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

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 ide...

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Autores principales:	Gili Marbach-Ad, J. Randy McGinnis, Amy H. Dai, Rebecca Pease, Kelly A. Schalk, Spencer Benson
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2009
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/3a489e3396cf4783b54ca2872c1ff885
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spelling	oai:doaj.org-article:3a489e3396cf4783b54ca2872c1ff8852021-11-15T15:03:07ZPromoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors10.1128/jmbe.v10.1001935-78851935-7877https://doaj.org/article/3a489e3396cf4783b54ca2872c1ff8852009-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v10.100https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885In 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.Gili Marbach-AdJ. Randy McGinnisAmy H. DaiRebecca PeaseKelly A. SchalkSpencer BensonAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 10, Iss 1, Pp 58-67 (2009)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Gili Marbach-Ad J. Randy McGinnis Amy H. Dai Rebecca Pease Kelly A. Schalk Spencer Benson Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors
description	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.
format	article
author	Gili Marbach-Ad J. Randy McGinnis Amy H. Dai Rebecca Pease Kelly A. Schalk Spencer Benson
author_facet	Gili Marbach-Ad J. Randy McGinnis Amy H. Dai Rebecca Pease Kelly A. Schalk Spencer Benson
author_sort	Gili Marbach-Ad
title	Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors
title_short	Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors
title_full	Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors
title_fullStr	Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors
title_full_unstemmed	Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors
title_sort	promoting science for all by way of student interest in a transformative undergraduate microbiology laboratory for nonmajors
publisher	American Society for Microbiology
publishDate	2009
url	https://doaj.org/article/3a489e3396cf4783b54ca2872c1ff885
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Promoting Science for All by Way of Student Interest in a Transformative Undergraduate Microbiology Laboratory for Nonmajors

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