Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors

Abstract

In this study, we investigated a pedagogical innovation in an undergraduate microbiology course, Microbes and Society, for non-microbiology majors and education majors. The aim was to improve students’ understanding by connecting their science experience to their areas of interest. Based on this idea of teaching, we redesigned the laboratory portion of a microbiology course. We had students in the laboratory component choose their areas of interest and use the areas as a framework for understanding science and how it influences and shapes the world around them. This course was part of a longitudinal project (Project Nexus) which prepares, supports, and sustains upper elementary and middle-level specialist science teachers. We used a battery of data collection instruments. We analyzed all data in several dimensions including using active-learning techniques, forming linkages between science and teaching, and connecting science and society. Our hypothesis was that we could promote science for all by connecting the diverse students’ areas of interest in science to the laboratory’s curriculum. We assessed the success of achieving our goal by using researchers’ observations, the instructors’ perspectives, and students’ feedback. Our findings suggested that this course was appreciated by the students, especially education majors, who recognized the innovations as engaging and worthwhile.

Lab Safety and Bioterrorism Readiness Curricula Using Active Learning and Hands-on Strategies as Continuing Education for Medical Technologists

“…Additional content was provided according to Klietmann and Ruoff, with modifications (16). Curricular components were designed to engage laboratory personnel in higherorder thinking exercises (18,19) via small group didactic interactions guided by (1) content materials presented by PowerPoint ® (Redmond, WA) software, (2) active learning exercises, and (3) hands-on laboratory exercises. PowerPoint slides and ancillary materials were presented and provided to students, however, these were used as reference material to drive conversations relating work practice and new guidelines for laboratory safety and microbiology methods, rather than for a more traditional undergraduate lecturebased didactic (1,8).…”

“…To develop a successful adult curriculum, active learning strategies (e.g., problem-based learning, inquiry-based laboratories, hands-on investigations, interrupted case studies (25), and concept inventories (18)) are used in place of the traditional Socratic method or "the lecture" so as to engage learners in scientific discourse and sharing of successful on-the-job strategies. Ultimately, the curriculum can be developed to include even more transformative learning strategies (19). The proposed pedagogical methodologies span the cognitive learning outcomes predicted by Bloom (4), Paul and Elder (21), and Domin (9), as similarly shown to extend undergraduate student learning successes.…”

Lab Safety and Bioterrorism Readiness Curricula Using Active Learning and Hands-on Strategies as Continuing Education for Medical Technologists

“…Additional content was provided according to Klietmann and Ruoff, with modifications (16). Curricular components were designed to engage laboratory personnel in higherorder thinking exercises (18,19) via small group didactic interactions guided by (1) content materials presented by PowerPoint ® (Redmond, WA) software, (2) active learning exercises, and (3) hands-on laboratory exercises. PowerPoint slides and ancillary materials were presented and provided to students, however, these were used as reference material to drive conversations relating work practice and new guidelines for laboratory safety and microbiology methods, rather than for a more traditional undergraduate lecturebased didactic (1,8).…”

“…To develop a successful adult curriculum, active learning strategies (e.g., problem-based learning, inquiry-based laboratories, hands-on investigations, interrupted case studies (25), and concept inventories (18)) are used in place of the traditional Socratic method or "the lecture" so as to engage learners in scientific discourse and sharing of successful on-the-job strategies. Ultimately, the curriculum can be developed to include even more transformative learning strategies (19). The proposed pedagogical methodologies span the cognitive learning outcomes predicted by Bloom (4), Paul and Elder (21), and Domin (9), as similarly shown to extend undergraduate student learning successes.…”

Is virtuality close enough to reality? A comparison of the effectiveness of simulations with traditional laboratory activities in a high school biology class

“…They suggest that this is such an important component of the laboratory experience that students should be assessed on their ability to problem solve in addition to the intended lab outcomes. Marbach-Ad et. al (2009) conducted a study of integrating the use of simulations with wet labs, multi-media and small group discussions to promote interest in microbiology for non-majors.…”