1887

Engaging Students in Authentic Microbiology Research in an Introductory Biology Laboratory Course is Correlated with Gains in Student Understanding of the Nature of Authentic Research and Critical Thinking

    Authors: Brittany J. Gasper1,2, Stephanie M. Gardner1,*
    VIEW AFFILIATIONS HIDE AFFILIATIONS
    Affiliations: 1: Department of Biological Sciences, Purdue University, West Lafayette, IN 47907; 2: Department of Biology, Florida Southern College, Lakeland, FL 33801
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 06 May 2013
    • Supplemental materials available at http://jmbe.asm.org
    • *Corresponding author. Mailing address: Department of Biological Sciences, Purdue University, 915 West State Street, West Lafayette, IN 47907-2054. Phone: 765-496-2936. Fax: 765-494-0876. E-mail: [email protected].
    • ©2013 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. May 2013 vol. 14 no. 1 25-34. doi:10.1128/jmbe.v14i1.460
MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
  • PDF
    418.62 Kb
  • XML
  • HTML
    71.38 Kb

    Abstract:

    Recent recommendations for biology education highlight the role of authentic research experiences early in undergraduate education as a means of increasing the number and quality of biology majors. These experiences will inform students on the nature of science, increase their confidence in doing science, as well as foster critical thinking skills, an area that has been lacking despite it being one of the desired outcomes at undergraduate institutions and with future employers. With these things in mind, we have developed an introductory biology laboratory course where students design and execute an authentic microbiology research project. Students in this course are assimilated into the community of researchers by engaging in scholarly activities such as participating in inquiry, reading scientific literature, and communicating findings in written and oral formats. After three iterations of a semester-long laboratory course, we found that students who took the course showed a significant increase in their understanding of the nature of authentic research and their level of critical thinking skills.

Key Concept Ranking

Spring
1.0
Mutation
0.64706564
PCR
0.60714287
Lead
0.60267854
Sake
0.5714286
1.0

References & Citations

1. American Association for the Advancement of Science 2011 Vision and change in undergraduate biology education: a call to action American Association for the Advancement of Science Washington, DC http://www.visionandchange.org/VC_report.
2. Allard DW, Barman CR 1994 The learning cycle as an alternative method for college science teaching BioScience 44 99 101
3. Apedoe XS, Walker SE, Reeves TC 2006 Integrating inquiry-based learning into undergraduate geology J Geosci Educ 54 414 421
4. Barnett JE, Francis AL 2012 Using higher order thinking questions to foster critical thinking: a classroom study Educ Psychol 32 201 211
5. Baumler DJ, et al 2012 Using comparative genomics for inquiry-based learning to dissect virulence of Escherichia coliO157:H7 and Yersinia pestis CBE Life Sci. Educ 11 81 93
6. Bell E 2011 Using research to teach an “introduction to biological thinking” Biochem. Mol. Biol. Educ 39 10 16
7. Black B 2012 An overview of a programme of research to support the assessment of Critical Thinking Think Skills Creat 7 122 133
8. Butler HA, et al 2012 The Halpern Critical Thinking Assessment and real-world outcomes: cross-national applications Think Skills Creat 7 112 121
9. Chaplin SB, Manske JM, Cruise JL 1998 Introducing freshmen to investigative research—a course for biology majors at minnesota’s university of st Thomas J Coll Sci Teach 27 347 350
10. DebBurman SK 2002 Learning how scientists work: experiential research projects to promote cell biology learning and scientific process skills Cell Biol Educ 1 154 172
11. Ebert-May D, Brewer C, Allred S 1997 Innovation in large lectures—teaching for active learning BioScience 47 601 607
12. Flores KL, Matkin GS, Burbach ME, Quinn CE, Harding H 2012 Deficient critical thinking skills among college graduates: implications for leadership Educ Phil Theory 44 212 230
13. Gardner SM, Adedokun OA, Weaver GC, Bartlett EL 2011 Human brains engaged in rat brains: student-driven neuroanatomy research in an introductory biology lab course J Undergr Neurosci Educ 10 A24 A36
14. Gasper BJ, et al 2012 Isolation and preliminary characterization of amino acid substitution mutations that increase the activity of the osmoregulated prop protein of Salmonella entericaserovar Typhimurium DNA Cell Biol 31 956 967
15. Gasper BJ, Minchella DJ, Weaver GC, Csonka LN, Gardner SM 2012 Adapting to osmotic stress and the process of science Science 335 1590 1591
16. Gibbons A 1994 A Time of Trials and Tribulations Science 266 844 845
17. Goodwin L, Miller JE, Cheetham RD 1991 Teaching freshmen to think: does active learning work? BioScience 41 719 722
18. Harrison M, Dunbar D, Ratmansky L, Boyd K, Lopatto D 2011 Classroom-based science research at the introductory level: changes in career choices and attitude CBE Life Sci Educ 10 279 286
19. Hutchison-Green MA, Follman DK, Bodner GM 2008 Providing a voice: qualitative investigation of the impact of a first-year engineering experience on students’ efficacy beliefs J Engineer Educ 97 177 190
20. Knutson K, Smith J, Wallert MA, Provost JJ 2010 Bringing the excitement and motivation of research to students; using inquiry and research-based learning in a year-long biochemistry laboratory: part I—guided inquiry-purification and characterization of a fusion protein: Histidine tag, malate dehydrogenase, and green fluorescent protein Biochem Molec Biol Educ 38 317 323
21. Lopatto D 2004 Survey of undergraduate research experiences (SURE): first findings Cell Biol Educ 3 270 277
22. Lopatto D 2007 Undergraduate research experiences support science career decisions and active learning CBE Life Sci Educ 6 297 306
23. Lord TR 2001 101 reasons for using cooperative learning in biology teaching Am Biol Teach 63 30 38
24. Marbach-Ad G, Arviv-Elyashiv R 2005 What should life-science students acquire in their bsc studies? Faculty and student perspectives Bioscene: J. Coll. Biol. Train 31 11 15
25. Marin LM, Halpern DF 2011 Pedagogy for developing critical thinking in adolescents: explicit instruction produces greatest gains Think Skills Creat 6 1 13
26. McKenzie WL, Glasson GE 1998 Investigative learning in undergraduate freshman biology laboratories J Coll Sci Teach 27 189 193
27. Minchella DJ, Yazvac CW, Fodrea RA, Ball G 2002 Biology resource seminar: first aid for the first year Am Biol Teach 64 352 357
28. Olson S, Loucks-Horsley S 2000 Inquiry and the national science education standards: a guide for teaching and learning The National Academy Press Washington, DC
29. P.C.A.S.T. 2012 Engage to excel: producing one million additional college graduates with degrees in science, technology, engineering, and mathematics Washington, DC
30. Pascarella ET, Terenzini PT 1991 How college affects students Jossey-Bass Publishers San Francisco, CA
31. Russell SH, Hancock MP, McCullough J 2007 Benefits of undergraduate research experiences Science 316 548 549
32. Scantlebury K, Li Y, Woodruff SB 2011 Evaluation of CASPiE: final report Miami University Oxford, OH
33. Seago JL Jr 1992 The role of research in undergraduate instruction Am Biol Teach 54 401 405
34. Stein B, Haynes A, Redding M, Ennis T, Cecil M 2007 Assessing critical thinking in STEM and beyond 79 82 Iskander M Innovations in e-learning, instruction, technology, assessment and engineering education Springer Netherlands, Dordrecht Netherlands
35. Stein B, Haynes A 2011 Engaging faculty in the assessment and improvement of students’ critical thinking using the critical thinking assessment test Change: the magazine of higher learning 43 44 49
36. Stein B, et al 2010 Faculty driven assessment of critical thinking: national dissemination of the cat instrument 55 58 Elleithy K Technological developments in networking, education and automation: proceedings of the 2009 international joint conferences on computer, information, and systems sciences, and engineering Springer, Dordrecht Netherlands
37. Sundberg MD, Moncada GJ 1994 Creating effective investigative laboratories for undergraduates BioScience 44 698 704
38. Thiry H, Weston TJ, Laursen SL, Hunter A-B 2012 The benefits of multi-year research experiences: differences in novice and experienced students’ reported gains from undergraduate research CBE Life Sci Educ 11 260 272
39. Tinto V 1987 Leaving college—rethinking the causes and cures of student attrition University of Chicago Press Chicago, IL
40. Trice AG, Dey EL 1997 Trends in faculty teaching goals: a longitudinal study of change J Coll Student Dev 38 527 534
41. Weaver GC, Russell C, Wink DJ 2008 Inquiry-based and research-based laboratory pedagogies in undergraduate science Nat Chem Biol 4 577 580
42. Weaver GC, et al 2006 Developing a new model to provide first and second-year undergraduates with chemistry research experience: early findings of the center for authentic science practice in education (CASPiE) Chem Educ 11 125 129
43. Wood WB, Gentile JM 2003 Teaching in a research context Science 302 1510
44. Woodhull-McNeal A 1989 Teaching introductory science as inquiry Coll Teach 37 3 7

Supplemental Material

Loading

Article metrics loading...

/content/journal/jmbe/10.1128/jmbe.v14i1.460
2013-05-06
2019-04-20

Abstract:

Recent recommendations for biology education highlight the role of authentic research experiences early in undergraduate education as a means of increasing the number and quality of biology majors. These experiences will inform students on the nature of science, increase their confidence in doing science, as well as foster critical thinking skills, an area that has been lacking despite it being one of the desired outcomes at undergraduate institutions and with future employers. With these things in mind, we have developed an introductory biology laboratory course where students design and execute an authentic microbiology research project. Students in this course are assimilated into the community of researchers by engaging in scholarly activities such as participating in inquiry, reading scientific literature, and communicating findings in written and oral formats. After three iterations of a semester-long laboratory course, we found that students who took the course showed a significant increase in their understanding of the nature of authentic research and their level of critical thinking skills.

Highlighted Text: Show | Hide
Loading full text...

Full text loading...

/deliver/fulltext/jmbe/14/1/jmbe-14-25.xml.a.html?itemId=/content/journal/jmbe/10.1128/jmbe.v14i1.460&mimeType=html&fmt=ahah

Figures

Image of FIGURE 1

Click to view

FIGURE 1

Comparison of student responses to select questions from a pre-/postsemester attitudinal survey. The number of student responses to select questions from a Likert scale attitudinal survey where 6 = Strongly Agree, 5 = Agree, 4 = Barely Agree, 3 = Barely Disagree, 2 = Disagree, and 1 = Strongly Disagree.

Source: J. Microbiol. Biol. Educ. May 2013 vol. 14 no. 1 25-34. doi:10.1128/jmbe.v14i1.460
Download as Powerpoint
Image of FIGURE 2

Click to view

FIGURE 2

Comparison of student pre- and postsemester CAT scores. The average total CAT scores for pre- and postsemester tests taken by students enrolled in the spring of 2011 and 2012. N = 37 pre- and posttest scores. Error bars are the standard deviation. * < 0.05, one-way ANOVA with Bonferroni corrected alpha.

Source: J. Microbiol. Biol. Educ. May 2013 vol. 14 no. 1 25-34. doi:10.1128/jmbe.v14i1.460
Download as Powerpoint

This is a required field
Please enter a valid email address
Please check the format of the address you have entered.
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error