Microbes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab

In this laboratory exercise, students were taught concepts of microbiology and scientific process through an everyday activity — cosmetic use. The students’ goals for the lab were to develop a hypothesis regarding microbial contamination in cosmetics, learn techniques to culture and differentiate mi...

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Autores principales:	Kathryn M. Burleson, Betsy M. Martinez-Vaz
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2011
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/61671464fde14d58bb0b955a7fa3e36b
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spelling	oai:doaj.org-article:61671464fde14d58bb0b955a7fa3e36b2021-11-15T15:03:24ZMicrobes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab10.1128/jmbe.v12i2.3201935-78851935-7877https://doaj.org/article/61671464fde14d58bb0b955a7fa3e36b2011-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v12i2.320https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885In this laboratory exercise, students were taught concepts of microbiology and scientific process through an everyday activity — cosmetic use. The students’ goals for the lab were to develop a hypothesis regarding microbial contamination in cosmetics, learn techniques to culture and differentiate microorganisms from cosmetics, and propose best practices in cosmetics use based on their findings. Prior to the lab, students took a pretest to assess their knowledge of scientific hypotheses, microbiology, and cosmetic safety. In the first week, students were introduced to microbiological concepts and methodologies, and cosmetic terminology and safety. Students completed a hypothesis-writing exercise before formulating and testing their own hypotheses regarding cosmetic contamination. Students provided a cosmetic of their own and, in consultation with their lab group, chose one product for testing. Samples were serially diluted and plated on a variety of selective media. In the second week, students analyzed their plates to determine the presence and diversity of microbes and if their hypotheses were supported. Students completed a worksheet of their results and were given a posttest to assess their knowledge. Average test scores improved from 5.2 (pretest) to 7.8 (posttest), with p-values < 0.0001. Seventy-nine percent (79%) of students correctly identified hypotheses that were not falsifiable or lacked variables, and 89% of students improved their scores on questions concerning safe cosmetic use. Ninety-one percent (91%) of students demonstrated increased knowledge of microbial concepts and methods. Based on our results, this lab is an easy, yet effective, way to enhance knowledge of scientific concepts for nonmajors, while maintaining relevance to everyday life.Kathryn M. BurlesonBetsy M. Martinez-VazAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 12, Iss 2, Pp 166-175 (2011)
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 Kathryn M. Burleson Betsy M. Martinez-Vaz Microbes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab
description	In this laboratory exercise, students were taught concepts of microbiology and scientific process through an everyday activity — cosmetic use. The students’ goals for the lab were to develop a hypothesis regarding microbial contamination in cosmetics, learn techniques to culture and differentiate microorganisms from cosmetics, and propose best practices in cosmetics use based on their findings. Prior to the lab, students took a pretest to assess their knowledge of scientific hypotheses, microbiology, and cosmetic safety. In the first week, students were introduced to microbiological concepts and methodologies, and cosmetic terminology and safety. Students completed a hypothesis-writing exercise before formulating and testing their own hypotheses regarding cosmetic contamination. Students provided a cosmetic of their own and, in consultation with their lab group, chose one product for testing. Samples were serially diluted and plated on a variety of selective media. In the second week, students analyzed their plates to determine the presence and diversity of microbes and if their hypotheses were supported. Students completed a worksheet of their results and were given a posttest to assess their knowledge. Average test scores improved from 5.2 (pretest) to 7.8 (posttest), with p-values < 0.0001. Seventy-nine percent (79%) of students correctly identified hypotheses that were not falsifiable or lacked variables, and 89% of students improved their scores on questions concerning safe cosmetic use. Ninety-one percent (91%) of students demonstrated increased knowledge of microbial concepts and methods. Based on our results, this lab is an easy, yet effective, way to enhance knowledge of scientific concepts for nonmajors, while maintaining relevance to everyday life.
format	article
author	Kathryn M. Burleson Betsy M. Martinez-Vaz
author_facet	Kathryn M. Burleson Betsy M. Martinez-Vaz
author_sort	Kathryn M. Burleson
title	Microbes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab
title_short	Microbes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab
title_full	Microbes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab
title_fullStr	Microbes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab
title_full_unstemmed	Microbes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab
title_sort	microbes in mascara: hypothesis-driven research in a nonmajor biology lab
publisher	American Society for Microbiology
publishDate	2011
url	https://doaj.org/article/61671464fde14d58bb0b955a7fa3e36b
work_keys_str_mv	AT kathrynmburleson microbesinmascarahypothesisdrivenresearchinanonmajorbiologylab AT betsymmartinezvaz microbesinmascarahypothesisdrivenresearchinanonmajorbiologylab
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Microbes in Mascara: Hypothesis-Driven Research in a Nonmajor Biology Lab

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