Undergraduate Molecular Biology: An Inquiry-Based Curriculum and Learning Assessment
Abstract
Lab-based, experiential learning is critical for molecular biology students; however, the method of delivery can impact learning outcomes. Teaching in a sequential fashion allows students to learn the individual techniques, but they often have difficulty moving beyond a rudimentary understanding. The goal of this NSF-funded project was to evaluate the effectiveness of project-based learning to move students toward higher-order thinking in molecular biology applications. Mixed method learning assessment was completed over three semesters. Most students indicated a high satisfaction level with the learning environment, as they felt empowered to learn and significantly increased confidence in their abilities by the end of the course. Analysis of student learning indicated substantial mastery of content and retention of the material throughout the semester and identified particular concepts that the students found challenging. Overall, the results indicated that inquiry-based learning was an effective method for enhancing student learning and application of molecular biology concepts.
Location
Room 1908 A, B, C, D
Recommended Citation
Regassa, Laura, "Undergraduate Molecular Biology: An Inquiry-Based Curriculum and Learning Assessment " (2007). SoTL Commons Conference. 48.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/48
Undergraduate Molecular Biology: An Inquiry-Based Curriculum and Learning Assessment
Room 1908 A, B, C, D
Lab-based, experiential learning is critical for molecular biology students; however, the method of delivery can impact learning outcomes. Teaching in a sequential fashion allows students to learn the individual techniques, but they often have difficulty moving beyond a rudimentary understanding. The goal of this NSF-funded project was to evaluate the effectiveness of project-based learning to move students toward higher-order thinking in molecular biology applications. Mixed method learning assessment was completed over three semesters. Most students indicated a high satisfaction level with the learning environment, as they felt empowered to learn and significantly increased confidence in their abilities by the end of the course. Analysis of student learning indicated substantial mastery of content and retention of the material throughout the semester and identified particular concepts that the students found challenging. Overall, the results indicated that inquiry-based learning was an effective method for enhancing student learning and application of molecular biology concepts.
