Using video cassette demonstrations in the biochemistry laboratory

Abstract

employing a variety of experimental techniques i n d instrumentation. teachina limitations often exist. In particular, an Using Video Cassette Demonstrations in the Biochemistry Laboratoryexcessive amount i f instructor time is required to actually train each student to an acceotable level of competence and self-sufficiency in the use of each procedure. ~e i a u s e of the time constraints, students usually end up with incomplete learning, often attained through-watching or talkingwith other students. We have found that the use of demonstrations of techniques and of instrumentation, recorded on video cassettes significantly reduces these problems ( I ). This article describes (1) how the recorded demonstrations save considerable instructor and student time, (2) how such recordings of demonstrations mav he inteerated into a "multi media" teaching format, and (3) how recordings support student indenendence in studvine and in desienine exoeriments. . "A one-year, senior biochemistry lahoratory is often team taught and in such a course we found that effective teaching by many of the instructors was compromised by time limitations. For examole. manv orocedures are best tawht to m o u~s -.of only about fou; students. Use of small grou&, however, means that the demonstration must he reoeated several times. A number of repetitions of the same demonstration tend to "wear down" the instructor and thereby reduce his effectiveness. In addition, under any circums&ces, there are always students who reguest and who do benefit from repeated explanations of the p;ocedures or from review of thekxplanations a t later times. All of these situations dictate more instructor teaching time in the lahoratory hut much less information transfer than is possible by the instructor under other circumstances.Contact was made with educational media specialists at the campus Learning Resources Center to help solve this problem. I t was pointed out by them that lahoratory demonstrations could be recorded on videotapes inexpensively ($25 for a 60-min blank tape), in a brief time (about 2 hr per half hour of product) and that they could he replayed conveniently to groups of any size. These features were attractive to our fac-'Supported in part by NSF grant HES75-13043 ulty who want to maximize their teaching effectiveness during a relatively hrieinmract time with theclass. At the same time the taculr\ would only he amenable to using a recording medium which was simple, quick, and inexp&sive to use. We were encouraged when we were considering using video cassette recordings by the report of Pantaleo (2). He noted that unrestricted student use of video cassette recorded demonstrations increases their success in challeneine nrocedures bv -.20% in a freshman chemistry laboratory. This report suggeste& to us that the medium might also increase efficiency in teaching, among other techniques, gel electrophoresis, analytical ultracentrifugation, and scintillation spectrometry as found in a senior biochemistry laboratory.With assurances that we had located ...

Some Studies of Student Attitudes to Videotape Chemistry Programmes

“…A high percentage of students thought that it was not important for the presenter to be a well-known personality. This, oddly, is in contradiction to the findings of Lightfoot (1978), who suggests that using a well-known lecturer may have a greater impact.…”

Adapting a Biochemistry Lab Course for Distance-Learning during the COVID-19 Pandemic

“…In the past, much of this work had been completed outside of lab; we plan to alter the lab schedule to allow for more time during the lab period to analyze data and understand the big-picture concepts. Since our students, and previous studies, found the recorded videos helpful, we can envision creating videos to replace content that was previously delivered as in-lab lectures. , This would free up a significant amount of time during lab periods, which could be used for data analysis and more in-depth discussions to help students better understand the methods, techniques, and conclusions for their experiment. One final approach we envision applying to in-person teaching is a switch to electronic lab notebooks and lab reports. , Reducing the amount of paper exchanged and removing hand-written materials made the communication between students and instructors more streamlined.…”

“…Since our students, and previous studies, found the recorded videos helpful, we can envision creating videos to replace content that was previously delivered as in-lab lectures. 9,10 This would free up a significant amount of time during lab periods, which could be used for data analysis and more in-depth discussions to help students better understand the methods, techniques, and conclusions for their experiment. One final approach we envision applying to in-person teaching is a switch to electronic lab notebooks and lab reports.…”

Gazing at the Hand: A Foucaultian View of the Teaching of Manipulative Skills to Introductory Chemistry Students in the United States and the Potential for Transforming Laboratory Instruction

“…Some programs or studies that have sought to improve students' manipulative skills have based their results on how fast students carry out their procedures. It is implied that leaving the laboratory early is an indication that students are performing better, meaning that they are making fewer mistakes as they follow their procedures (Lagowski, 1966;Lightfoot, 1978;Pickering, 1987;Wiegers & Smith, 1980). As a criterion of disciplinary control, the regulation of time is evident in the author's experience working as a laboratory associate in an introductory chemistry course at an elite women's college in New York City.…”