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Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based 'Cookbook' and Authentic Research-Based Courses on Student Lab Experiences

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Title: Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based 'Cookbook' and Authentic Research-Based Courses on Student Lab Experiences
Language: English
Authors: Brownell, Sara E., Kloser, Matthew J., Fukami, Tadishi
Source: Journal of College Science Teaching. 2012 41(4):36-45.
Availability: National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Peer Reviewed: Y
Physical Description: PDF
Page Count: 10
Publication Date: 2012
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Descriptors: Science Instruction, College Science, Undergraduate Study, Student Research, Biology, Science Laboratories, Student Attitudes, Self Esteem, Comparative Analysis, Inquiry, Observation, Surveys, Interviews, Teaching Methods
DOI: 10.2505/3/jcst12_041_04
ISSN: 0047-231X
Abstract: Over the past decade, several reports have recommended a shift in undergraduate biology laboratory courses from traditionally structured, often described as "cookbook," to authentic research-based experiences. This study compares a cookbook-type laboratory course to a research-based undergraduate biology laboratory course at a Research 1 institution. The research-based lab course had several hallmarks of authentic research: a single longitudinal research focus, research questions with currently unknown answers, student-determined experimental designs, and collaboration among lab peers. Twenty students in the research-based lab were matched with 20 students in the cookbook lab on the basis of five demographic characteristics. This study found that students in the research-based lab had more positive attitudes toward authentic research, higher self-confidence in lab-related tasks, and increased interest in pursuing future research compared with students in the cookbook laboratory course. This study provides empirical evidence supporting the recommendations for incorporating more authentic research components in laboratory courses. (Contains 2 figures and 7 tables.)
Abstractor: As Provided
Number of References: 30
Entry Date: 2012
Access URL: https://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=10.2505/3/jcst12_041_04
Accession Number: EJ983126
Database: ERIC
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  Data: National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
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  Data: Over the past decade, several reports have recommended a shift in undergraduate biology laboratory courses from traditionally structured, often described as "cookbook," to authentic research-based experiences. This study compares a cookbook-type laboratory course to a research-based undergraduate biology laboratory course at a Research 1 institution. The research-based lab course had several hallmarks of authentic research: a single longitudinal research focus, research questions with currently unknown answers, student-determined experimental designs, and collaboration among lab peers. Twenty students in the research-based lab were matched with 20 students in the cookbook lab on the basis of five demographic characteristics. This study found that students in the research-based lab had more positive attitudes toward authentic research, higher self-confidence in lab-related tasks, and increased interest in pursuing future research compared with students in the cookbook laboratory course. This study provides empirical evidence supporting the recommendations for incorporating more authentic research components in laboratory courses. (Contains 2 figures and 7 tables.)
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