Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course

Abstract

We designed a 16-week scaffolded student-scientist curriculum using inquiry-based research experiences integrated with professional development activities. This curriculum was implemented to teach undergraduate students enrolled in an introduction to biology course about enzyme activity, biochemical reactions, and alcohol fermentation. While working through the curriculum, students completed the entire scientific process by planning experiments, maintaining laboratory journals, analyzing and interpreting data, peer-reviewing research proposals, and producing and presenting a poster. The overall outcome was for students to complete a multiweek, collaborative, student-scientist project using Saccharomyces cerevisiae as the model organism. Student learning outcomes were evaluated using formative assessments (post-Research on the Integrated Science Curriculum survey and peer- and self-reflection worksheets) and summative assessments (pre/post assessments and assignment grades). Results indicated that more than 50% of the students scored 70% or higher on the collaborative student-scientist project, demonstrated several self-reported learning gains in scientific concepts and skills, and reported they would recommend this laboratory course to their peers. By providing the opportunity for students to carry out the entire scientific process, this curriculum enhanced their technical, analytical, and communication skills.

The project-based learning model and its contribution to life skills in biology learning: A systematic literature network analysis

“…This encourages teachers and students not only to study biology in PjBL in schools but also at home or in the community. In this way, students' inquiry abilities can be trained as early as possible and actively developed (Spence et al, 2020). PjBL can be integrated with blended learning resulting in a Blended Project Based Learning model and has a positive impact on learning biology, namely aspects of thinking skills (Husamah, 2015), critical thinking skills (Permana et al, 2021), and creative thinking (Yustina et al, 2020).…”