Using A Model System Workshop to Teach Cell Biology

 

Fran Norflus & Triscia Hendrickson

Tested Studies in Laboratory Teaching, 2013, Volume 34

Poster file:

Abstract

Numerous schools have integrated student centered active learning approaches into their biology classes even at early stages in the careers of undergraduates. These experiences enhance the development of critical thinking skills and communication skills (Derting and Ebert-May, 2010, Fechheimer et al., 2011, Rubble and Lom, 2008, RuisPrimo et al., 2011, Watson, 2008, Wei and Wooden, 2011, Weigant et al., 2011). Undergraduate research is an example of such an approach. Students develop critical thinking skills, learn to work independently from the teacher and in many cases this experience stimulates an interest in science in these students. These courses try to link the knowledge that students gain in traditional classes with the practice of performing laboratory research (Fechheimer et al., 2011, Weigant et al., 2011). It is difficult to accommodate many students doing research due to a limited budget and resources of the school as well as faculty time. To overcome this obstacle, schools have been trying to incorporate laboratory research or the methods that researchers use into the curriculum. For example, teachers have the students read scientific literature in order to start the students to think like scientists and understand the steps involved with research (Wei and Wooden, 2011).

Keywords:  cell biology, teaching

University of North Carolina, Chapel Hill (2012)