This article features an authentic research-lab experience developed for use in a freshman-level general biology course for nonmajors at a two-year college. Students work in groups to select and investigate factors affecting microalgal cell growth and relate their findings to a real-life application of social significance. This lab experience was designed using a four-step pedagogical framework originally developed at a four-year university in a sophomore-level molecular and cell biology course. The creators of the pedagogical framework at the four-year university mentored the instructor at the two-year college through the process of using the pedagogical framework to design and implement the authentic research lab experience described in this article. This example shows that adaptation of successful pedagogical models, particularly within mentoring partnerships, can greatly increase the implementation of authentic research experiences in biology lab courses at varying levels of study.
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August 2016
Research Article|
August 01 2016
Student Scientists: Transforming the Undergraduate Biology Lab into a Research Experience
Christine M. Goedhart,
Christine M. Goedhart
CHRISTINE M. GOEDHART is a Professor in the Department of Biology, Citrus College, 1000 W. Foothill Blvd., Glendora, CA 91741; e-mail: [email protected].
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Jacqueline S. McLaughlin
Jacqueline S. McLaughlin
JACQUELINE S. MCLAUGHLIN is a Professor in the Department of Biology, Pennsylvania State University–Lehigh Valley, 2809 Saucon Valley Rd., Center Valley, PA 18034-8447; e-mail: [email protected].
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The American Biology Teacher (2016) 78 (6): 502–508.
Citation
Christine M. Goedhart, Jacqueline S. McLaughlin; Student Scientists: Transforming the Undergraduate Biology Lab into a Research Experience. The American Biology Teacher 1 August 2016; 78 (6): 502–508. doi: https://doi.org/10.1525/abt.2016.78.6.502
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