Evaluation of Students Scientific and Medical Literacy After Performing Laboratory Exercises in a Microbiology Laboratory for Non-Majors

Main Article Content

Vijay Sivaraman

Abstract

Introduction to Microbes and Disease was designed to introduce students to the field of Microbiology, with a focus on medicine and disease. In this course, students develop a comprehensive understanding of the structure of biology of microbes and how the human immune system interacts with them to fight disease. All undergraduate students directed on a health science course path will benefit from this introductory course, but this course does not fulfill requirements for Biology majors. The newly developed course was developed in 2013 and was first offered in the fall semester of 2014.


Pre-assessment and post-assessment exams were used in the Microbes and Disease - Biology 2510 (Introduction to Microbes and Disease) for the spring 2017 semester in which the total enrollment was 140 students. In this study, the assessments were used to examine the confidence and competence in biological concepts and lab techniques in the biology lab course for non-majors. The assessments were evaluated quantitatively and qualitatively. Lab experiment reports were used to examine the collaboration and student-learning occurring in lab. Grades for individual assessments and laboratory reports were collected, and analyzed using Microsoft Excel.


            Scatter plots illustrated the grade distribution of 98 pre and post assessments representing all students enrolled in BIOL 2510 for the 2017 spring semester. Differences between pre and post assessment grades and laboratory report grades are indicated by line charts These graphs also provided comparisons between the different lab sections.


           This science education project addressed active learning themes, the importance of weekly lab write ups, collaborative group work and confidence and competence of biological concepts and laboratory techniques.

Downloads

Download data is not yet available.

Article Details

How to Cite
Sivaraman, V. (2018). Evaluation of Students Scientific and Medical Literacy After Performing Laboratory Exercises in a Microbiology Laboratory for Non-Majors. International Journal for Innovation Education and Research, 6(2), 124-143. Retrieved from http://ijier.net/ijier/article/view/956
Section
Articles

References

Leight, H., Saunders, C., Calkins, R., & Withers, M. (2012). Collaborative Testing Improves Performance but Not Content Retention in a Large-Enrollment Introductory Biology Class. Cell Biology Education, 11(4), 392-401.

Trigwell, K., Prosser, M., Waterhouse, F. (1999). Relations Between Teachers’ Approaches to Teaching and Students’ Approaches to Learning. Nature Research Higher Education, V 37. Issue 1, pp 57-70

Sandahl, S. S. (2009). Collaborative testing as a learning strategy in nursing education: A Review of the Literature. Nursing Education Perspective, 30(3), 171-175. Retrieved from ProQuest Central.

Stanger-Hall, K. F. (2012). Multiple-choice exams: An obstacle for higher-level thinking in introductory science classes. Cell Biology Education—Life Sciences Education, 11 (3), 294-306.

Gilley, B., & Clarkston, B. (2014). Research and Teaching: Collaborative Testing: Evidence of Learning in a Controlled In-Class Study of Undergraduate Students. Journal of College Science Teaching J. Coll. Sci. Teach., 043(03)

Cranston, G., Lock, G. (2012). Techniques to Encourage Interactive Student Learning in a laboratory Setting, Engineering Education: A Journal of the Higher Education Academy 7:1, 2-10


Walker, J. D., Cotner, S. H., Baepler, P. M., & Decker, M. D. (2008). A Delicate Balance: Integrating Active Learning into a Large Lecture Course. Cell Biology Education, 7(4), 361-367.

Ruddick, M. (2013). Collaborative testing as an intervention to reduce test anxiety a study from a Japanese university. JISRD, 4.

Rivaz, M., Momennasab, M., & Shokrollahi, P. (2015). Effect of collaborative learning and retention of course content in nursing students. Journal of Advances in Medical Education & Professionalism, 3(4), 178–182.

Armstrong, N., Chang, S., & Brickman, M. (2007). Cooperative Learning in Industrial-sized Biology Classes. Cell Biology Education, 6(2), 163-171.

Giuliodori, M. J., Lujan, H. L., & DiCarlo, S. E. (2008). Collaborative group benefits with high- and low-performing students. AJP: Advances in Physiology Education, 32(4), 274-278.