Abstract:

The science curricula at most universities incorporate laboratory-based practical training. More often than not this is based on “a tried and tested” protocol with the intention of leading students to a defined experimental outcomes. However, as the experimental outcomes are already known, students are rarely challenged to think about how scientific experiments are used to answer specific scientific questions, let alone develop their skills in hypothesis formulation and experimental design. Project-based learning can bridge this gap in science teaching. For my module, I use the organism Physarum polycephalum as a model tool for freshmen to develop an project based laboratory learning experience for first year Science undergraduates. The laboratory project mimic the scientific enquiry process that a scientist goes through when they start a new research project. These steps included reviewing the literature, coming up with a research question, the design and execution of experiments and the analysis of the significance of the experimental data. As part of the project, students will also apply computational skills such as image analysis techniques to extract quantifiable data off their experiment. Students can have their creative input in investigating their chosen hypothesis and simultaneously exposed to develop soft skill sets such as critical thinking, problem-solving, inquiry science, etc. Overall, course-based approaches to research and inquiry can allow educators to provide student with an active, experiential introduction into authentic research experience.

Keywords:

Experiential learning, scientific inquiry, project-based laboratory.