Responses to the COVID-19 Pandemic by the Biochemistry Authentic Scientific Inquiry Lab (BASIL) CURE Consortium: Reflections and a Case Study on the Switch to Remote Learning

Sikora, Arthur; Irby, Stefan M.; Hall, Bonnie L.; Mills, Stephen A.; Koeppe, Julia R.; Pikaart, Michael J.; Wilner, Samantha E.; Craig, P.; Roberts, Rebecca

doi:10.1021/acs.jchemed.0c00729

Cited by 15 publications

(33 citation statements)

References 22 publications

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“…Motivation was perceived to decrease for the students who had to rely on others’ data rather than their own. 92 Eighty-one percent of responding analytical chemistry students in two different courses at Complutense University (Madrid, Spain) (46% response rate combined), where they watched videos, analyzed sample data, and presented orally to the class, preferred f2f over remote, although they still rated their instructors and the teaching favorably. 84 …”

Section: Student Outcomesmentioning

confidence: 99%

“…Biochemistry CURE instructors at five American institutions also predicted that their students would have been less successful in the remote portion of the course if they had not had their earlier f2f experiences; this prediction is tentatively supported by a comparison to historical data, which showed student learning gains in knowledge–experience–confidence were lower than for previous students. 92 A survey of physics students at five universities in Europe also found that, of 220 students who reported that their laboratories transitioned to an online format, the first-year students were significantly more likely than second-year students to report that the remote laboratories did not help them develop experimental skills; 135 presumably the second-year students felt they had greater development partly because they were able to use their prior knowledge in laboratories to extract useful information from their remote learning. Tellingly, the type of student did not significantly differ in their perception of their content knowledge development.…”

Section: Considering the Role Of Prior F2f Laboratoriesmentioning

confidence: 99%

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LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic

Kelley

2021

J. Chem. Educ.

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The role and efficacy of the laboratory in chemical education have recently been a subject of renewed discussion as researchers are called upon to address the question of whether laboratory education lives up to expectations. The COVID-19 pandemic, which forced most of the global student population to temporarily adopt remote learning, offers an unparalleled case study to investigate types of outcomes resulting from a variety of adjustments made to laboratory education. This scoping review article focuses on the reports of laboratory learning in chemistry and closely related disciplines during COVID-19 to analyze the types of adjustments made to laboratory curricula and the immediate effect of these adjustments on students. The aggregated findings suggest that a lack of hands-on laboratory experience was detrimental to certain types of learning and engagement but that other types of learning were successfully achieved remotely. For researchers, departments, and university administrators, the differentiation in these findings could help inform the ongoing discussion about the future of laboratory education. For instructors and student support staff, the findings indicate potential areas of deficiency and strength for the COVID-19 student cohort going forward. Finally, a laboratory learning theory and pedagogy are proposed to guide the use of the laboratory in chemical education and potentially in other laboratory-based sciences as well.

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Section: Student Outcomesmentioning

confidence: 99%

Section: Considering the Role Of Prior F2f Laboratoriesmentioning

confidence: 99%

LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic

Kelley

2021

J. Chem. Educ.

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“…The COVID-19 pandemic has almost ended the historical debate on whether we should broadly engage students in computer supported inquiry learning (CoSIL). An increasing number of educators has started to realize the critical merit of CoSIL when participating in in-person scientific practices with students is not viable (Sikora et al 2020 ). CoSIL allows students to investigate phenomena and figure out problems in virtual environments which are safe, low-cost, and self-paced; however, CoSIL is also highly self-regulated and requires guidance for students to feasibly and deeply engage in virtual activities.…”

Section: Impact and Valuementioning

confidence: 99%

Advancing automatic guidance in virtual science inquiry: from ease of use to personalization

Zhai

2021

Education Tech Research Dev

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This article is in response to the review entitled "Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review" (Zacharia et al. in Educ Technol Res Dev 63(2): 257-302). As COVID-19 alerts us to shift science education to digital when in-person schooling is not viable, one approach to facilitate this shift, as reviewed by Zacharia et al. (2015), is to involve students in computer supported inquiry learning (CoSIL) with appropriate guidance. As CoSIL guidance is critical to student success in CoSIL, Zacharia et al. (2015) contribute to our knowledge by systematically reviewing the forms and the efficacy of such guidance tools that are associated with each phase of scientific inquiry. With such knowledge we may develop decent guidance so that students can experience scientific inquiry virtually as they used to do inperson. Zacharia et al. (2015) indicated that the various guidance tools had increased the ease of use of CoSIL but failed in personalizing CoSIL to individual students. I agree with Zacharia et al. that the personalization of CoSIL guidance is vital. Further, I argue that the emergent machine learning may significantly increase the personalization of CoSIL without burdening teachers. I conclude the essay with suggestions to further investigate the cognitive needs of students in CoSIL and integrate the content, CoSIL, and guidance tools, as a way to move forward the personalization of CoSIL.

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“…An effective biochemistry laboratory could facilitate the strengthening of concept learning [3]. Ideally, the laboratory exercises should be designed to promote students to be able to formulate question related to the observed-phenomenon, capable to design and carryout an experimental strategy, to collect and critically analyse the results, to reach conclusion, and to decide whether further experiments should be conducted to answer the questions or new additional questions that may have come from the investigations [4].…”

Section: Introductionmentioning

confidence: 99%

Local Material-Based DNA Experiment (LMBE)

Supriyanti¹,

Gumilar²,

Munawaroh³

et al. 2021

Advances in Social Science, Education and Humanities Research

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The COVID-19 pandemic has led to the implementation of e-learning to ensure the teaching process does not halt utterly due to the crisis. However, e-learning courses alone are less adequate to provide hands-on skills regarding laboratory experiments. The course designed emphasizes the development of student practical chemistry skills and creativity in conducting isolation and detection of DNA at home. The context of "varieties of tomatoes" provides students with an opportunity to study how genetics affects phenotype and how to see fruits DNA through an experiment. In this experiment, students were exposed to scientific methods and started their activity by defining the problem. The lab format also provides students to analyze the basic principle functions of each reagent used for DNA extraction and was challenged to explore alternative compounds to substitute standard chemicals. Afterwards, the students designed local material-based experiments (LMBE), as the way to develop creative and practical chemistry skills including critical analysis on the alternative experimental design, primary results interpretation and analysis, and scientific writing. In the second part, the students were introduced to learn the principles of electrophoresis as one of the molecular genetics techniques and built their homemade electrophoresis to visualize the extracted DNA from previous activity. To this end, the LMBE is serving an alternative approach to the aim of developing students' practical and creativity skills in biochemistry laboratory during stay at home.

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Responses to the COVID-19 Pandemic by the Biochemistry Authentic Scientific Inquiry Lab (BASIL) CURE Consortium: Reflections and a Case Study on the Switch to Remote Learning

Cited by 15 publications

References 22 publications

LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic

LAB Theory, HLAB Pedagogy, and Review of Laboratory Learning in Chemistry during the COVID-19 Pandemic

Advancing automatic guidance in virtual science inquiry: from ease of use to personalization

Local Material-Based DNA Experiment (LMBE)

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