesis Gel Sebagai Pengganti Praktikum Riil

“…2012, Mthethwa. 2015, Twyla, 2014 dimana hal ini bertujuan pula untuk dapat memudahkan mahasiswa dalam melakukan aktivitas lab (Alozie 2012, Ceylan. 2016 seperti mahasiswa praktikan dapat bekerja dan berpikir layaknya seorang saintis (Chen. 2014), sehingga pengembangan program virlab elektroforesis gel (Cunningham, 20061) dalam pembelajaran dan praktikum genetika (White.…”

Deepening and transferring twenty-first century learning through a lower secondary Integrated Science module

“…Yet, researchers have noted that many aspects of twenty-first century learning dimensions could be experienced from inquiry-based learning. Alozie et al (2012) suggest that inquiry-based learning could enhance students' adaptability, communication skills, problem-solving skills, selfmanagement skills, as well as skills for systems thinking. Crippen and Archambault (2012) suggest that when inquiry-based learning is supported by technology tools and anchored upon real-world problems, it can help students to develop the critical skills required of a twenty-first century worker.…”

“…The evaluation of learning is an important dimension for determining the success of training design (Kirkpatrick & Kirkpatrick, 2006). However, studies such as Alozie et al (2012) describe lesson examples for promoting twenty-first century skills in the Science classroom but did not further examine students' learning outcomes. Another gap in current research is that we have not found studies examining how students transfer their learning beyond twenty-first century learning programmes.…”

“…Correspondingly, evaluation studies examining the effects of twenty-first century learning experiences on students are also rare. Inquiry-based learning can be one way for students to acquire twenty-first century competencies (Alozie, Grueber, & Dereski, 2012). With economies increasingly driven by innovation and technology, preparing students with the twenty-first century competencies to undertake STEM (science, technology, engineering, and mathematics) careers has gained prominence in science education (Gu & Belland, 2015).…”

Inquiry-based learning to improve student engagement in a large first year topic

“…Research suggests that learners benefit from experiencing the handson activities in the laboratory and that these activities are vital for their development as independent learners and as future professionals (Cherif, Siuda, & Movahedzadeh, 2013;Hofstein & Lunetta, 2004;Matz, Rothman, Krajcik, & Banaszak Holl, 2012). In recent years, there has been much discussion about the role of the science laboratory in higher education and whether the traditional step-by-step nature of laboratory activities promote the skills fundamental to research science (Alozie, Grueber, & Dereski, 2012;Gormally, Brickman, Hallar, & Armstrong, 2011;Herron, 2009;Wood, 2009). Many traditional laboratories or cookbook style laboratories have students follow step-by-step instructions and result in a known conclusion, with limited opportunity for students to ask scientifically-orientated questions and develop higher order thinking skills (Lord & Orkwiszewski, 2006).…”