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Introducing Experimental Design Concepts Improves Biochemistry Undergraduates' Experimental Laboratory Competence and Confidence

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Title: Introducing Experimental Design Concepts Improves Biochemistry Undergraduates' Experimental Laboratory Competence and Confidence
Language: English
Authors: Nathan D. Tivendale (ORCID 0000-0002-0168-3961), Alyssa Van Dreumel, Peter G. Arthur
Source: Biochemistry and Molecular Biology Education. 2026 54(3):254-263.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, College Science, Biochemistry, Scientific Research, Research Design, Science Laboratories, Science Experiments, Science Process Skills, Laboratory Procedures, Competence, Student Attitudes, Learner Engagement
DOI: 10.1002/bmb.70046
ISSN: 1470-8175
1539-3429
Abstract: Laboratory science education can provide a training ground for developing experimental design capabilities, the ability to critically assess a range of laboratory methods, and confidence in selecting, adapting, and performing laboratory techniques. However, traditional, fail-safe, protocol-based laboratories provide little opportunity for students to develop these cognitive abilities. We introduced experimental design elements into a second-year undergraduate biochemistry laboratory. Using a guided inquiry model, we show that students improve their self-perceived and externally measured ability to critically assess laboratory methods, design experiments, and adapt protocols (experimental laboratory competence) and gain confidence in adapting protocols and applying technical laboratory knowledge to new situations (experimental laboratory confidence). Furthermore, students on the whole reported enjoying engaging with experimental design.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506722
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Nathan+D%2E+Tivendale%22">Nathan D. Tivendale</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0168-3961">0000-0002-0168-3961</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alyssa+Van+Dreumel%22">Alyssa Van Dreumel</searchLink><br /><searchLink fieldCode="AR" term="%22Peter+G%2E+Arthur%22">Peter G. Arthur</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Biochemistry+and+Molecular+Biology+Education%22"><i>Biochemistry and Molecular Biology Education</i></searchLink>. 2026 54(3):254-263.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/bmb.70046
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  Data: Laboratory science education can provide a training ground for developing experimental design capabilities, the ability to critically assess a range of laboratory methods, and confidence in selecting, adapting, and performing laboratory techniques. However, traditional, fail-safe, protocol-based laboratories provide little opportunity for students to develop these cognitive abilities. We introduced experimental design elements into a second-year undergraduate biochemistry laboratory. Using a guided inquiry model, we show that students improve their self-perceived and externally measured ability to critically assess laboratory methods, design experiments, and adapt protocols (experimental laboratory competence) and gain confidence in adapting protocols and applying technical laboratory knowledge to new situations (experimental laboratory confidence). Furthermore, students on the whole reported enjoying engaging with experimental design.
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      – TitleFull: Introducing Experimental Design Concepts Improves Biochemistry Undergraduates' Experimental Laboratory Competence and Confidence
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