The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
Learning How Scientists Work: Experiential Research Projects to Promote Cell Biology Learning and Scientific Process Skills
Open accessAbstract
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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“Similarly, reading PSL can lead to increased familiarity with and comprehension of content knowledge (DebBurman, 2002; Brownell et al., 2013; Krontiris-Litowitz, 2013; Murray, 2014; Yeong, 2015; Kararo and McCartney, 2019; Chatzikyriakidou et al., 2021).”
From Reading Primary Scientific Literature: Approaches for Teaching Students in the Undergraduate STEM Classroom (2023) · cites this paper as DebBurman, 2002
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Metadata
- Authors
- DebBurman, S. K.
- Affiliations
- Lake Forest College (US)
- Corresponding author
- DebBurman, Shubhik K.
- Venue
- Cell Biology Education
- Published
- 2002-12
- Volume
- 1
- Issue
- 4
- Pages
- 154-172
- ISSN
- 1536-7509 (ISSN-L)
- 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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