Woodham Hadiya, Marbach-Ad Gili, Downey Gretchen, Tomei Erika, Thompson Katerina
College of Computer, Mathematical and Natural Sciences, University of Maryland, College Park, MD 20742.
J Microbiol Biol Educ. 2016 Dec 2;17(3):458-465. doi: 10.1128/jmbe.v17i3.1162. eCollection 2016 Dec.
This paper describes the implementation of the Scientific Literacy in Cell Biology (SLCB) curriculum in an undergraduate biology laboratory course. The SLCB curriculum incorporated the reading and discussion of primary literature into hands-on and collaborative practical experiences. It was implemented in five stages over an 11-week period, during which students were also introduced to the theory and practice of common cell biology techniques. We report on the effectiveness of the course, as measured by pre- and post-course survey data probing students' content knowledge and their level of familiarity, confidence, and experience with different skills pertaining to analyzing (reading, interpreting, and discussing) primary literature. In the spring 2015 semester, 287 (72%) of the 396 students who were enrolled in the laboratory completed both the pre- and post-course survey. The average score on the content questions of the post-course survey was significantly higher ( < 0.0001) than the average score on the pre-course survey. Students reported that they gained greater familiarity, experience, and confidence in the skills that were measured. Our findings may aid in reforming higher-education science laboratory courses to better promote writing, reading, data processing, and presentation skills. Journal of Microbiology & Biology Education.
本文描述了细胞生物学科学素养（SLCB）课程在本科生物学实验课程中的实施情况。SLCB课程将原始文献的阅读与讨论融入实践操作和协作实践体验中。该课程在11周内分五个阶段实施，在此期间，学生们还学习了常见细胞生物学技术的理论与实践。我们通过课程前后的调查数据来衡量该课程的效果，这些数据探究了学生的内容知识以及他们对与分析（阅读、解释和讨论）原始文献相关的不同技能的熟悉程度、信心和经验水平。在2015年春季学期，396名注册该实验课程的学生中有287名（72%）完成了课程前后的调查。课程后调查内容问题的平均得分显著高于课程前调查的平均得分（<0.0001）。学生们表示，他们在被评估的技能方面获得了更高的熟悉度、经验和信心。我们的研究结果可能有助于改革高等教育科学实验课程，以更好地提升写作、阅读、数据处理和展示技能。《微生物与生物学教育杂志》
