In its 2011 report Vision and Change in Undergraduate Biology Education, the American Association for the Advancement of Science emphasized the use of core concepts and competencies from multiple disciplines rather than focusing on rote memorization. After the publication of this document, many individuals, departments, and institutions started using course-based undergraduate research experiences (CUREs) as one way to transition to the inclusion of core competencies. Well-executed CUREs focus students’ learning of science practices around a project that relates to a real problem the students are helping solve. However, while CUREs are effective and can be fun for both students and instructors, not every instructor or institution has the time or the funding to engage students in a formal CURE project. This means finding alternative ways to incorporate teaching core competencies and science practices. We created the Goggle Lab to use impairment goggles, which simulate the effects of alcohol and other substances, in a general biology laboratory setting to teach core competencies and science practices, while injecting a dose of fun and integrating social issues. Students utilized the impairment goggles to design experiments, analyze data, practice basic statistics, and communicate scientific findings in a variety of formats.
The Goggle Lab: Using Impairment Goggles to Teach Science Competencies
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Carrie J. Bucklin, Lindsey K. Roper, John Belk; The Goggle Lab: Using Impairment Goggles to Teach Science Competencies. The American Biology Teacher 1 October 2021; 83 (8): 521–525. doi: https://doi.org/10.1525/abt.2021.83.8.521
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