Learning Gains in Lab Practices: Teach Science Doing Science

Autor/inn/en	Dopico, Eduardo; Linde, Ana R.; Garcia-Vazquez, Eva
Titel	Learning Gains in Lab Practices: Teach Science Doing Science
Quelle	In: Journal of Biological Education, 48 (2014) 1, S.46-52 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2013.801874
Schlagwörter	Science Experiments; Laboratory Experiments; Cytology; Biology; Undergraduate Students; Problem Based Learning; Genetics; Scientific Methodology; Student Research; Science Process Skills; Experiential Learning; Competency Based Education; Laboratory Procedures; Literature Reviews; Statistical Analysis; Educational Practices; Instructional Design + Suchen Sie Ihr Suchwort? Laboratory work; Laborarbeit; Zytologie; Biologie; Problem-based learning; Problemorientiertes Lernen; Humangenetik; Studentenforschung; Experiental learning; Erfahrungsorientiertes Lernen; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Laboruntersuchung; Statistische Analyse; Bildungspraxis; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Introducing research in undergraduate biology studies may contribute to creating research vocations and generate the idea that science may influence all aspects of common life. However, laboratory practices are too often disconnected from current investigations and rarely address real-life questions that are really interesting for students. Teachers may help to solve that problem by designing educational lab practices connected with real problems in order to stimulate learning gains and passion for science. We present here a lab practice on cellular biology based on the analysis of micronuclei in buccal cells as a measure of DNA damage. Methodologically easy and cheap, it may be an excellent opportunity to practice scientific methodology and to initiate students in the process of empirical research while they integrate fundamental knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10