Enquiry-based learning: should it be science or microbiology?

Introduction

I am evaluating whether modelling scientific thinking in the theory component of my microbiology class will engender:

1. better skills and more confidence in finding information from the literature.
2. critical thinking and evaluation of information and data.
3. better retention of information.

In a nutshell

I changed course from didactic lecturing to active learning classes in which students:

1. search out information from texts.
2. learn from case studies.
3. problem solve.

I used data:

1. comparison of levels of cognition required in final exam questions (SOLO).
2. student grades & answers.
3. reflections - students & my own.
4. student evaluation of the course (SETL).
5. peer review.

1. Context

Applied and Environmental Microbiology

• has a prerequisite of General Microbiology
• second years with about 15 - 20 students.

 Pre-2005 learning objectives:

• largely specialist discipline objectives:
  • e.g. explain interactions between microbes, microbial metabolism and the environment.
  • e.g. explain microbial spoilage of food.

Student view

• generally liked subject, interesting and most passed, but content very heavy.

My view:

• students' inability to apply knowledge.
• limited appreciation of microbiology in the environment.

The problem

• Surface learning, little conceptual change.

Proposed solution

• Incorporate enquiry-based learning.

2. T & L class activities

New learning objectives.

Search, evaluate & synthesise scientific literature to construct your own knowledge & understanding of microbiology to:

• explain interactions between microbes, microbial metabolism & the environment.
• understand how microbes affect the environmental impact of industries like aquaculture.

Replace lectures with tutorials.

• Introduction to topic.
• Students given questions to answer from textbook.
• Class collates answers - place on website.
• Use case studies

e.g. analysis of food poisoning outbreak.

e.g. data interpretation from literature - scaffold how to.

e.g. devise data from case scenario.

 Results     

Overall SOLO levels

      

Overall SOLO level in final exams
Year	2	3	4
2004	41	27	32
2005	20	29	51
2006	31	21	48

SOLO

2 = unistructural

3 = multistructural

4 = relational

5 = extended abstract

Essay questions 2004 & 2005

2004:

Write an essay describing the biogeochemical cycle of nitrogen. Within the context of your essay define the terms reservoir, compartment and flux. Use your description of the nitrogen cycle to evaluate and explain the effects of lake stratification on nutrient cycling. In this context, you should explain why different types of nitrogen metabolism will likely be important at different depths of the water column.

2005:

Figure 1:Cross section of a lake in summer with various factors noted in numbered boxes.

Examine the diagram in figure 1 above and write an essay that shows that you understand the impacts or effects of each of the numbered boxes and how they are all interrelated. Your essay should also include a comparison of what these factors are likely to be doing in winter where this is also the rainy season. For the purposes of this essay assume that the summer is hot with little or no rain.

Grade Distributions

     

Grade distribution in Applied Environmental Microbiology
Year	Enrolled	HD	DN	CR	PP	TP	NN
2001	33	3	7	6	9	3	5
2002	26	0	5	12	5	0	4
2004	14	0	2	3	3	3	3
2005	17	0	4	5	3	2	3
2006	24	1	4	9	8	1	1

      

4. Where to?

To do

Apply SOLO evaluation to student answers to confirm or not cognitive level data.

Greatly increased student engagement with content:

• self, peer, my observations.

Potential problems

1. Content reduction is large.
   1. Concerns me and colleagues.
      1. crux: cognitive load associated with learning process vs content.   
      2. Importance of scaffolding.
   2. Learning objectives emphasise content or process?
2. Students MUST be taught how to learn the discipline.
   1. Clear signposting within course needed.
3. Why do some students struggle?
   1. Where do they come from?
4. Extension to larger classes difficult?