Producing Scientific Posters, Using Online Scientific Resources, Improves Applied Scientific Skills in Undergraduates

Autor/in	Brown, James A. L.
Titel	Producing Scientific Posters, Using Online Scientific Resources, Improves Applied Scientific Skills in Undergraduates
Quelle	In: Journal of Biological Education, 54 (2020) 1, S.77-87 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, James A. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2018.1546758
Schlagwörter	Foreign Countries; Undergraduate Students; Science Process Skills; Hands on Science; Biology; Information Science; Visual Aids; Blended Learning; Inquiry; Data Analysis; Science Projects; Ireland + Suchen Sie Ihr Suchwort? Ausland; Biologie; Informationswissenschaft; Anschauungsmaterial; Auswertung; Science; Project; Wissenschaft; Projekt; Irland
Abstract	To succeed, undergraduate science students need to both acquire knowledge, and learn to apply it effectively. Here a novel 1st year undergraduate module (incorporating blended learning, applied bioinformatic skills and scientific posters) is described and its effectiveness evaluated (quantitatively and qualitatively). The aims were to engage students and teach applied skills through a process-oriented guided-inquiry learning (POGIL) based project, utilising common online tools. Given a nucleotide entry and utilising the National Centre for Biotechnology Information (NCBI) platform students had to identify a specific human syndrome. Students then retrieved and summarised key scientific data, presenting it as a scientific poster. The module effectiveness was demonstrated by the students ability to acquire knowledge (content) and apply it (process), by finding and extracting data from online databases. Assessment included evaluation of the students ability to analyse, visualise and explain acquired data as a scientific poster. Module evaluation used qualitative students surveys and quantitative assessment (pre- and post-module, multiple-choice quiz, assessing content or process specific knowledge). The module led to a significant increase in students applied, process specific, knowledge and enhanced their learning experience. This module demonstrates a successful method for incorporating applied learning into an undergraduate module, developing multiple applied professional skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01