Biotechnology labs reinvented through experiential learning: Enhancing student outcomes through the “flipped lab”

Geng, Fei; Alani, Faiez

doi:10.24908/pceea.v0i0.5749

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…The use of the inquiry approach to teach laboratory experiments to undergraduate students showed various advantages, including stimulation of students' interest toward the subject (Ketpichainarong et al, 2010). It becomes more meaningful when students are involved in designing and carrying out laboratory experiments and presenting the results (Geng & Alani, 2015).…”

Section: Literature Review Biotechnology Teaching Methodsmentioning

confidence: 99%

Teaching and Learning Biotechnology at University of Rwanda - College of Science and Technology: The Assessment of Teaching Practices and Learning Styles for Biotechnology Concepts Understanding

Ndikumana,

Mugabo,

Nsabimana

2024

IJLTER

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This study addresses the crucial need for assessing teaching practices and learning styles to improve students' understanding of biotechnological concepts and enhance overall learning outcomes. A mixed-method research design was adopted to collect and analyse data. The quantitative data were analysed descriptively, while qualitative data were analysed by thematic analysis. The sample consisted of two (2) teachers and 109 students. The techniques for sampling were convenience sampling for the survey and purposive sampling for the interview. Both teachers and students were involved in teaching and learning biotechnology courses related to the crop improvement. Questionnaires, interview, and classroom observation were used to collect data, which were quantitatively and qualitatively analysed. The study found that teaching methods such as semi-formal lectures, PowerPoint presentations, interactive lectures, blended methods, student presentations, and audio-visual techniques were commonly used. Formal authority, expert, and personal teaching styles were prevalent, with the facilitator style being the least utilized. Students primarily learn through auditory and reading styles, occasionally incorporating visual elements. Despite the emphasis on collaborative learning, student-based activities were not given significant consideration. The spectrum of these practices comprised a mix of student- and teacher-centred approaches with the dominance of the teacher-centred method. Thus, for effective teaching and learning, the present study suggests future research on the implementation of new innovative teaching strategies to help all students to develop autonomy and to learn according to their diversities regarding their learning styles.

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Section: Literature Review Biotechnology Teaching Methodsmentioning

confidence: 99%

Teaching and Learning Biotechnology at University of Rwanda - College of Science and Technology: The Assessment of Teaching Practices and Learning Styles for Biotechnology Concepts Understanding

Ndikumana,

Mugabo,

Nsabimana

2024

IJLTER

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“…Key to success in biotechnology classes is the integration of theory with practice. Biotechnology laboratory teaching will be more effective when students can play an active role in laboratory design and procedures [22].…”

Section: Teaching Of Genetics and Biotechnology Topicsmentioning

confidence: 99%

The Impact of Innovative Teaching Approaches on Biotechnology Knowledge and Laboratory Experiences of Science Teachers

Orhan

Sahin

2018

Education Sciences

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The current study presents an evaluation of the laboratory instructional tasks prepared based on innovative teaching approaches (research-inquiry, problem solving, project, argumentation and web-based interdisciplinary learning approaches) designed to enhance science teachers’ biotechnology knowledge, awareness and laboratory experiences. The laboratory instructional tasks developed by the researchers aim to improve the laboratory experiences, as well as support the teaching of biotechnology through innovative teaching approaches. For this purpose, in-service training course titled Biotechnology Education Practices was conducted with the voluntary participation of science teachers (n = 17). The current study employed the embedded design. The quantitative part of the embedded design is designed as the single group pretest-posttest model and the qualitative part of it is designed as the case study. The data of the current study were collected through the Biotechnology Awareness Questionnaire, Biotechnology Evaluation Questions, The Laboratory Self-Evaluation form and worksheets. The results obtained from the analyses revealed that the instructional tasks conducted within the context of the Biotechnology Education Practices resulted in significant effects on the science teachers’ biotechnology knowledge and awareness and that the innovative teaching approaches were effective in developing the science teachers’ laboratory experiences. It would be useful to use laboratory instructional tasks enriched with innovative teaching approaches in teaching biotechnology subjects.

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“…Lebih lanjut, Orhan (2018) melaporkan bahwa pembelajaran yang inovatif yang didukung dengan kegiatan hands-on dapat meningkatkan pengetahuan dan pengalaman laboratorium bioteknologi calon guru biologi dalam melakukan penelitian biologi molekuler yang berkaitan dengan micropippeting dan elektroforesis. Kegiatan laboratorium mengenai dasar-dasar teknik laboratorium pada penelitian bioteknologi berbasis biologi molekuler penting diberikan kepada mahasiswa calon guru biologi agar mereka tidak hanya mempelajari teori suatu konsep, akan tetapi mempunyai pengalaman dalam melakukan teknik penelitian secara real agar pembelajaran dapat bersifat konstektual dan bermakna (Geng & Alani, 2015).…”

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Persepsi dan Kebutuhan Mahasiswa Calon Guru Biologi terhadap Media Pembelajaran Bioteknologi

Wang

Lestari

Suarsini

2021

Jur.Pend.Teo.Pen.Peng.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study aims to reveal the perceptions and needs of pre-service biology teachers on biotechnology learning and their need for instructional media, especially on the topic of basic molecular biology techniques. This descriptive quantitative study was done purposively on 42 students who have completed the biotechnology lectures in Biology Education Program, Universitas Negeri Malang. The data collection instruments consisted of a biotechnology topic difficulty survey questionnaire and a felt needs questionnaire. The questionnaire response data analyzed using descriptive statistics showed that students perceived the laboratory activity of basic molecular biology techniques as a moderate level. On average, all students performed DNA analysis techniques, and only 55% of all students performed protein analysis techniques. Overall, students have feelings, understanding, and confidence at a moderate level, while they feel they have excellent learning assistance. Even so, students feel they need learning resources in the form of research-based multimedia to support learning on the topic of practicum on molecular biology analysis techniques, especially in protein analysis techniques. Research-based protein analysis techniques multimedia that is suitable for students' university cognitive development are considered to be developed in supporting biotechnology learning for pre-service biology teachers.</p><p class="Abstract"><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan untuk mengungkapkan persepsi dan kebutuhan calon guru biologi terhadap pembelajaran bioteknologi dan kebutuhan mereka akan media pembelajaran khususnya pada topik teknik dasar biologi molekuler. Penelitian kuantitatif deskriptif ini dilakukan secara purposive pada 42 mahasiswa yang telah menyelesaikan perkuliahan bioteknologi di Program Studi Pendidikan Biologi Universitas Negeri Malang. Instrumen pengumpulan data terdiri dari kuesioner survei kesulitan topik bioteknologi dan kuesioner kebutuhan yang dirasakan (<em>felt needs</em>). Data tanggapan angket yang dianalisis menggunakan statistik deskriptif menunjukkan bahwa tingkat kesulitan aktivitas laboratorium teknik dasar biologi molekuler dianggap dalam kategori sedang. Rata-rata semua siswa melakukan teknik analisis DNA, dan hanya 55% dari seluruh siswa yang melakukan teknik analisis protein. Secara keseluruhan, siswa memiliki perasaan, pemahaman, dan kepercayaan diri pada tingkat sedang, sementara mereka merasa memiliki bantuan belajar yang sangat baik. Meski begitu, mahasiswa merasa membutuhkan sumber belajar berupa multimedia berbasis penelitian untuk mendukung pembelajaran pada topik praktikum teknik analisis biologi molekuler khususnya teknik analisis protein. Multimedia teknik analisis protein berbasis penelitian yang sesuai untuk perkembangan kognitif mahasiswa dinilai dapat dikembangkan dalam mendukung pembelajaran bioteknologi bagi calon guru biologi.</p></td></tr></tbody></table></div>

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Biotechnology labs reinvented through experiential learning: Enhancing student outcomes through the “flipped lab”

Cited by 3 publications

References 2 publications

Teaching and Learning Biotechnology at University of Rwanda - College of Science and Technology: The Assessment of Teaching Practices and Learning Styles for Biotechnology Concepts Understanding

Teaching and Learning Biotechnology at University of Rwanda - College of Science and Technology: The Assessment of Teaching Practices and Learning Styles for Biotechnology Concepts Understanding

The Impact of Innovative Teaching Approaches on Biotechnology Knowledge and Laboratory Experiences of Science Teachers

Persepsi dan Kebutuhan Mahasiswa Calon Guru Biologi terhadap Media Pembelajaran Bioteknologi

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