The Biology Experimental Design Challenge: An Interactive Approach to Enhance Students’ Understanding of Scientific Inquiry in the Context of an Introductory Biology Course

The scientific method serves as a procedural framework for advancing knowledge and discoveries in a number of fields, including the natural and life sciences. Despite its essential role in these disciplines, students often perceive the scientific method to be a fact-driven, linear pursuit, rather th...

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Autor principal:	Jeffrey T. Olimpo
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2015
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/493aa308f4ac4eeebe01ce7738bbb292
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spelling	oai:doaj.org-article:493aa308f4ac4eeebe01ce7738bbb2922021-11-15T15:04:05ZThe Biology Experimental Design Challenge: An Interactive Approach to Enhance Students’ Understanding of Scientific Inquiry in the Context of an Introductory Biology Course10.1128/jmbe.v16i1.8171935-78851935-7877https://doaj.org/article/493aa308f4ac4eeebe01ce7738bbb2922015-05-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v16i1.817https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885The scientific method serves as a procedural framework for advancing knowledge and discoveries in a number of fields, including the natural and life sciences. Despite its essential role in these disciplines, students often perceive the scientific method to be a fact-driven, linear pursuit, rather than a dynamic process. To address this concern, I developed the Biology Experimental Design Challenge (BEDC) game to reinforce students’ understanding of the scientific process. Specifically, the group activity focused on students’: a) ability to develop testable hypotheses; b) determine suitable dependent, independent, and control variables for their proposed experiment; c) interpret data to draw evidence-based claims; and d) pose questions for future research. This process was punctuated with opportunities for each group to receive feedback from other teams regarding their experimental design, creating discussion and occasional collaboration between groups. In this paper, I present methods for implementing the activity, as well as provide evidence that demonstrates student pre-/post-activity learning gains achieved as a result of implementation of the BEDC in a first-semester introductory biology discussion course.Jeffrey T. OlimpoAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 16, Iss 1, Pp 75-76 (2015)
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 Jeffrey T. Olimpo The Biology Experimental Design Challenge: An Interactive Approach to Enhance Students’ Understanding of Scientific Inquiry in the Context of an Introductory Biology Course
description	The scientific method serves as a procedural framework for advancing knowledge and discoveries in a number of fields, including the natural and life sciences. Despite its essential role in these disciplines, students often perceive the scientific method to be a fact-driven, linear pursuit, rather than a dynamic process. To address this concern, I developed the Biology Experimental Design Challenge (BEDC) game to reinforce students’ understanding of the scientific process. Specifically, the group activity focused on students’: a) ability to develop testable hypotheses; b) determine suitable dependent, independent, and control variables for their proposed experiment; c) interpret data to draw evidence-based claims; and d) pose questions for future research. This process was punctuated with opportunities for each group to receive feedback from other teams regarding their experimental design, creating discussion and occasional collaboration between groups. In this paper, I present methods for implementing the activity, as well as provide evidence that demonstrates student pre-/post-activity learning gains achieved as a result of implementation of the BEDC in a first-semester introductory biology discussion course.
format	article
author	Jeffrey T. Olimpo
author_facet	Jeffrey T. Olimpo
author_sort	Jeffrey T. Olimpo
title	The Biology Experimental Design Challenge: An Interactive Approach to Enhance Students’ Understanding of Scientific Inquiry in the Context of an Introductory Biology Course
title_short	The Biology Experimental Design Challenge: An Interactive Approach to Enhance Students’ Understanding of Scientific Inquiry in the Context of an Introductory Biology Course
title_full	The Biology Experimental Design Challenge: An Interactive Approach to Enhance Students’ Understanding of Scientific Inquiry in the Context of an Introductory Biology Course
title_fullStr	The Biology Experimental Design Challenge: An Interactive Approach to Enhance Students’ Understanding of Scientific Inquiry in the Context of an Introductory Biology Course
title_full_unstemmed	The Biology Experimental Design Challenge: An Interactive Approach to Enhance Students’ Understanding of Scientific Inquiry in the Context of an Introductory Biology Course
title_sort	biology experimental design challenge: an interactive approach to enhance students’ understanding of scientific inquiry in the context of an introductory biology course
publisher	American Society for Microbiology
publishDate	2015
url	https://doaj.org/article/493aa308f4ac4eeebe01ce7738bbb292
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The Biology Experimental Design Challenge: An Interactive Approach to Enhance Students’ Understanding of Scientific Inquiry in the Context of an Introductory Biology Course

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