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Application of unknowns in organismal biology laboratories to encourage inquiry‐based learning
Author(s) -
Guenther Merrilee,
Bennett Kyle,
Arriola Paul
Publication year - 2017
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.31.1_supplement.lb14
Subject(s) - memorization , curriculum , context (archaeology) , observational study , set (abstract data type) , biology , mathematics education , physiology , medical education , anatomy , psychology , computer science , pedagogy , medicine , pathology , paleontology , programming language
The study of anatomy and morphology is often mistakenly seen as an exercise in memorization. Rather, morphological study is a unique opportunity for students to build their observational skill set. Observational skills are an important complement to experimental skills and crucial to students considering clinical professions. The Elmhurst Biology Department recognized the need to change the culture of certain lab experiences in order to achieve this goal and reinforce the mission of the department. The Elmhurst College Biology Department is currently utilizing a tool in the laboratory that applies concept‐based learning to building observational skills in the context of organismal and morphological education. The use of unknowns is a standard in many experimental exercises in science labs. The introduction of specimen‐based unknowns in organismal courses has encouraged the development of critical thinking skills as well as improved the mastery of anatomical content. This approach has been applied to courses across the biology curriculum, including nursing anatomy and physiology (BIO 107/108 Human Anatomy and Physiology), general biology for majors (BIO 201 General Biology II), and upper level major biology electives (BIO 330 Comparative Chordate Anatomy, BIO 430 Advanced Human Anatomy). This method has been applied in individual laboratory sessions and has also served as the basis for a semester long dissection project in the Comparative Chordate Anatomy course. The initial impact of this strategy has been apparent in terms of student engagement. Qualitatively, it has been observed that students are utilizing the complete lab period and increasing the time spent observing each specimen. The strategy appears to encourage more proactive, inquiry‐based learning by the students. By applying this approach in introductory courses, it has the potential to impact behavior in upper level courses. Preliminary attempts to assess this laboratory method were carried out in Human Anatomy and Physiology I (BIO 107) and II (BIO 108), introductory courses aimed at nursing majors, non‐biology majors pursuing health professions, and biology majors. Experimental sections were given anatomical unknowns, while the control groups were not. To control for the impact of the amount of time spent studying on student performance, all groups were required to remain in lab for the same period of time. The use of unknowns in the experimental sections was replaced with a brief instructor led review of the material in the control sections, providing a contrast of active and passive learning approaches. On lab practical exams, the experimental group outperformed the control group throughout the semester.