Discovery-based learning in the life sciences / Kathleen M. Susman. -- Hoboken, New Jersey : Wiley Blackwell, c2015. – (58.1/S964)

Contents

Acknowledgments

1  The New Life Sciences

The Challenges We Face in Teaching the New Biology

Visions of Change

Need for Structural Change

Conceptual Organization of Introductory Biology

Learning and Mastering

Further Reading

2  Changing Goals and Outcomes in Introductory Life Science Course Laboratories

The Introductory Science Course Experience That We Have

How Science is Actually Done

Challenges to Successful Science Teaching

      Pre-College Preparation Disparities

      Avoiding the Textbook as the Organizer of Your Course

      Weaning Away from Content-Heavy Lectures

The Elements of Successful Science Learning

      Student Autonomy

      Relevance

      Student Investment

      Sustained Engagement

      Understanding Through Teaching

Two Re-organizational Schemes for an Introductory Biology Course

      Re-organizational Scheme 1: Putting the Classroom First

      Re-organizational Scheme 2: Putting the Laboratory First

Example Topic: Biological Arms Races (Conceptual Areas: Structure and Function, Information Storage and Transfer, Evolution, Systems)

What Do These Scenarios have in Common? What is Going on?

      Classroom Support for the Laboratory Work

Summary

Further Reading

3  Incorporating Discovery-Based Laboratory Experiences at the Introductory Level

The Reality of Introductory Biology Laboratories

Converting the Survey Approach to Biology Techniques into Discovery-Based Experiences that Emphasize Concepts

Module I: What are the Effects of Different Aspects of Climate Change or Other Anthropogenic Changes on Plant Primary Productivity?

      Weeks 1 and 2: Observing Plant Cells and Measuring Plant Primary Productivity -Two Laboratory Weeks

      Simple Assays of Photosynthesis/Primary Productivity

      Week 3: Designing Independent Experiments to Explore the Effects of Climate Change on Primary Productivity in Green Plants

      Week 4 and 5: Student-designed Discovery-based Experiments and Data Analysis

      Week 6: Field Observations of Plant Communities in Areas Exposed to Fertilizer Run-off or Other Human Activity such as Road Salt Application in the Winter

      Assessments

Module 2: How Does Antibiotic Resistance Develop?

      Week 1: Observing cell division; Measuring bacterial Growth and Introduction to Sterile Techniques

      Week 2: Plate Assay or Turbidity Measurements to Examine Antibiotic Resistance, Design of Selection Experiments

      Weeks 3-5: Independent Experiments Examining Antibiotic Resistance

      Week 6-7: Continued Experiments if Time Permits

      Assessments

Module 3: Self-Discovery Explorations of Human Diseases Caused by Single Nucleotide Polymorphisms

      Week 1: Student Investigation Specific Aims and Goals -Use of Bioinformatics to Explore Genetic Diseases Associated with SNPs

Weeks 2 and 3: SNP Analysis for TASR 38 or cdk3 Using Polymerase Chain Reaction

     Assessment Ideas

Summary

Further Reading

4  The Constraints and Realities of Discovery-Based Laboratories

Instructor Expertise

Time

      Preparation Time

      Student Time In and Out of the Laboratory

      Time for Class and Laboratory -the Schedule of Classes

      Time of Academic Year

The Physical Arrangement of the Teaching Laboratory

Class Size

      Number of Laboratory Sections

Resources for Discovery-Based Laboratories

Organisms

Equipment

Safety Considerations for Independent Projects

Transportation for Field-Based Studies

Preparatory Staff

Student Interns/TAs

Summary

Further Reading

5  A Model Introductory Biology Course

Instructor Group Meetings

Shared Course Materials

Flexible Design Allows for the Introduction of New Modules

Overall Conceptual Organization

Laboratory Modules for the First Edition of "Introduction to Biological Investigation"

      Module 1: Caenorhabditis elegans: From Genes to Behavior

      Module 2- Cyanogenic Clover: Genetic Variation and Natural Selection

      Module 3: Biodiversity and Soil Microbial Ecology

Additional Laboratory Modules

      Module 4: Personal Genomics: Understanding Individual Genetic Variation

      Module 5: Behavioral Variations Within a Species

Assessment of Learning of Core Concepts and Skills

      Student Evaluation of the Course

      Faculty Concerns and Discomforts

Further Reading

6 Two Model Scenarios for an Intermediate-Level Life Science Course

   Model 1: Exploration of Gerontogenes and Behavior

         Assessment of Skills and Student Learning

   Model 2: How do Common Lawn Chemicals Affect the Behavior and the Nervous System of C. elegans?

         Summary of the Format

         Assessment of Student Learning

         Goal 1: Achieve a Solid Foundation in the Experimental Approaches to a Variety of Current Research Questions in Neuroscience and Behavior

         Goal 2: Achieve a Sophisticated Ability to Read and Interpret the Primary Experimental Literature

         Goal 3: Formulate a Hypothesis, Design and Conduct a Multilevel Experimental Project Over Several Weeks to Discover New Information About the Relationship Between Genes and Behavior

         Goal 4: Perform and Understand Appropriate Statistical Analysis of Behavioral Data, Gain Confidence in the Use and Limitations of Model Organisms, Computational and Bioinformatics Approaches to Examining Complex Relationships Between Genes and Behavior

         Goal 5: Become Facile in the "Language" of Neuroscience and Behavior, with a Thorough Mastery of our Chosen Subtopics, as Well as a Keen Ability to Speak and Write on the Discipline

   Further Reading

7  Assessments and Why They Are Important

What is Assessment?

Student Learning Assessments

Course-Based Assessments

      Example 1: Assessment of Discovery-Based Introductory Biology Course

      Example 2: Assessment of a Redesigned Introductory Cell Biology Course Using Pretesting and Post-Testing

Instructor Quality Assessments

Interpreting the Data

What to do with the Data?

Further Reading

8  Fully Incorporating Vision and Change

The Anthropocene and the Importance of Biology Literacy

Limited Resources Constrain the Discovery Laboratory for All

Alternative Approaches

Envisioning Introductory Biology for the Science-Literate Citizen

Introductory Life Sciences: The Discovery-Based Classroom

Organizing the Discovery-Based Classroom: An Introductory Life Science Course for All Students

Unit One: Food and Energy

Unit Two: Climate Change and Other Human Impacts

Unit Three: Health and Disease

Summary of This Chapter

Combining Science Literacy Training with Science Career Training

Concluding Thoughts

Further Reading

Appendix A: Laboratory Instructions for Behavioral Experiments Using Caenorhabditis elegans  149

   Learning Goals and Expectations 150

         Part 1: Initial Behavioral Observations of Wild-Type and Mutant Worms

Workshop 1A: Mechanosensory Behavior Experiments and Statistical Analysis

Workshop 1B: Chemosensory Behavioral Experiment and Statistical Analysis

Appendix B: Instructions for Microscopy Workshop

   Assignment for Workshop 2

         Procedure for Preparing Wet Mounts of C. elegans