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首页> 外文期刊>CBE Life Sciences Education >Culturally Relevant Inquiry-Based Laboratory Module Implementations in Upper-Division Genetics and Cell Biology Teaching Laboratories
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Culturally Relevant Inquiry-Based Laboratory Module Implementations in Upper-Division Genetics and Cell Biology Teaching Laboratories

机译：上层遗传学和细胞生物学教学实验室中基于文化相关查询的实验室模块的实现

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Today, more minority students are entering undergraduate programs than ever before, but they earn only 6% of all science or engineering PhDs awarded in the United States. Many studies suggest that hands-on research activities enhance students’ interest in pursuing a research career. In this paper, we present a model for the implementation of laboratory research in the undergraduate teaching laboratory using a culturally relevant approach to engage students. Laboratory modules were implemented in upper-division genetics and cell biology courses using cassava as the central theme. Students were asked to bring cassava samples from their respective towns, which allowed them to compare their field-collected samples against known lineages from agricultural stations at the end of the implementation. Assessment of content and learning perceptions revealed that our novel approach allowed students to learn while engaged in characterizing Puerto Rican cassava. In two semesters, based on the percentage of students who answered correctly in the premodule assessment for content knowledge, there was an overall improvement of 66% and 55% at the end in the genetics course and 24% and 15% in the cell biology course. Our proposed pedagogical model enhances students’ professional competitiveness by providing students with valuable research skills as they work on a problem to which they can relate.
机译：如今，进入本科课程的少数族裔学生比以往任何时候都多，但他们仅获得美国授予的所有科学或工程博士学位的6％。许多研究表明，动手研究活动会增强学生对从事研究事业的兴趣。在本文中，我们提出了一种使用与文化相关的方法来吸引学生参与的在本科教学实验室中进行实验室研究的模型。以木薯为中心，在上层遗传学和细胞生物学课程中实施了实验室模块。在实施结束时，要求学生携带各自城镇的木薯样品，这使他们能够将田间采集的样品与农业站的已知谱系进行比较。对内容和学习观念的评估表明，我们的新颖方法使学生能够在学习表征波多黎各木薯的同时学习。在两个学期中，根据在模块前内容知识评估中正确回答的学生百分比，遗传学课程结束时总体提高了66％和55％，细胞生物学课程总体提高了24％和15％ 。我们提出的教学模型通过在学生处理与他们相关的问题时向他们提供有价值的研究技能，从而提高他们的专业竞争力。

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