Authentic Inquiry through Modeling in Biology (AIM-Bio): An Introductory Laboratory Curriculum That Increases Undergraduates’ Scientific Agency and Skills

Abstract

Providing opportunities for science, technology, engineering, and mathematics undergraduates to engage in authentic scientific practices is likely to influence their view of science and may impact their decision to persist through graduation. Laboratory courses provide a natural place to introduce students to scientific practices, but existing curricula often miss this opportunity by focusing on confirming science content rather than exploring authentic questions. Integrating authentic science within laboratory courses is particularly challenging at high-enrollment institutions and community colleges, where access to research-active faculty may be limiting. The Authentic Inquiry through Modeling in Biology (AIM-Bio) curriculum presented here engages students in authentic scientific practices through iterative cycles of model generation, testing, and revision. AIM-Bio university and community college students demonstrated their ability to propose diverse models for biological phenomena, formulate and address hypotheses by designing and conducting experiments, and collaborate with classmates to revise models based on experimental data. Assessments demonstrated that AIM-Bio students had an enhanced sense of project ownership and greater identification as scientists compared with students in existing laboratory courses. AIM-Bio students also experienced measurable gains in their nature of science understanding and skills for doing science. Our results suggest AIM-Bio as a potential alternative to more resource-intensive curricula with similar outcomes.

BioSkills Guide: Development and National Validation of a Tool for Interpreting theVision and ChangeCore Competencies

“…Such literature defines models and promotes their use based on their ability to help students (and scientists) develop new insights (Gouvea and Passmore, 2017). Indeed, building and interpreting conceptual models supports learning of other competencies and concepts, including data interpretation (Zagallo et al, 2016), study design (Hester et al, 2018), systems thinking (Dauer et al, 2013(Dauer et al, , 2019Bergan-Roller et al, 2018), and evolution (Speth et al, 2014). Proponents of incorporating drawing into the undergraduate biology curriculum have made similar arguments to increase the scope of modeling as a competency (Quillin and Thomas, 2015).…”

BioSkills Guide: Development and National Validation of a Tool for Interpreting the Vision and Change Core Competencies

“…Such literature defines models and promotes their use based on their ability to help students (and scientists) develop new insights (Gouvea & Passmore, 2017). Indeed, building and interpreting conceptual models supports learning of other competencies and concepts, including data interpretation (Zagallo, Meddleton, & Bolger, 2016), study design (Hester et al, 2018), systems thinking (Bergan-Roller, Galt, Chizinski, Helikar, & Dauer, 2018;Dauer et al, 2019;Dauer, Momsen, Speth, Makohon-Moore, & Long, 2013), and evolution (Speth et al, 2014). Proponents of incorporating drawing into the undergraduate biology curriculum have made similar arguments to increase the scope of Modeling as a competency (Quillin & Thomas, 2015).…”

Análisis de la evolución del modelo de proteína en los libros de texto de ESO y Bachillerato españoles

“…El análisis de la adecuación del modelo construido por el alumno puede hacerse a través de una exposición descriptiva o interpretativa del concepto trabajado (Bahamonde y Gómez-Galindo 2016). Atendiendo a las ventajas que supone para el alumnado que el profesor diseñe el proceso de enseñanza alrededor de la construcción de modelos, cada vez se está tratando de implantar esta propuesta de enseñanza en más centros educativos y así lo demuestran algunas investigaciones (Maguregi, Uskola y Burgoa 2017, Hester et al 2018), aunque sigue existiendo una enorme brecha entre la investigación y la práctica educativa en las aulas de Primaria y Secundaria (Oliva 2019). Sin embargo, existen muy pocos trabajos hasta la fecha donde se haya analizado el modelo mental que los alumnos tienen sobre el concepto de proteína Hussein-Farraj 2013).…”