Abstract:

Traditionally, biology laboratory activities involve students following a pre-tested lab protocol with expected results. However, this method of pedagogy has no real relevance to an actual research laboratory setting and it does not develop the critical thinking skills essential to working as a scientist. We have developed new laboratory activities for third year cell and molecular biology courses at the University of British Columbia (UBC) with the objective of enhancing their comfort with the uncertainty of research experiments and critical thinking while providing experiential learning opportunities in research. Lab activities include a cloning project to construct and analyze a plasmid, a bioinformatics research project involving novel gene sequences, and independent group research projects where students design and conduct their own experiments. Laboratory techniques are taught in the context of these long-term projects. All activities are designed so that project outcomes are unknown even to instructors and TAs, shifting student focus from the notion of a “perfect” result to the process of experimental design, data analysis, and evidence-based reasoning. In this study, we use surveys to evaluate the impact these new laboratory exercises may have had on student attitudes and approaches to the study of science, and their comfort with the uncertainty of results. Preliminary findings will be discussed .

Keywords:

Biology laboratory experience, research experience, student attitudes, student beliefs.