1887

Use of a Modified POGIL Exercise to Teach Bacterial Transformation in a Microbiology Course

    Author: Elizabeth A. Mulligan1
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    Affiliations: 1: Department of Biological Sciences, Kingsborough Community College, Brooklyn, NY 11235
    AUTHOR AND ARTICLE INFORMATION AUTHOR AND ARTICLE INFORMATION
    • Published 01 May 2014
    • Corresponding author. Mailing address: Department of Biological Sciences, Kingsborough Community College, 2001 Oriental Blvd., Brooklyn, NY 11235. Phone: 718-368-5404. E-mail: elizabeth.mulligan@kbcc.cuny.edu.
    • ©2014 Author(s). Published by the American Society for Microbiology.
    Source: J. Microbiol. Biol. Educ. May 2014 vol. 15 no. 1 30-32. doi:10.1128/jmbe.v15i1.639
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    Abstract:

    Assignments incorporating student collaborations to hone critical thinking skills in higher education have been proven to enhance student learning. Abstract concepts, such as bacterial transformation are challenging for students to understand. One way to overcome this learning obstacle is to provide students with collaborative learning activities during class. A modified process-oriented guided-inquiry learning exercise (POGIL) was used to facilitate learning of bacterial transformation in a microbiology course for allied health majors at a community college. This class activity involved small groups working together on short background test, and a series of questions pertaining to the background and experimental data. Students were given a summary diagram to assist them in completing this collaborative exercise.

Key Concept Ranking

Transformation
0.8856219
Bacteria
0.8280953
Capsule
0.78125
0.8856219

References & Citations

1. Brown Patrick JP 2010 Process-oriented guided-inquiry learning in an introductory anatomy and physiology course with a diverse student population Adv Physiol Educ 34 150 155 10.1152/advan.00055.2010 20826770 http://dx.doi.org/10.1152/advan.00055.2010
2. Butcher KR 2006 Learning from text with diagrams: promoting mental model development and inference generation J. Educ. Psychol 98 1 182 197 10.1037/0022-0663.98.1.182 http://dx.doi.org/10.1037/0022-0663.98.1.182
3. Eberlein T, et al 2008 Pedagogies of engagement in science: a comparison of PBL, POGIL, and PLTL Biochem Mol Biol Educ 36 262 273 10.1002/bmb.20204 http://dx.doi.org/10.1002/bmb.20204
4. Farrell JJ, Moog RS, Spencer JN 1999 A guided inquiry chemistry course J Chem Educ 76 570 574 10.1021/ed076p570 http://dx.doi.org/10.1021/ed076p570
5. Hanson DM 2006 Instructor’s guide to process-oriented guided-inquiry learning Pacific Crest Lisle, IL
6. Johnson DW, Johnson RT, Smith KA 1998 Cooperative learning returns to college: what evidence is there that it works? Change 34 6 18
7. Kuh GD 2008 High-impact educational practices: what they are, who has access to them, and why they matter American Association for Colleges and Universities Washington, DC
8. Moog RS, Dubroff M, Fenlon S Franklin and Marshall College POGIL: Process Oriented Guided Inquiry Learning [Online]. http://www.pogil.org
9. POGIL (n.d.) Description of Roles POGIL: Process Inquiry Guided Inquiry Learning [Online.] Retrieved June 20, 2013. http://www.pogil.org/uploads/media_items/descriptions-of-roles-expanded.original.pdf
10. Spencer JN 2006 New approaches to chemistry teaching J Chem Educ 83 528 535 10.1021/ed083p528 http://dx.doi.org/10.1021/ed083p528
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/content/journal/jmbe/10.1128/jmbe.v15i1.639
2014-05-01
2017-11-22

Abstract:

Assignments incorporating student collaborations to hone critical thinking skills in higher education have been proven to enhance student learning. Abstract concepts, such as bacterial transformation are challenging for students to understand. One way to overcome this learning obstacle is to provide students with collaborative learning activities during class. A modified process-oriented guided-inquiry learning exercise (POGIL) was used to facilitate learning of bacterial transformation in a microbiology course for allied health majors at a community college. This class activity involved small groups working together on short background test, and a series of questions pertaining to the background and experimental data. Students were given a summary diagram to assist them in completing this collaborative exercise.

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FIGURE 1.

A diagram depicting Griffith’s trial groups using in mice.

Source: J. Microbiol. Biol. Educ. May 2014 vol. 15 no. 1 30-32. doi:10.1128/jmbe.v15i1.639
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