Trends in Teaching Experimentation in the Life Sciences: Putting Research into Practice to Drive Institutional Change

Preface
Part I: Vision and Initiation Phase: Envisioning What, When, and How Students Learn About Biological Experimentation
Part II: Operationalizing and Planning: Designing Instruction to Promote Learning of Biological Experimentation
Part III: Implementation and Student Engagement: Guiding Learners to Do Experiments and Use Representations in Biological Research
Part IV: Assessment, Evaluation, and Grading What Students Learn About Biological Experimentation
Part V: Complementary Frameworks for Guiding Students’ Experimentation Practice
Part VI: Approaches to Biological Experimentation Instruction of Relevance to Biology Education Programs in General
Cross-Cutting Trends
Contextual and Practical Implications for Instructors
Summary
References
Contents
Editors and Contributors
About the Editors
Contributors
Abbreviations
Part I: Vision and Initiation Phase: Envisioning What, When, and How Students Learn About Biological Experimentation
Chapter 1: The Problem with Teaching Experimentation: Development and Use of a Framework to Define Fundamental Competencies for Biological Experimentation
1.1 Scientific Rigor in Experimentation Is Integral to Trust in Science
1.2 How Do Competent Life Scientists Do Experimentation?
1.2.1 Articulation of Competency Statements
1.2.2 Validity Evidence for Refining the Competency Statements
1.3 The ACE-Bio Competencies for Biological Experimentation
1.4 Practical Use of the ACE-Bio Competencies as a Framework
References
Chapter 2: Using Data to Identify Anticipated Learning Outcomes for New and Existing Curricula
2.1 A Case for Data-Driven Curriculum Development
2.2 Expert Sources as Contexts for Identifying ALOs for New and Existing Curricula
2.3 Useful Frameworks for Identifying Evidence-Based ALOs
2.3.1 MAtCH Model: Identifying Competencies Related to Experimentation
2.3.2 Conceptual-Reasoning-Mode (CRM) Model: Identifying Competencies Related to Concepts and Representations
2.4 Reasons for and Examples of How to Use Data Sources in Curriculum Development
2.4.1 Interviews
2.4.2 Case 1 Supporting Data: Primary Literature & Other Disciplinary Resources
2.4.2.1 Primary Literature
2.4.2.2 Learning Outcomes Defined by Other Disciplinary Resources
2.4.3 Case 2 Supporting Data: Curriculum Artifacts & Surveys
2.4.3.1 Curriculum Artifacts
2.4.3.2 Surveys
2.5 Conclusion
References
Chapter 3: ACE-Bio Experimentation Competencies Across the Biology Curriculum: When Should We Teach Different Competencies and Concepts?
3.1 Introduction
3.2 Methods
3.3 Results and Discussion
3.3.1 Sample
3.3.2 Competency Expectations of Introductory Students
3.3.3 Competency Expectations of Degree Students
3.3.4 Variation Between Concepts and Skills Within Competencies
3.3.4.1 Identify
3.3.4.2 Question
3.3.4.3 Plan
3.3.4.4 Conduct
3.3.4.5 Analyze
3.3.4.6 Conclude
3.3.4.7 Communicate
3.4 Conclusions and Recommendations
3.4.1 Recommendations for Instructors
3.4.2 Recommendations for Education Researchers
3.4.3 Discussion of Recommendations
References
Chapter 4: Integrating the Five Core Concepts of Biology into Course Syllabi to Advance Student Science Epistemology and Experimentation Skills
4.1 Introduction
4.2 Connections Between Concept-Based Knowledge and Experimentation Skills
4.3 Epistemology
4.3.1 Disciplinary Epistemology
4.3.2 Personal Epistemology
4.3.2.1 Beliefs Approach
4.3.2.2 Resources Approach
4.3.3 The Effect of Classroom’s Epistemic Climate on Student Learning – Social Practices
4.3.4 Assessment Tools for Biology Student Epistemology
4.3.4.1 The Colorado Learning Attitudes About Science Survey for Biology (CLASS-Bio)
4.3.4.2 Maryland’s Biology Expectations Survey (MBEX)
4.4 Student Epistemological Beliefs and Learning Biology with the 5 CCs: A Case Study
4.5 Designing Epistemic Learning Environments in the Classroom
4.6 Conclusion and Recommendations
References
Part II: Operationalizing and Planning: Designing Instruction to Promote Learning of Biological Experimentation
Chapter 5: Backward Designing a Lab Course to Promote Authentic Research Experience According to Students’ Gains in Research Abilities
5.1 Introduction
5.2 Backward Design of a Lab Course
5.3 Assessment of Scientific Research Practices
5.4 Common Difficulties and Solutions
5.5 Conclusions
References
Chapter 6: Using the ACE-Bio Competencies Resource as a Course Planning Tool to Guide Students in Independent Research
6.1 Introduction
6.2 Course Context
6.3 Implementation
6.3.1 Syllabus
6.3.2 Assignments
6.4 Comparison of ACE-Bio Competencies with Other Resources
6.5 Discussion
References
Chapter 7: Experiments in Data Mining: Using Digitized Natural History Collections to Introduce Biology Students to Data Science
7.1 The Case for Integrating Data Mining into the Undergraduate Biology Curriculum
7.2 Digitized Natural History Collections as a Gateway to Big Biodiversity Data
7.3 Strategies for Integration of Data Mining into the Undergraduate Biology Curriculum
7.3.1 Data Mining Activities Targeting Specific Biology Concepts
7.3.2 Data Mining Activities Targeting Specific Biological Research Skills
7.3.3 Course-Based Undergraduate Research Experiences
7.4 Resources for Implementation
7.5 Example Module
7.6 Summary
References
Chapter 8: A Framework for Teaching and Learning Graphing in Undergraduate Biology
8.1 Introduction
8.2 Essential Features of Instructional Design and Their Application to Teaching Graphing
8.2.1 Learning Objectives
8.2.2 Assessment to Reveal Student Knowledge and Competence
8.3 Framework for Teaching Graphing in Undergraduate Biology
8.3.1 Activity Design
8.3.1.1 Engage with Real-Word, Messy Data
8.3.1.2 Encourage a Multi-step Data Construction and Interpretation Approach
8.3.2 Instructor Roles and Interactions
8.3.2.1 Intentional and Explicit Instruction
8.3.3 Student Behaviors
8.3.3.1 Collaborative and Social Practice
8.3.3.2 Evaluation and Reflection
8.4 Student Learning Graphing as Part of Inquiry and Experimentation
8.4.1 Case Study 1: Inquiry-Embedded Sustained Graphing Intervention in an Upper-Division Biology Course
8.4.1.1 Participants and Laboratory Context
8.4.1.2 Teaching Intervention Design
8.4.1.3 Data Collection and Analysis
8.4.1.4 Findings
8.4.1.5 Discussion
8.4.2 Case Study 2: Short-Term Graphing Unit in a Non-majors Course
8.4.2.1 Participants and Context
8.4.2.2 Unit Design
8.4.2.3 Data Collection and Analysis
8.4.2.4 Findings
8.4.2.5 Discussion
8.5 Conclusions and Implications for Instructors
References
Part III: Implementation and Student Engagement: Guiding Learners to Do Experiments and Use Representations in Biological Research
Chapter 9: Teaching Undergraduate Students How to Identify a Gap in the Literature: Design of a Visual Map Assignment to Develop a Grant Proposal Research Question
9.1 Background
9.2 Methods
9.2.1 Educational Setting
9.2.2 The Assignment
9.2.2.1 Day One
9.2.2.2 Art Studio and Gallery Walk
9.2.2.3 Draft Pathway Map and Peer Review
9.2.2.4 Individual Student Meetings with Instructor
9.2.2.5 Final Pathway Map, Feedback and Grant Proposal Instructions
9.2.2.6 Primary Literature Discussions
9.2.2.7 Grant Proposal Draft, Peer Review and Individual Student Meetings with Instructor
9.2.2.8 Final Grant Proposal and Funding Meeting
9.3 Results
9.4 Discussion and Implications for Instructors
9.4.1 Implications for Instructors
References
Chapter 10: Virtual Microscope: Using Simulated Equipment to Teach Experimental Techniques and Processes
10.1 Introduction
10.1.1 Simulation-Based Education
10.1.2 Virtual Microscope as a Simulation Tool
10.2 Our Aim to Improve Science Education with Virtual Microscopy
10.2.1 FFyB-VM in a Cellular and Molecular Biology Class
10.3 Discussion
10.4 How to Design a Good Simulator
10.5 Conclusion
References
Chapter 11: Introductory Biology Students Engage in Guided Inquiry: Professional Practice Experiences Develop Their Scientific Process and Experimentation Competencies
11.1 Introduction
11.2 Using Understanding by Design Framework to Scaffold Inquiry-Based Laboratory Curriculum
11.3 Implementing the Guided-Inquiry Integrated with Professional Practices
11.3.1 Learning Plan
11.3.2 Desired Outcome
11.3.3 Evidence from Learning Assessments
11.4 Evidence for Learning Outcome Achievement
11.4.1 Research Proposals
11.4.2 Mock Peer-Review Panels
11.4.3 Experimentation
11.4.4 Laboratory Journals
11.5 Teachable Moments
11.6 Student Opinions About the Curriculum
11.7 Benefits and Challenges for Students
11.8 Considerations for Single-Instructor Introductory Biology Courses
11.8.1 Diverse Student Populations
11.8.2 Implementing the Curriculum
11.8.3 Recommendations for Engaging Students in Experimentation
References
Chapter 12: Feedback and Discourse as a Critical Skill for the Development of Experimentation Competencies
12.1 Introduction
12.2 Background
12.3 Curriculum Design, Implementation, and Evidence
12.3.1 Week 1: Student Meet Research Team; Instructors Introduce Topic/Model System; Students Practice Data Collection
12.3.2 Week 2: Group Informal Feedback Presentations with Q & A
12.3.3 Week 3: Paper/Poster Peer Review; Pilot Studies & Data Collection
12.3.4 Week 4: Research Team-Instructor Consultations; Data Analysis and Interpretation Feedback Presentations
12.3.5 Week 5: Formal Group Presentation; One-on-One Conferences Between Instructor and Student
12.3.6 Competencies and Feedback as Emphasized in Subsequent Semesters
12.4 Implications
12.4.1 Intellectual Confidence and Ownership
12.4.2 Equity and Collaboration
12.4.3 Learning Mindset
12.4.4 Economics of Feedback
12.5 Summary
References
Chapter 13: Engaging Students with Experimentation in an Introductory Biology Laboratory Module
13.1 Introduction to Teaching Science Through Experimentation
13.2 Validated Assessments of Experimental Design
13.3 Considerations for Selecting an Experimental Design Assessment
13.3.1 Understand Student Background and Prior Knowledge
13.3.2 Identify the Kind of Data You Need
13.3.2.1 Assessments Can Be Open Ended or Multiple Choice
13.3.2.2 Pre and Post Experimental Design Assessments
13.3.2.3 Delivery of Assessments
13.3.3 Account for Instructor Teaching Experience and Research Considerations
13.3.4 The Scope of Your Course and/or Department
13.4 Description of a Zebrafish Experimental Design Lab Activity
13.5 Practical Design Considerations for the Zebrafish Experimental Design Lab Activity
13.5.1 Our Students’ Background and Prior Knowledge Drove the Lab Activity Design
13.5.2 Our Lab Activity Learning Outcomes Guided our Strategies to Engage Learners
13.5.3 Instructor Experience and Constraints Driving Learning Activity and Scope of Course in Alignment with Department Goals
13.6 Practical Design Considerations for the Zebrafish Experimental Design Lab Activity, and Alignment with the ACE-BIO Competencies (Pelaez et al., 2017; Chap. 1 in this Volume)
13.6.1 Prelab
13.6.2 Lab Session with Instructor
13.6.2.1 Student Lab Activity 1: Visualization Skills and “a Feeling for the Organism”
13.6.2.2 Student Lab Activity 2: Literature Search, Gap Analysis, and Creativity
13.6.2.3 Student Lab Activity 3 Experimental Design Thinking
13.6.3 Post Lab: Experimental Design Proposal Write Up
13.7 Results: Aligning the Zebrafish Experimental Design Lab with the ACE-Bio Competencies and Validated Rubrics
13.8 Conclusions – Selection of Experimental Design Assessments, and Other Practical Considerations, Can Inform Module Design and Assessment Design
References
Part IV: Assessment, Evaluation, and Grading What Students Learn About Biological Experimentation
Chapter 14: Comparison of Published Assessments of Biological Experimentation as Mapped to the ACE-Bio Competence Areas
14.1 Introduction
14.2 Methods
14.3 Results and Discussion
14.3.1 Instruments for Assessing Competence Areas in Biological Experimentation
14.3.2 Mapping Assessments to Competence Areas
14.3.3 Mapping Assessments to Concepts
14.3.3.1 Gaps in Existing Assessments of Biological Experimentation
14.3.4 Gaps in ACE-Bio Framework of Competence Areas
14.4 Recommendations
14.4.1 Recommendations for Instructors
14.4.2 Recommendations for Education Researchers
14.5 Conclusions
References
Chapter 15: Research Across the Curriculum Rubric (RAC-R): An Adaptable Rubric for the Evaluation of Journal Article Style Lab Reports
15.1 Introduction
15.2 Development of Research Across Curriculum Rubric (RAC-R)
15.2.1 Articulating Departmental and Student Needs
15.2.2 Development of an Assessment at an ACE-Bio Workshop
15.2.3 Feedback from Departmental Faculty and Revision
15.3 Research Across Curriculum Rubric (RAC-R)
15.4 Adapting Research Across Curriculum Rubric (RAC-R)
15.4.1 Pilot Utilization in Freshman Level Molecular Genetics Course
15.4.2 Pilot Utilization in Senior Capstone Course
15.4.3 Proposed Adaptations of RAC-R
15.5 Discussion
References
Chapter 16: Assessing Undergraduate Research, a High Impact Practice: Using Aligned Outcomes to Detail Student Achievement to Multiple Stakeholders
16.1 Introduction
16.2 The Process
16.2.1 Identifying Stakeholders
16.2.2 Aligning the Outcomes
16.2.3 Defining the Evidence
16.2.4 Selecting the Artifacts
16.2.5 Scoring and Reporting
16.3 The Results
16.3.1 Aligning Outcomes
16.3.2 Defining the Evidence
16.3.3 Scoring and Reporting
16.4 Extending the Project
16.4.1 Using ACE-Bio Competencies
16.5 Discussion
References
Chapter 17: Assessment of Evidentiary Reasoning in Undergraduate Biology: A Lit Review and Application of the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
17.1 Introduction
17.1.1 Assessment Triangle
17.1.2 The CADE Framework
17.1.3 Research Goals
17.2 Published Assessments Target Reasoning About Evidence
17.2.1 Literature Review
17.2.1.1 Search Procedure
17.2.1.2 Screening the Search List
17.2.2 Coding
17.2.2.1 Data Analysis Method
17.2.2.2 Data Analysis Examples
17.2.3 Findings from a Review of Published Assessments
17.2.3.1 What Assessments Are Being Used to Reveal Evidentiary Reasoning Difficulties Among Students?
17.2.3.2 What Assessment Gaps Remain for Development of New and Useful Assessments?
17.3 Assessment Gaps Addressed with CADE-Informed Test Questions
17.3.1 Design of the Assessments
17.3.2 Participants
17.3.3 Addressing Assessment Gaps to Reveal Students’ Difficulties with Evidentiary Reasoning About Evolutionary Trees
17.3.3.1 Assessment Items Informed by CADE
17.3.3.2 Expert Answers for Whale and Echidna Questions
17.3.4 Findings from Typical Examples of Students’ Answers to the Whale and Echidna Questions
17.3.4.1 The Assessments Probed Evidentiary Reasoning with Disciplinary Knowledge Linked to Epistemic Considerations
17.3.4.2 Some Responses Described Disciplinary Knowledge But Failed to Link to Epistemic Reasoning About the Relevance or Quality of Evidence
17.3.4.3 Student Answer Examples Discuss Convergent Evidence That Could Support or Raise Questions About the Strength of an Inference
17.3.4.4 Some Responses Failed to Use Appropriate Disciplinary Knowledge to Inform a Hypothesis or Research Goal
17.3.4.5 The Assessments Probed Evidentiary Reasoning About Whether Alternative Model Had Been Considered
17.4 Summary and Discussion
17.5 Conclusions
References
Part V: Complementary Frameworks for Guiding Students’ Experimentation Practice
Chapter 18: Hybrid Labs: How Students Use Computer Models to Motivate and Make Meaning from Experiments
18.1 Introduction
18.1.1 Challenges Arising from Experimentation in Isolation
18.1.1.1 Motivating Experimental Design
18.1.1.2 Making Meaning of Experimental Results
18.1.2 Coupling Computational Modeling and Experimentation in Scientific Practice
18.2 Design of Hybrid Labs
18.2.1 Project Context
18.2.2 An Example Hybrid Lab: Mutation Rate Unit
18.2.2.1 The Phenomenon
18.2.2.2 Experimental System
18.2.2.3 Computational Model
18.2.2.4 Activity Structure
18.2.2.5 Instruction and Assessment
18.3 Students’ Scientific Practice in Hybrid Labs
18.3.1 Example 1: Attending to Time in Simulation and Experiment
18.3.1.1 An Experimental Design Motivated by Questions About Time
18.3.1.2 Comparing Model and Experiment to Make Meaning and Ask New Questions
18.3.2 Example 2: Questioning the Nature of “Benefit”
18.3.2.1 A Question Arises from a Comparison of “Benefit” in Model and Experiment
18.3.2.2 Using the Computational Model to Expand on and Rethink the Experiment
18.4 Conclusions and Implications for Instructors
References
Chapter 19: Electronic Laboratory Notebook Use Supports Good Experimental Practice and Facilitates Data Sharing, Archiving and Analysis
19.1 Introduction and Background
19.2 Electronic Laboratory Notebooks
19.3 Advantages in the Teaching Laboratory
19.4 Practicing Professional Practices
19.5 Templates and Frameworks
19.6 Facilitation of Data Sharing and Archiving
19.7 Concerns or Barriers
19.8 What Follows
19.9 Organization, Planning, Data Curation and Entry
19.9.1 Experiment: What Method Can We Use to Obtain the Largest Number of CFU’s from Our Soil Samples?
19.9.2 Example Checklist for Lab Notebook Entries (Used with Permission)
19.10 Examples of Student Entries
19.11 Data Sharing and Archiving
19.12 Other Options
19.13 Electronic Laboratory Notebooks and ACE-Bio Competencies: Implications for Instructors
References
Chapter 20: Growing Innovation and Collaboration Through Assessment and Feedback: A Toolkit for Assessing and Developing Students’ Soft Skills in Biological Experimentation
20.1 Introduction
20.2 Assessment Tools
20.3 Feedback and Guided Reflection
20.4 The Innovation Toolkit at Work
20.4.1 Timeline and Methodology of Assessment
20.4.2 Pilot Assessment Results
20.4.3 Pilot Observations
20.5 Implications of the Toolkit
20.5.1 Toolkit Use for Assessment of Essential Skills in Biological Experimentation
20.5.2 Toolkit Use in Broad, Interdisciplinary Situations
20.6 Future Directions and Overall Importance
References
Chapter 21: Biological Reasoning According to Members of the Faculty Developer Network for Undergraduate Biology Education: Insights from the Conceptual Analysis of Disciplinary Evidence (CADE) Framework
21.1 Background: The Purpose of Undergraduate Biology Education
21.2 The Conceptual Analysis of Disciplinary Evidence (CADE) Framework
21.3 The Faculty Developer Network for Undergraduate Biology Education (FDN-UBE)
21.4 Research Method
21.4.1 Interview Transcription and Coding Methodology
21.4.2 Selection of FDN-UBE Volunteers for Interviews
21.5 Findings from the Online Survey of FDN-UBE Members
21.6 Findings from Interviews Reveal Features of Their Biology Faculty Professional Development Interests and Expertise
21.6.1 Biology Professional Developers Are Visionaries/Missionaries
21.6.2 The Unconventional Pathways of Biology Faculty Professional Developers Remain Focused on Biology as a Discipline
21.6.3 Knowledge Sources Include But Go Beyond the Professional Development Literature to Include Oral Traditions
21.7 Interview Findings Through the Conceptual Analysis of Disciplinary Evidence (CADE) Lens
21.7.1 Theory => Evidence Relationship: A Knowledge Foundation for Scientific Research
21.7.1.1 A Focus on Conceptual Understanding
21.7.1.2 Use of Cutting-Edge Research Examples
21.7.2 Evidence <=> Data Relationship: Practice Analysis with Authentic Data
21.7.2.1 Advanced Research Techniques for Collecting Data
21.7.2.2 Basic Mathematical Skills for Analyzing Data
21.7.3 Evidence => Theory Relationship: Sufficiency of Interpretations
21.7.4 Social Dimensions: Communication of Evidence to the Public
21.8 Discussion and Implications for Future Direction
References
Part VI: Approaches to Biological Experimentation Instruction of Relevance to Biology Education Programs in General
Chapter 22: Teaching Successful Student Collaboration Within the Context of Biological Experimentation
22.1 Introduction
22.2 Guiding Principles for Collaboration
22.3 Narrative and Analysis
22.3.1 NARRATIVE 1: Collaboration on Day One
22.3.2 ANALYSIS 1: The First Day of Class
22.3.2.1 Challenge: Setting the Stage for a Long-Term Collaboration
22.3.2.2 Challenge: Forming Groups
22.3.3 NARRATIVE 2: Identifying a Research Question
22.3.4 ANALYSIS 2: Leveraging the Assets of the Group
22.3.4.1 Challenge: Communication of the Desired Outcome
22.3.4.2 Challenge: Engaging the Community
22.3.4.3 Challenge: Establishing Group Norms to Incorporate the Voices of all Collaborators
22.3.5 NARRATIVE 3: Conducting the Experiment and Analyzing Data
22.3.6 ANALYSIS 3: Implementing Clear Communication Strategies
22.3.6.1 Challenge: Establishing Practices for Communication
22.3.6.2 Challenge: Group Trust
22.3.6.3 Challenge: Group Roles and Responsibilities
22.3.7 NARRATIVE 4: Drawing Conclusions
22.3.8 ANALYSIS 4: Addressing Group Issues
22.3.8.1 Challenge: An Inclusive Group Dynamic
22.3.8.2 Challenge: Navigating Scheduling Conflicts
22.3.8.3 Challenge: Preparing TAs to Facilitate Inclusive Collaboration
22.3.8.4 Challenge: Communication to the Public
22.3.9 NARRATIVE 5: The Final Presentation
22.3.10 ANALYSIS 5: Improving the Collaboration Process
22.3.10.1 Challenge: Normalizing and Addressing Research Difficulties
22.3.10.2 Challenge: Time Management
22.3.10.3 Challenge: Assessing Gains in Students’ Ability to Collaborate
22.4 Conclusions & Recommendations
References
Chapter 23: Biochemistry and Art: Incorporating Drawings, Paintings, Music, and Media into Teaching Biological Science
23.1 Introduction
23.2 Drawing
23.3 Painting
23.4 Music
23.5 Media
23.6 Conclusion and Implications for Instructors
References
Chapter 24: Strategies for Targeting the Learning of Complex Skills Like Experimentation to Different Student Levels: The Intermediate Constraint Hypothesis
24.1 Introduction
24.2 What Is Constraint?
24.3 Constrained Simulated Experiments
24.4 Changing Constraint, Feedback, and Scaffolding in a Virtual Lab to Improve Learning
24.5 Constraint Can Affect Student Learning
24.6 Skilled Students May Be Better Challenged in Lower Constraint Activities
24.7 Quantifying Constraint as a Way of Informing Designs
24.8 The Interplay of Constraint, Feedback, and Scaffolding
24.9 The Intermediate Constraint Hypothesis: Tuning Constraint to Match the Student
24.10 Considering Degree of Constraint Can Improve Summative Assessment of Skills
24.11 Conclusion and Implications for Instructors
24.12 Implications for Instructors
References
Chapter 25: Implementing Innovations in Undergraduate Biology Experimentation Education
25.1 Introduction
25.2 The Process of Innovative Change: Consider the Potential Influence of Contextual Factors on Innovative Change
25.3 Establishing Feasibility and Tolerance: Contextual Forces Supporting and Opposing the Innovation
25.4 Potential Strategies for Implementing an Innovation: Examples
References
Index