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

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 access
DebBurman, Shubhik K.·2002·Cell Biology Education
DOI 10.1187/cbe.02-07-0024PMC PMC149805
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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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  1. Chaplin, S.B., Manske, J.M., and Cruise, J.L. (1997). Introducing freshman to investigative research—a course for biology majors. J. Coll. Sci. Teach. 27(5),347 -351.
  2. National Research Council. (1997). Science Teaching Reconsidered, Washington, DC: National Academy Press.

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Metadata

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
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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