Stimulating with the Socratic Method in Lab Notebooks

 

Todd C. Nickle & David Bird

Tested Studies in Laboratory Teaching, 2013, Volume 34

Abstract

Students in BIOL 2101:Genetics learn to do problem based learning largely through end-of-chapter questions or worksheets which are text-based problems. This, along with modeling of problem-based exercises in the classroom is standard for genetics instruction. Over time, students learn to pick out key pieces of information and develop a system for determining methods of inheritance. There are several skills involved in these kinds of problems. Eliminating “distractors” (information which is not relevant to the problem at hand), evaluating the hypothesis of one or more possible genetic models, formulating good gene symbols, and several other skills required for proper resolution. As instructors, we want to get students to engage with the material rather than just go through a set series of steps without thinking about them. We want to be able to see what they are thinking at each stage in order to analyze how they are creating models as well as evaluate the logic students use to solve the problem. In order to do this, we have developed an exercise which presents data to students and tracks their logic and reasoning as they request and then process new data. We follow their intellectual journey through entries the students create in a laboratory notebook.

Keywords:  teaching method, genetic problems, lab notebooks

University of North Carolina, Chapel Hill (2012)