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The Biochemistry Laboratory: Using an Integrative Approach to Engage Students in Deep Learning
Author(s) -
Parker Chasta L
Publication year - 2006
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.20.5.a974-b
Subject(s) - meaning (existential) , presentation (obstetrics) , set (abstract data type) , adaptation (eye) , computer science , psychology , mathematics education , medicine , neuroscience , psychotherapist , radiology , programming language
In his presentation at the AACU in June ‘05, The Director of the NSSE, George Kuh, defined deep learning as learning that would: “Attend to the underlying meaning of information as well as content Integrate and synthesize different ideas, sources of information Discern patterns in evidence or phenomena Apply knowledge in different situations View issues from multiple perspectives” In order to adapt this idea of deep learning into a lab experience, a course that provides students with a comprehensive overview of biochemical techniques as well as a basis for how these techniques are used was adopted. Students begin by amplifying the DNA of an enzyme from their own buccal swabs. Through a series of experiments students eventually purify and characterize the enzyme. This fundamental change in the biochemistry lab provides a better underlying meaning of the techniques and instruments that biochemists use. The students are required to use several sources of information to produce several protocols specific for the questions they are trying to answer. Students use the same protocols to perform and obtain different types of information and the final exam requires students to apply information from the entire semester to a completely new set of questions. Outcomes from two years of course adaptation will be presented. This work was supported by Winthrop University and the Department of Chemistry.