Culturally relevant inquiry-based laboratory module implementations in upper-division genetics and cell biology teaching laboratories.
Culturally relevant inquiry-based laboratory module implementations in upper-division genetics and cell biology teaching laboratories.
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DOI：
10.1187/cbe.11-04-0035
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发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Carrero-Martínez FA
中科院分区：
文献类型：
--
作者：
Siritunga D;Montero-Rojas M;Carrero K;Toro G;Vélez A;Carrero-Martínez FA
如今，进入本科课程的少数族裔学生比以往任何时候都多，但他们获得的科学或工程博士学位仅占美国所有科学或工程博士学位的 6%。许多研究表明，实践研究活动增强了学生从事研究事业的兴趣。在本文中，我们提出了一个在本科教学实验室中实施实验室研究的模型，使用文化相关的方法来吸引学生。以木薯为中心主题，在高年级遗传学和细胞生物学课程中实施了实验室模块。学生们被要求从各自的城镇带来木薯样本，这使他们能够在实施结束时将现场收集的样本与农业站的已知谱系进行比较。对内容和学习认知的评估表明，我们的新颖方法使学生能够在描述波多黎各木薯特征的同时进行学习。在两个学期中，根据模块前内容知识评估中答对正确答案的学生百分比，遗传学课程最终整体提高了 66% 和 55%，细胞生物学课程整体提高了 24% 和 15%。我们提出的教学模式通过为学生提供有价值的研究技能来提高学生的专业竞争力，因为他们可以解决与他们相关的问题。
Today, more minority students are entering undergraduate programs than ever before, but they earn only 6% of all science or engineering PhDs awarded in the United States. Many studies suggest that hands-on research activities enhance students’ interest in pursuing a research career. In this paper, we present a model for the implementation of laboratory research in the undergraduate teaching laboratory using a culturally relevant approach to engage students. Laboratory modules were implemented in upper-division genetics and cell biology courses using cassava as the central theme. Students were asked to bring cassava samples from their respective towns, which allowed them to compare their field-collected samples against known lineages from agricultural stations at the end of the implementation. Assessment of content and learning perceptions revealed that our novel approach allowed students to learn while engaged in characterizing Puerto Rican cassava. In two semesters, based on the percentage of students who answered correctly in the premodule assessment for content knowledge, there was an overall improvement of 66% and 55% at the end in the genetics course and 24% and 15% in the cell biology course. Our proposed pedagogical model enhances students’ professional competitiveness by providing students with valuable research skills as they work on a problem to which they can relate.
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