scholarly journals Aligning Goals, Assessments, and Activities: An Approach to Teaching PCR and Gel Electrophoresis

2008 ◽  
Vol 7 (1) ◽  
pp. 96-106 ◽  
Author(s):  
Allison R. Phillips ◽  
Amber L. Robertson ◽  
Janet Batzli ◽  
Michelle Harris ◽  
Sarah Miller
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Gel Electrophoresis ◽  
Cell Biology ◽  
Genetically Modified Organisms ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Goals ◽  
Biological Concepts ◽  
Biology Lab

Polymerase chain reaction (PCR) and gel electrophoresis have become common techniques used in undergraduate molecular and cell biology labs. Although students enjoy learning these techniques, they often cannot fully comprehend and analyze the outcomes of their experiments because of a disconnect between concepts taught in lecture and experiments done in lab. Here we report the development and implementation of novel exercises that integrate the biological concepts of DNA structure and replication with the techniques of PCR and gel electrophoresis. Learning goals were defined based on concepts taught throughout the cell biology lab course and learning objectives specific to the PCR and gel electrophoresis lab. Exercises developed to promote critical thinking and target the underlying concepts of PCR, primer design, gel analysis, and troubleshooting were incorporated into an existing lab unit based on the detection of genetically modified organisms. Evaluative assessments for each exercise were aligned with the learning goals and used to measure student learning achievements. Our analysis found that the exercises were effective in enhancing student understanding of these concepts as shown by student performance across all learning goals. The new materials were particularly helpful in acquiring relevant knowledge, fostering critical-thinking skills, and uncovering prevalent misconceptions.

scholarly journals Teaching Cell Biology to Nonscience Majors Through Forensics, or How to Design a Killer Course

2004 ◽  
Vol 3 (2) ◽  
pp. 131-138 ◽  
Author(s):  
Laura Arwood
Keyword(s):  
Critical Thinking ◽  
Cell Biology ◽  
Dna Typing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Jury Trial ◽  
Assessment Tests ◽  
Nonscience Majors ◽  
Biological Concepts ◽  
Students Attitudes

Nonscience majors often do not respond to traditional lecture-only biology courses. However, these students still need exposure to basic biological concepts. To accomplish this goal, forensic science was paired with compatible cell biology subjects. Several topics such as human development and molecular biology were found to fulfill this purpose. Another goal was to maximize the hands-on experience of the nonscience major students. This objective was fulfilled by specific activities such as fingerprinting and DNA typing. One particularly effective teaching tool was a mock murder mystery complete with a Grand Jury trial. Another objective was to improve students' attitudes toward science. This was successful in that students felt more confident in their own scientific abilities after taking the course. In pre/post tests, students answered four questions about their ability to conduct science. All four statements showed a positive shift after the course (p values ranging from .001 to .036, df = 23; n = 24). The emphasis on experiential pedagogy was also shown to increase critical thinking skills. In pre / post testing, students in this course significantly their performance on critical thinking assessment tests from 33.3% correct to 45.3% (p = .008, df = 4; n = 24).

Clinically oriented physiology teaching: strategy for developing critical-thinking skills in undergraduate medical students

2004 ◽  
Vol 28 (3) ◽  
pp. 102-104 ◽  
Author(s):  
Reem Rachel Abraham ◽  
Subramanya Upadhya ◽  
Sharmila Torke ◽  
K. Ramnarayan
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Case Studies ◽  
Teaching Strategy ◽  
Real Life ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Undergraduate Medical Students ◽  
Life Problems ◽  
Motivation For Learning

Medicine is an applied science, interpreting evidence and applying it to real life by using clinical reasoning skills and experience. COPT (clinically oriented physiology teaching) was incorporated in physiology instruction aiming to relate the study of physiology to real-life problems, to generate enthusiasm and motivation for learning, and to demonstrate the vocational relevance of physiology among students by integrating clinical experience with teaching. COPT consisted of two elements: 1) critical-thinking questions (CTQ) and 2) clinical case studies. After a few topics were taught, CTQ and case studies were given as an assignment. Answers were discussed in the next class. Two exams, each of which contained CTQ and recall questions, were conducted, one before ( exam 1) and one after ( exam 2) the implementation of COPT. Analysis of student performance in the examinations revealed that the students did better in exam 2 ( P < 0.0001). Feedback from students indicated that this method was useful and challenging.

A Completely Structured Training on the Angoff Standard-Setting Method for Developing Critical-Thinking Skills of Teachers

2019 ◽  
pp. 277-298
Author(s):  
Ifeoma Chika Iyioke
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Task Performance ◽  
Educational Achievement ◽  
Standard Setting ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Probability Judgments ◽  
Comprehensive Curriculum ◽  
K 12

This chapter presents a completely structured training (CST) for the Angoff standard-setting method. The CST was developed to address the challenges teachers face in making the required probability judgments about student performance. It includes a comprehensive curriculum and instruction, practice, and feedback to guide participants on task performance. Overall, the approach is useful for developing critical-thinking skills among teachers in the context of assessing and evaluating educational achievement. This chapter also describes and illustrates how to use the training to facilitate professional development for K–12 teachers through programming. Guidelines, lessons and recommendations for implementation and study of CST are also provided.

scholarly journals Challenging endocrinology students with a critical-thinking workbook

2020 ◽  
Vol 44 (1) ◽  
pp. 72-79
Author(s):  
Alexandra K. Daemicke ◽  
Nicholas J. Galt ◽  
Karen E. Samonds ◽  
Heather E. Bergan-Roller
Keyword(s):  
Science Education ◽  
Critical Thinking ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Application Research ◽  
Higher Order Thinking Skills ◽  
Biological Concepts ◽  
Science Instructors ◽  
Event Sequencing

A central goal of science education is to help students develop higher order thinking skills to enable them to face the challenges of life. Accordingly, science instructors are now urged to craft their classrooms such that they serve as not only spaces for disseminating information, but also an arena through which students are encouraged to think scientifically and develop critical-thinking skills. This project aimed to develop a workbook that helps postsecondary students learn endocrinology and engages them in critical thinking. Each of the five chapters focuses on a different topic rooted within core biological concepts relevant to endocrinology. Such topics were identified on cross-referencing seminal reports on science education. Tenants of Numrich’s Sequence of Critical-Thinking Tasks were used to guide the development of chapter sections with the intent of engaging students in critical thinking over time by way of practice and scaffolded guidance. Chapter sections of modeling, event sequencing, clinical application, research and communication, and simulation, target different skills presented in Numrich’s framework. Students’ learning, experiences, and behaviors were used to evaluate the workbook and inform the revision of the workbook into the publicly available second edition.

scholarly journals Aligning best practices to develop targeted critical thinking skills and habits

2017 ◽  
Vol 17 (3) ◽  
pp. 48-67 ◽  
Author(s):  
Ilea Eskildsen Heft ◽  
Lauren F V Scharff
Keyword(s):  
Critical Thinking ◽  
Best Practices ◽  
Student Performance ◽  
Teaching And Learning ◽  
Course Design ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Critical Thinking Assessment Test ◽  
Upper Level ◽  
Critical Investigation

This project evaluated the effectiveness of a course design within an upper-level biology course that incorporated what prior scholarship of teaching and learning (SoTL) research has suggested to be best practices for developing critical thinking skills while also managing the grading load on the instructor. These efforts centered on the development of a clearly articulated subset of skills identified by the Critical Thinking Assessment Test (CAT) as well as incorporated learning experiences designed to instill what we refer to as a “habit of critical investigation.” In this study, we tested the hypothesis that a single semester of an aligned course utilizing active learning and multiple opportunities for practice and feedback would: (a) increase the extent to which students agreed with the importance of questioning the credibility of claims across the semester, (b) increase the frequency at which students reported personally questioning the credibility of claims across the semester, (c) increase the number of students reporting investigation techniques consistent with critical investigation across the semester and (d) result in significantly greater student performance on the CAT questions that assessed the sub-skills practiced in the course when compared to the performance of a representative group of senior students at our institution. We observed substantial and significant gains in both the frequency at which students reported questioning claims and the degree to which their reported investigative actions were consistent with critical investigation. Furthermore, on the critical thinking sub-skills most aligned with what was practiced in the course, the experimental group significantly outperformed the comparison group.

scholarly journals PENGARUH LITERASI SAINS DAN KETERAMPILAN BERPIKIR KRITIS TERHADAP PENGUASAAN KONSEP DASAR BIOLOGI

EDUSAINS ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 113-122
Author(s):  
Juhji Juhji ◽  
Mansur Mansur
Keyword(s):  
Critical Thinking ◽  
Scientific Literacy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Sample Number ◽  
Ex Post ◽  
Technological Advances ◽  
Ex Post Facto ◽  
Biological Concepts ◽  
Basic Concepts

THE EFFECT OF SCIENTIFIC LITERACY AND CRITICAL THINKING SKILLS ON MASTERING BASIC BIOLOGICAL CONCEPTS AbstractThe efforts to develop scientific literacy and critical thinking skills are indispensable in addressing technological advances in the 4.0 era, even though the effort is still low. This research aims to determine the effect of scientific literacy on mastering basic concepts of biology, determine the effect of critical thinking skills on mastering basic concepts of biology, and determine the effect of scientific literacy and critical thinking skills together on mastering basic concepts of biology. The ex post facto method was used as a research method with a sample number of 182 students in Madrasah Ibtidaiyah Teacher Education of UIN Sultan Maulana Hasanuddin Banten. Multiple regression techniques are used as data analysis.  The results showed a significant effect between scientific literacy on mastering basic concepts of biology, critical thinking skills on mastering basic concepts of biology, as well as scientific literacy and critical thinking skills together on mastering basic concepts of biology.  AbstrakUpaya pengembangan literasi sains dan keterampilan berpikir kritis sangat diperlukan dalam menyongsong kemajuan teknologi di era 4.0 meskipun upaya tersebut masih rendah. Tujuan riset ini adalah untuk menganalisis pengaruh literasi sains terhadap penguasaan konsep dasar biologi, mengetahui pengaruh keterampilan berpikir kritis terhadap penguasaan konsep dasar biologi, dan mengetahui pengaruh literasi sains dan keterampilan berpikir kritis secara bersama-sama terhadap penguasaan konsep dasar biologi. Metode ex post facto dijadikan sebagai metode penelitian dengan jumlah sampel sebanyak 182 mahasiswa Jurusan Pendidikan Guru Madrasah Ibtidaiyah UIN Sultan Maulana Hasanuddin Banten. Analisa data menggunakan teknik regresi berganda. Hasil penelitian menunjukkan adanya pengaruh yang signifikan antara literasi sains dengan penguasaan konsep dasar biologi, keterampilan berpikir kritis dengan penguasaan konsep dasar biologi, serta literasi sains dan keterampilan berpikir kritis secara bersama-sama dengan penguasaan konsep dasar biologi. 

scholarly journals The Effect of the Implementation of Mind Mapping Method on Critical Thinking Skills in Civic Education Learning

2021 ◽  
Vol 10 (3) ◽  
pp. 505
Author(s):  
Resti Anika Sari ◽  
Mukhamad Murdiono
Keyword(s):  
Critical Thinking ◽  
Civic Education ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Mapping Method ◽  
Critical Thinking Skills ◽  
Learning Goals ◽  
Mind Mapping ◽  
Significance Level ◽  
Post Test

One of the efforts made to produce quality human resources in a developing country like Indonesia is to carry out development in all fields. In the field of education, various efforts to improve the quality of education are always carried out. This study aims to analyze the effect of the implementation of Mind Mapping method on the critical thinking skills of grade X students in civic education learning. This research is a quasi-experimental study using quantitative approach. The research sample was 62 students divided into 2 classes who were selected using random sampling technique. Data were collected by conducting pre-test and post-test. Hypothesis testing using t-test analysis with a significance level of the analysis results was determined at 5%. The result showed that there was an effect of the implementation of Mind Mapping method in learning civic education on the critical thinking skills of class X students. This is indicated by the increase of  of the post-test that is 7.923. In addition, the ttable on df 60 was 2.000, and the significance value of 0.000 was smaller than the significance level of 5% (0.000 < 0.05). Mind mapping as a learning method can be used as a solution to improve students' critical thinking in the learning process in order to achieve learning goals.

Preliminary Evidence on the Association between Critical Thinking and Performance in Principles of Accounting

2005 ◽  
Vol 20 (1) ◽  
pp. 33-49 ◽  
Author(s):  
Burch T. Kealey ◽  
Jonna Holland ◽  
Marsha Watson
Keyword(s):  
Critical Thinking ◽  
Student Performance ◽  
Thinking Skills ◽  
Preliminary Evidence ◽  
Critical Thinking Skills ◽  
Cross Sectional ◽  
Academic Aptitude ◽  
The Cross ◽  
Principles Of Accounting ◽  
And Performance

This study tests whether critical-thinking skills can help explain the cross-sectional variation in student performance in principles of accounting. Prior research has used such measures as academic aptitude and demographic factors to explain performance in the principles of accounting class. We argue that success in principles of accounting also requires critical-thinking skills. We measured critical-thinking skills by using a holistic scoring process to evaluate student essays. Our results show that even after controlling for academic aptitude, our measure of critical-thinking skills contributes significantly to explaining the cross-sectional variation in student performance in an accounting principles class. Understanding the relationship between critical thinking and success in accounting may contribute not only to reducing the failure rate in principles of accounting, but also to encouraging an emphasis on critical thinking in the preparation of accounting professionals.

Sign in / Sign up

Export Citation Format

Share Document