Klages Joan E, Baid Srishti, Giri Emily G, Morgan Dyan E, Hotze Eileen M
Department of Molecular Biosciences, University of Kansas, Lawrence, Kansas, USA.
Undergraduate Biology Program, University of Kansas, Lawrence, Kansas, USA.
J Microbiol Biol Educ. 2023 May 1;24(2). doi: 10.1128/jmbe.00237-22. eCollection 2023 Aug.
Undergraduate microbiology students are exposed to the theory of the scientific method throughout their undergraduate coursework, but laboratory course curricula often focus on technical skills rather than fully integrating scientific thinking as a component of competencies addressed. Here, we have designed a six-session inquiry-based laboratory (IBL) curriculum for an upper-level microbiology laboratory course that fully involves students in the scientific process using bacterial conjugation as the model system, including both online discussions and in-person laboratory sessions. The student learning objectives focus on the scientific method, experimental design, data analysis, bacterial conjugation mechanisms, and scientific communication. We hypothesized students would meet these learning objectives after completing this IBL and tracked student learning and surveyed students to provide an assessment of the structure of the IBL using pre- and post-IBL quizzes and the Laboratory Course Assessment Survey. Overall, our results show this IBL results in positive student learning gains.
本科微生物学专业的学生在整个本科课程学习中都会接触到科学方法的理论，但实验课程的教学大纲往往侧重于技术技能，而没有将科学思维作为所涉及能力的一个组成部分进行充分整合。在此，我们为一门高级微生物学实验课程设计了一个为期六节的基于探究的实验（IBL）教学大纲，该大纲以细菌接合作为模型系统，让学生全面参与科学过程，包括在线讨论和面对面的实验课程。学生的学习目标集中在科学方法、实验设计、数据分析、细菌接合机制以及科学交流方面。我们假设学生在完成这一IBL后能够实现这些学习目标，并通过IBL前后的测验以及《实验课程评估调查》对学生的学习情况进行跟踪并对学生进行调查，以评估IBL的结构。总体而言，我们的结果表明，这一IBL能使学生在学习上取得积极的进步。
