Brownell SE et al J. College Science Teaching 41(4): 36-45

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Presentation transcript:

Brownell SE et al. 2012. J. College Science Teaching 41(4): 36-45 Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based “Cookbook” and Authentic Research-Based Courses on Student Lab Experiences Brownell SE et al. 2012. J. College Science Teaching 41(4): 36-45 Presented by Dr. Walsh

Introduction Laboratory courses are the standard method of providing students the opportunity to get practical hands-on experience in any field of science http://www.southseattle.edu/images/virtual-tour/programs/BiologyLabs.jpg

Background Traditionally structured science laboratory courses Common in high school and undergrad (McComas 2005) Provide step-by-step instructions = “cookbook lab” Minimum intellectual engagement (Modell and Michael 1993) Inaccurate model of science inquiry (Cox and Davis 1972)

Background Redesign of science lab courses promoted for decades Must allow active investigation (Holt et al. 1969) Must encourage independent thinking (AAAS 2010)  Although undergrad lab courses have incorporated a wide variety of active learning experiences - Broad range of teaching methods and wide range of outcomes (NRC 2000, Weaver et al. 2008)

Objective This study: - Evaluates a biology lab course that is specifically design to incorporate authentic research - Compares affective outcomes to matched-pair students in a concurrent cookbook lab course

Methods Experimental Group Biology lab course designed for authentic research - Single project, not pre-designed, outcome unknown - Collaboration and peer review - Results presentation MODEL SYSTEM Hypotheses generated from model system schematic

Methods Comparison Group Biology lab course with traditional cookbook design - Manual instructions for four modules, various topics - Predesigned procedures for three modules - One lesson on experimental design - One independent project

Methods Demographics of experimental and comparison condition matched pairs and unmatched comparison condition students.

Methods Student affective outcomes measured by questionnaires Specifically designed survey instrument Pre-course: three blocks of questions Preference for course structure Self-confidence in performing lab techniques Interest in future biology research - Post-course: with two additional blocks of questions - How often certain events occurred in course - Recommendation for their course

Results “What is your level of agreement with the following statements related to biology lab courses?” Scale = 1 (strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree) Pre/Postcourse survey questions *between group ANOVA “Effect size” for Cohen’s d traditionally interpreted 0.2 = small, 0.5 = moderate, 0.8 = large Mean (SD) **within group paired samples t-test * Between group (p < .05) ** Within-group (p < .05) Cronbach’s alpha = 0.79

Results “What is your level of agreement with the following statements related to biology lab courses?” Scale = 1 (strongly disagree) 2 (disagree) 3 (agree) 4 (strongly agree) Pre/Postcourse survey questions *between group ANOVA “Effect size” for Cohen’s d traditionally interpreted 0.2 = small, 0.5 = moderate, 0.8 = large Mean (SD) **within group paired samples t-test * Between group (p < .05) ** Within-group (p < .05) Cronbach’s alpha = 0.77

Results “In how many of the nine classes (or prelabs) did the following occur in your lab section?” Scale = 1 (0 classes) 2 (1-3 classes) 3 (4-6 classes) 4 (7-8 classes) 5 (9 classes) Characteristics of real-life research labs Postcourse survey questions *between group ANOVA “Effect size” for Cohen’s d traditionally interpreted 0.2 = small, 0.5 = moderate, 0.8 = large Mean (SD) **within group paired samples t-test * Between group (p < .05) ** Within-group (p < .05) Cronbach’s alpha = 0.84

Results “How confident do you feel in your ability to execute the following biology lab-based tasks?” Scale = 1 (not confident) 2 (somewhat confident) 3 (confident) 4 (very confident) Pre/Postcourse survey questions *between group ANOVA “Effect size” for Cohen’s d traditionally interpreted 0.2 = small, 0.5 = moderate, 0.8 = large Mean (SD) **within group paired samples t-test * Between group (p < .05) ** Within-group (p < .05) Cronbach’s alpha = 0.86

Results “What is your level of interest for doing the following research-related experiences?” Scale = 1 (strong disinterest) 2 (disinterest) 3 (interest) 4 (strong interest) Pre/Postcourse survey questions *between group ANOVA “Effect size” for Cohen’s d traditionally interpreted 0.2 = small, 0.5 = moderate, 0.8 = large Mean (SD) **within group paired samples t-test * Between group (p < .05) ** Within-group (p < .05) Cronbach’s alpha = 0.77

Statistically Significant Results Discussion Statistically Significant Results Experimental group compared to cookbook lab group - Increased preference for aspects of course structure - Increased self confidence in performing lab techniques - More positive attitude toward authentic research components - Greater recognition of research components in class - Greater interest in pursuing further biology research

Conclusions Provides evidence that authentic research-based biology labs impact student affective outcomes Provides evidence to support recommendations that lab courses should incorporate authentic research Future studies are to include larger, randomly-selected sample size Future studies are to include measurement of student achievement outcomes

References American Association for the Advancement of Science. 2010. Vision and change in undergraduate biology education: A call to action. Report. Washington (DC); [cited 2012 Oct 10]. Available from: http://visionandchange.org/files/2010/03/VC_report.pdf Cox DD, Davis LV. 1972. The context of biological education: The case for change. Washington (DC): American Institute of Biological Sciences. Holt CE, Abramoff P, Wilcox LV, Abell DL. 1969. Investigative laboratory programs in biology: A position paper of the commission on undergraduate education in the biological sciences. Bioscience 19: 1104-1107. McComas W. 2005. Laboratory instruction in the service of science teaching and learning. Science Teacher 27(7): 24-29. Modell HI, Michael JA. 1993. Promoting active learning in the life sciences classroom: Defining the issues. Annals of the N.Y. Acad. Of Sciences 701: 1-7. National Research Council. 2003. BIO 2010: Transforming undergraduate education for future research biologists. Washington (DC): National Academies Press. Weaver GC, Russell CB, Wink CJ. 2008. Inquiry-based and research-based laboratory pedagogies in undergraduate science. Nature Chemical Biology 4: 577-580.