Enhancing Scientific Literacy in the Undergraduate Cell Biology Laboratory Classroom

This paper describes the implementation of the Scientific Literacy in Cell Biology (SLCB) curriculum in an undergraduate biology laboratory course. The SLCB curriculum incorporated the reading and discussion of primary literature into hands-on and collaborative practical experiences. It was implemen...

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Autores principales:	Hadiya Woodham, Gili Marbach-Ad, Gretchen Downey, Erika Tomei, Katerina Thompson
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2016
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/8ef8e14b7d0642eda8369e89df45d76f
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spelling	oai:doaj.org-article:8ef8e14b7d0642eda8369e89df45d76f2021-11-15T15:13:57ZEnhancing Scientific Literacy in the Undergraduate Cell Biology Laboratory Classroom10.1128/jmbe.v17i3.11621935-78851935-7877https://doaj.org/article/8ef8e14b7d0642eda8369e89df45d76f2016-12-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v17i3.1162https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885This paper describes the implementation of the Scientific Literacy in Cell Biology (SLCB) curriculum in an undergraduate biology laboratory course. The SLCB curriculum incorporated the reading and discussion of primary literature into hands-on and collaborative practical experiences. It was implemented in five stages over an 11-week period, during which students were also introduced to the theory and practice of common cell biology techniques. We report on the effectiveness of the course, as measured by pre- and post-course survey data probing students’ content knowledge and their level of familiarity, confidence, and experience with different skills pertaining to analyzing (reading, interpreting, and discussing) primary literature. In the spring 2015 semester, 287 (72%) of the 396 students who were enrolled in the laboratory completed both the pre- and post-course survey. The average score on the content questions of the post-course survey was significantly higher (p < 0.0001) than the average score on the pre-course survey. Students reported that they gained greater familiarity, experience, and confidence in the skills that were measured. Our findings may aid in reforming higher-education science laboratory courses to better promote writing, reading, data processing, and presentation skills. Journal of Microbiology & Biology EducationHadiya WoodhamGili Marbach-AdGretchen DowneyErika TomeiKaterina ThompsonAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 17, Iss 3, Pp 458-465 (2016)
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 Hadiya Woodham Gili Marbach-Ad Gretchen Downey Erika Tomei Katerina Thompson Enhancing Scientific Literacy in the Undergraduate Cell Biology Laboratory Classroom
description	This paper describes the implementation of the Scientific Literacy in Cell Biology (SLCB) curriculum in an undergraduate biology laboratory course. The SLCB curriculum incorporated the reading and discussion of primary literature into hands-on and collaborative practical experiences. It was implemented in five stages over an 11-week period, during which students were also introduced to the theory and practice of common cell biology techniques. We report on the effectiveness of the course, as measured by pre- and post-course survey data probing students’ content knowledge and their level of familiarity, confidence, and experience with different skills pertaining to analyzing (reading, interpreting, and discussing) primary literature. In the spring 2015 semester, 287 (72%) of the 396 students who were enrolled in the laboratory completed both the pre- and post-course survey. The average score on the content questions of the post-course survey was significantly higher (p < 0.0001) than the average score on the pre-course survey. Students reported that they gained greater familiarity, experience, and confidence in the skills that were measured. Our findings may aid in reforming higher-education science laboratory courses to better promote writing, reading, data processing, and presentation skills. Journal of Microbiology & Biology Education
format	article
author	Hadiya Woodham Gili Marbach-Ad Gretchen Downey Erika Tomei Katerina Thompson
author_facet	Hadiya Woodham Gili Marbach-Ad Gretchen Downey Erika Tomei Katerina Thompson
author_sort	Hadiya Woodham
title	Enhancing Scientific Literacy in the Undergraduate Cell Biology Laboratory Classroom
title_short	Enhancing Scientific Literacy in the Undergraduate Cell Biology Laboratory Classroom
title_full	Enhancing Scientific Literacy in the Undergraduate Cell Biology Laboratory Classroom
title_fullStr	Enhancing Scientific Literacy in the Undergraduate Cell Biology Laboratory Classroom
title_full_unstemmed	Enhancing Scientific Literacy in the Undergraduate Cell Biology Laboratory Classroom
title_sort	enhancing scientific literacy in the undergraduate cell biology laboratory classroom
publisher	American Society for Microbiology
publishDate	2016
url	https://doaj.org/article/8ef8e14b7d0642eda8369e89df45d76f
work_keys_str_mv	AT hadiyawoodham enhancingscientificliteracyintheundergraduatecellbiologylaboratoryclassroom AT gilimarbachad enhancingscientificliteracyintheundergraduatecellbiologylaboratoryclassroom AT gretchendowney enhancingscientificliteracyintheundergraduatecellbiologylaboratoryclassroom AT erikatomei enhancingscientificliteracyintheundergraduatecellbiologylaboratoryclassroom AT katerinathompson enhancingscientificliteracyintheundergraduatecellbiologylaboratoryclassroom
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Enhancing Scientific Literacy in the Undergraduate Cell Biology Laboratory Classroom

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