Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors †
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Authors:
Gili Marbach-Ad1,*,
J. Randy McGinnis2,
Amy H. Dai2,
Rebecca Pease2,
Kelly A. Schalk2,
Spencer Benson1
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Published 17 May 2009
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- *Corresponding author. Mailing address: College of Chemical and Life Sciences, University of Maryland, 1328 Symons Hall, College Park, MD 20742. Phone: (301) 405-2075. Fax: (301) 405-1655. E-mail: [email protected].
- Copyright © 2009, American Society for Microbiology.
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Abstract:
In this study, we investigated a pedagogical innovation in an undergraduate microbiology course, Microbes and Society, for non-microbiology majors and education majors. The aim was to improve students’ understanding by connecting their science experience to their areas of interest. Based on this idea of teaching, we redesigned the laboratory portion of a microbiology course. We had students in the laboratory component choose their areas of interest and use the areas as a framework for understanding science and how it influences and shapes the world around them. This course was part of a longitudinal project (Project Nexus) which prepares, supports, and sustains upper elementary and middle-level specialist science teachers. We used a battery of data collection instruments. We analyzed all data in several dimensions including using active-learning techniques, forming linkages between science and teaching, and connecting science and society. Our hypothesis was that we could promote science for all by connecting the diverse students’ areas of interest in science to the laboratory’s curriculum. We assessed the success of achieving our goal by using researchers’ observations, the instructors’ perspectives, and students’ feedback. Our findings suggested that this course was appreciated by the students, especially education majors, who recognized the innovations as engaging and worthwhile.
References & Citations
Supplemental Material
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Appendix 1. An overview of the laboratory activities and homework
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MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.
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Abstract:
In this study, we investigated a pedagogical innovation in an undergraduate microbiology course, Microbes and Society, for non-microbiology majors and education majors. The aim was to improve students’ understanding by connecting their science experience to their areas of interest. Based on this idea of teaching, we redesigned the laboratory portion of a microbiology course. We had students in the laboratory component choose their areas of interest and use the areas as a framework for understanding science and how it influences and shapes the world around them. This course was part of a longitudinal project (Project Nexus) which prepares, supports, and sustains upper elementary and middle-level specialist science teachers. We used a battery of data collection instruments. We analyzed all data in several dimensions including using active-learning techniques, forming linkages between science and teaching, and connecting science and society. Our hypothesis was that we could promote science for all by connecting the diverse students’ areas of interest in science to the laboratory’s curriculum. We assessed the success of achieving our goal by using researchers’ observations, the instructors’ perspectives, and students’ feedback. Our findings suggested that this course was appreciated by the students, especially education majors, who recognized the innovations as engaging and worthwhile.

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Author and Article Information
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Published 17 May 2009
-
†
- *Corresponding author. Mailing address: College of Chemical and Life Sciences, University of Maryland, 1328 Symons Hall, College Park, MD 20742. Phone: (301) 405-2075. Fax: (301) 405-1655. E-mail: [email protected].
- Copyright © 2009, American Society for Microbiology.
Figures
Template for individual project instrument part 1—the research.

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FIG. 1
Template for individual project instrument part 1—the research.
Individual project instrument part 2—the 5E model for teaching science.

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FIG. 2
Individual project instrument part 2—the 5E model for teaching science.
Student background information (self reported, n = 24).

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FIG. 3
Student background information (self reported, n = 24).
Students’ responses to the 15 VOSTS questions.

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FIG. 4
Students’ responses to the 15 VOSTS questions.
Frequencies of students’ responses to the VOSTS question about science and technology.

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FIG. 5
Frequencies of students’ responses to the VOSTS question about science and technology.
Frequencies of students’ responses to the VOSTS question about nature of scientific knowledge.

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FIG. 6
Frequencies of students’ responses to the VOSTS question about nature of scientific knowledge.