Cited by 117Science Education and PedagogyInnovative Teaching MethodsProblem and Project Based Learning

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Learning How Scientists Work: Experiential Research Projects to Promote Cell Biology Learning and Scientific Process Skills

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DebBurman, Shubhik K.·2002·Cell Biology Education

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Abstract

Facilitating not only the mastery of sophisticated subject matter, but also the development of process skills is an ongoing challenge in teaching any introductory undergraduate course. To accomplish this goal in a sophomore-level introductory cell biology course, I require students to work in groups and complete several mock experiential research projects that imitate the professional activities of the scientific community. I designed these projects as a way to promote process skill development within content-rich pedagogy and to connect text-based and laboratory-based learning with the world of contemporary research. First, students become familiar with one primary article from a leading peer-reviewed journal, which they discuss by means of PowerPoint-based journal clubs and journalism reports highlighting public relevance. Second, relying mostly on primary articles, they investigate the molecular basis of a disease, compose reviews for an in-house journal, and present seminars in a public symposium. Last, students author primary articles detailing investigative experiments conducted in the lab. This curriculum has been successful in both quarter-based and semester-based institutions. Student attitudes toward their learning were assessed quantitatively with course surveys. Students consistently reported that these projects significantly lowered barriers to primary literature, improved research-associated skills, strengthened traditional pedagogy, and helped accomplish course objectives. Such approaches are widely suited for instructors seeking to integrate process with content in their courses.

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Authors: DebBurman, S. K.
Affiliations: Lake Forest College (US)
Corresponding author: DebBurman, Shubhik K.
Venue: Cell Biology Education
Publisher: American Society for Cell Biology (ASCB)
Published: 2002-12
Volume: 1
Issue: 4
Pages: 154-172
ISSN: 1536-7509 (ISSN-L)
DOI: 10.1187/cbe.02-07-0024
PMC: PMC149805
OpenAlex: W2141054454
Cited by: 117
References: 36
Citations by year: 2025: 5 · 2024: 4 · 2023: 7 · 2022: 5 · 2021: 3 · 2020: 10 · 2019: 1 · 2018: 5 · 2017: 9 · 2016: 6 · 2015: 6 · 2014: 10 · 2013: 7 · 2012: 6
FWCI: 16.25
Type: journal article
Language: en
Open access: bronze
doi.org
Locations: Cell Biology Education (publishedVersion)
Europe PMC (PubMed Central) (publishedVersion)
PubMed Central (publishedVersion)
PubMed (publishedVersion)
Funders: Lake Forest College
Topics: Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Education › Innovative Teaching Methods
Social Sciences › Education › Problem and Project Based Learning
Keywords: experiential learning, science process skills, primary literature, journal club, undergraduate research, group projects, student attitudes, science journalism, molecular basis of disease
MeSH terms: Biology, Cells, Curriculum, Data Collection, Education, Humans, Research Personnel, Role Playing, Students, Universities, Writing, Journalism, Biomedical Research

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Learning How Scientists Work: Experiential Research Projects to Promote Cell Biology Learning and Scientific Process Skills

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