Abstract:

Learning biodiversity in a laboratory was boring with teaching assistants introducing different classes of living organisms based on their morphological characteristics and students memorising them. Though some specimens were available for students’ observation, many might not take it too seriously as they were only asked to complete simple worksheets. The whole experience was rather passive, and this might not help students to unleash their own potential.

Changes in the course content were made, taking into consideration the latest views on the relationship between the groups based on molecular data. This has strengthened students’ evolutionary sense when studying the different groups of organisms. Instead of having teaching assistants introducing all the content, students are asked to prepare on a certain topic and give a 3-minute group presentation every time and learn from one another. Their first presentations were pretty unorganised, with little use of the specimens available, and their time management was poor. With immediate feedback and progressive guidance, students are now able to give a professional presentation with rich, reliable and organised content, often making good use the visual presenter, dissecting microscope and compound microscope to show the audience some details of a specimen at hand. They have also learnt to invite the audience to touch, smell and feel some specimens distributed to them. Students have been serious in their preparation and huge improvement is seen in their selection of content, organisation, teamwork and communication with the audience. It is obvious that students’ self-efficacy has gone up.

To wrap up each class, Kahoot quiz is used to test and reinforce the major concepts learnt, to clear any misconceptions, as well as to provide additional information and resources. After each class, students have to prepare their own individual learning journal, in which they reflect on their own learning. Teacher now knows very well how the students are doing and can provide timely guidance as the individuals make progress. Students have been enjoying the process and the class is very well-received despite the heavy workload.

Keywords:

Active learning, biology, undergraduate, laboratory class.