| |
Redesigning the Introductory Biology Laboratory Experience
Jean HeitzUniversity of Wisconsin
| Redesigned Laboratories |
- Write-ups for three of the redesigned labs are provided as examples of the way we have transformed our student’s laboratory experience.
- What Is Life? 1 and 2 Tools and Techniques Labs
What Is Life? Lab 1 (PDF, 677 KB)
What Is Life? Lab 2 (PDF, 146 KB)
Background Information on Gels (PDF, 93 KB)
- Instructor Notes for What is Life? 1 and 2
Notes for What Is Life? 1 (PDF, 49 KB)
Notes for What Is Life? 2 (PDF, 82 KB)
- What Is Life? Student Readings
Readings for What Is Life? 1 (PDF, 361 KB)
Readings for What Is Life? 2 (PDF, 97 KB)
- Dead or Alive? Research Project Lab (PDF, 88 KB)
- Instructor Notes for Dead or Alive? (PDF, 49 KB)
- Sample Student Proposal for Dead or Alive? (PDF, 20 KB)
|
| Support for Teaching the Process of Science |
- The ideas behind my Research Project labs are not new. They have considerable support in the literature
- AAAS 1989 Project 2061: Science for All Americans
"If students are expected to apply ideas in novel situations, then they must practice applying them in novel situations. If they practice only calculating answers to predictable exercises or unrealistic “word problems,” then that is all they are likely to learn. Similarly, students cannot learn to think critically, analyze information, communicate scientific ideas, make logical arguments, work as part of a team, and acquire other desirable skills unless they are permitted and encouraged to do those things over and over in many contexts."
www.project2061.org/tools/sfaaol/sfaatoc.htm
- BSCS 1993 Developing Biological Literacy: A Guide to Developing Secondary and Post-Secondary Curricula
"In this guide we make three major recommendations: the content of biology must be unified by the theory of evolution: biology classes must provide opportunities for students to experience science as a process and to understand science as a way of knowing: and programs should help students develop biological literacy."
For more information about this publication, please visit the BSCS web site at www.bscs.org
- National Science Standards 1995
Center for Science, Mathematics, and Engineering Education
"The Standards call for more "science as process," in which students learn such skills as observing, inferring and experimenting. Inquiry is central to science learning."
books.nap.edu/books/0309053269/html/2.html
- Bio2010: Transforming Undergraduate Education for Future Research Biologists (2003)
"To successfully undertake careers in research after graduation, students will need scientific knowledge, practice with experimental design, quantitative abilities, and communication skills."
"Science courses and the laboratories associated with them should cultivate the ability of students to think independently. ... They can also provide opportunities for students to work cooperatively in groups. ... They should provide students with exposure to realistic scientific questions ... Project-based laboratories are also choice arenas for developing the scientific writing, speaking and presentation skills of students." books.nap.edu/books0309085357/html/75.html
|
|
