Recasting a Traditional Laboratory Practical as a "Design-Your-Own Protocol" to Teach a Universal Research Skill

Autor/in	Whitworth, David E.
Titel	Recasting a Traditional Laboratory Practical as a "Design-Your-Own Protocol" to Teach a Universal Research Skill
Quelle	In: Biochemistry and Molecular Biology Education, 44 (2016) 4, S.377-380 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20948
Schlagwörter	Research Skills; Teaching Methods; Laboratory Experiments; Biological Sciences; Science Process Skills; Science Experiments; Student Projects; Science Activities; Instructional Effectiveness; Science Achievement; Hands on Science; Benchmarking; Problem Based Learning + Suchen Sie Ihr Suchwort? Forschungsleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Laboratory work; Laborarbeit; Abwasserbiologie; Schulprojekt; Unterrichtserfolg; Problem-based learning; Problemorientiertes Lernen
Abstract	Laboratory-based practical classes are a common feature of life science teaching, during which students learn how to perform experiments and generate/interpret data. Practical classes are typically instructional, concentrating on providing topic- and technique-specific skills, however to produce research-capable graduates it is also important to develop generic practical skills. To provide an opportunity for students to develop the skills needed to create bespoke protocols for experimental benchwork, a traditional practical was repurposed. Students were given a list of available resources and an experimental goal, and directed to create a bench protocol to achieve the aim (measuring the iron in hemoglobin). In a series of teaching events students received feedback from staff, and peers prototyped the protocols, before protocols were finally implemented. Graduates highlighted this exercise as one of the most important of their degrees, primarily because of the clear relevance of the skills acquired to professional practice. The exercise exemplifies a range of pedagogic principles, but arguably its most important innovation is that it repurposed a pre-existing practical. This had the benefits of automatically providing scaffolding to direct the students' thought processes, while retaining the advantages of a "discovery learning" exercise, and allowing facile adoption of the approach across the sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01