Lemons Michele L
Department of Natural Sciences, Assumption College, Worcester, MA 01609.
J Undergrad Neurosci Educ. 2012 Spring;10(2):A96-A104. Epub 2012 Mar 15.
Inquiry-based projects promote discovery and retention of key concepts, increase student engagement, and stimulate interest in research. Described here are a series of lab exercises within an undergraduate upper level neuroscience course that train students to design, execute and analyze their own hypothesis-driven research project. Prior to developing their own projects, students learn several research techniques including aseptic cell culture, cell line maintenance, immunocytochemistry and fluorescent microscopy. Working in groups, students choose how to use these techniques to characterize and identify a "mystery" cell line. Each lab group is given a unique cell line with either a neural, astrocyte, or Schwann cell origin. Working together, students plan and execute experiments to determine the cellular origin and other unique characteristics of their mystery cell line. Students generate testable hypotheses, design interpretable experiments, generate and analyze data, and report their findings in both oral and written formats. Students receive instructor and peer feedback throughout the entire project. In summary, these labs train students the process of scientific research. This series of lab exercises received very strong positive feedback from the students. Reflections on student feedback and plans for future improvements are discussed.
基于探究的项目促进关键概念的发现和留存，提高学生的参与度，并激发对研究的兴趣。本文描述了本科高年级神经科学课程中的一系列实验练习，这些练习训练学生设计、执行和分析自己的假设驱动型研究项目。在开展自己的项目之前，学生要学习几种研究技术，包括无菌细胞培养、细胞系维护、免疫细胞化学和荧光显微镜检查。学生分组合作，选择如何使用这些技术来表征和鉴定一种“神秘”细胞系。每个实验小组会得到一种具有神经、星形胶质细胞或雪旺细胞起源的独特细胞系。学生们共同合作，计划并执行实验，以确定他们的神秘细胞系的细胞起源和其他独特特征。学生们提出可检验的假设，设计可解释的实验，生成并分析数据，并以口头和书面形式报告他们的发现。在整个项目过程中，学生都会收到教师和同伴的反馈。总之，这些实验训练学生掌握科学研究的过程。这一系列实验练习得到了学生非常积极的反馈。本文讨论了对学生反馈的思考以及未来改进的计划。
