Teaching microbial analysis techniques for the characterisation of baker's yeast through the inquiry-based laboratory
DOI:
https://doi.org/10.22219/jpbi.v9i3.29201Keywords:
collaborative problem solving, Inquiry lab, microbiology learningAbstract
Laboratory course activities often focus on "cookbook style," so their activities have not yet integrated with scientific thinking as an essential aspect. In this research, the laboratory experience of microbial analysis techniques was redesigned using alternative inquiry to involve students in isolating and characterising yeast to make the bread rise. This research aimed to determine the effect of implementing inquiry-based laboratory experiences on improving students' technical skills and the structure and characteristics of laboratory courses. The method used a single case study to obtain a complete picture regarding implementing laboratory course redesign. Laboratory experience activities consisted of pre-laboratory (reinforcement of theory) and investigation (preparation of methods, laboratory investigation activities, data analysis and presentation, and writing written reports). Overall, our results suggest that inquiry-based laboratory experiences can improve students' microbial analysis technique skills in strong collaboration. In addition, students considered several benefits from this learning, such as developing designs and conducting laboratory investigations close to the original context. With these results, educators can use the redesign of this laboratory course without applying full "course-based undergraduate research experiences" to students.
Downloads
References
Aditomo, A., Goodyear, P., Bliuc, A.-M., & Ellis, R. A. (2013). Inquiry-based learning in higher education: principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239–1258. https://doi.org/10.1080/03075079.2011.616584
Andersen, C., & Garcia-Mila, M. (2017). Scientific reasoning during inquiry. In Science Education (pp. 105–117). SensePublishers. https://doi.org/10.1007/978-94-6300-749-8_8
Aruscavage, D. (2013). Semester-long assessment of aseptic technique in microbiology labs. Journal of Microbiology & Biology Education, 14(2), 248–249. https://doi.org/10.1128/jmbe.v14i2.552
Barret, T. (2017). A new model of problem-based learning: Inspiring concepts, practice strategies and case studies from higher education. The British Journal of Psychiatry, 111(479).
Baur, A., & Emden, M. (2021). How to open inquiry teaching? An alternative teaching scaffold to foster students’ inquiry skills. Chemistry Teacher International, 3(1). https://doi.org/10.1515/cti-2019-0013
Beaumont-Walters, Y., & Soyibo, K. (2001). An analysis of high school students’ performance on five integrated science process skills. Research in Science & Technological Education, 19(2), 133–145. https://doi.org/10.1080/02635140120087687
Beck, C. W., & Blumer, L. S. (2021). The relationship between perceptions of instructional practices and student self-efficacy in guided-inquiry laboratory courses. CBE—Life Sciences Education, 20(1), ar8. https://doi.org/10.1187/cbe.20-04-0076
Bevins, S., & Price, G. (2016). Reconceptualising inquiry in science education. International Journal of Science Education, 38(1), 17–29. https://doi.org/10.1080/09500693.2015.1124300
Bradforth, S. E., Miller, E. R., Dichtel, W. R., Leibovich, A. K., Feig, A. L., Martin, J. D., Bjorkman, K. S., Schultz, Z. D., & Smith, T. L. (2015). University learning: Improve undergraduate science education. Nature, 523(7560), 282–284. https://doi.org/10.1038/523282a
Carriazo, J. G. (2011). Laboratory projects using inquiry-based learning: an application to a practical inorganic course. Química Nova, 34(6), 1085–1088. https://doi.org/10.1590/S0100-40422011000600029
Charteris, J. (2019). Quality assurance through collaborative inquiry among teacher educators. In Encyclopedia of Teacher Education (pp. 1–7). Springer Singapore. https://doi.org/10.1007/978-981-13-1179-6_209-1
Cheng, L. T., Smith, T. J., Hong, Z. R., & Lin, H. shyang. (2021). Gender and STEM background as predictors of college students’ competencies in forming research questions and designing experiments in inquiry activities. International Journal of Science Education, 43(17), 2866–2883. https://doi.org/10.1080/09500693.2021.1994167
Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. https://doi.org/10.1080/03057260701828101
Cirkony, C. (2023). Flexible, creative, constructive, and collaborative: The makings of an authentic science inquiry task. International Journal of Science Education, 1–23. https://doi.org/10.1080/09500693.2023.2213384
Connolly, C., Logue, P. A., & Calderon, A. (2022). Teaching about curriculum and assessment through inquiry and problem-based learning methodologies: an initial teacher education cross-institutional study. Irish Educational Studies, 42(3), 443–460. https://doi.org/10.1080/03323315.2021.2019083
Corwin, L. A., Runyon, C., Robinson, A., & Dolan, E. L. (2015). The laboratory course assessment survey: A tool to measure three dimensions of research-course design. CBE—Life Sciences Education, 14(4), ar37. https://doi.org/10.1187/cbe.15-03-0073
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
de Jong, T., Sotiriou, S., & Gillet, D. (2014). Innovations in STEM education: the Go-Lab federation of online labs. Smart Learning Environments, 1(1), 3. https://doi.org/10.1186/s40561-014-0003-6
Demaria, M., Barry, A., & Murphy, K. (2019). Using inquiry-based learning to enhance immunology laboratory skills. Frontiers in Immunology, 10(OCT). https://doi.org/10.3389/fimmu.2019.02510
Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194–214. https://doi.org/10.1016/j.edurev.2017.09.002
Ellwood, R., & Abrams, E. (2018). Student’s social interaction in inquiry-based science education: how experiences of flow can increase motivation and achievement. Cultural Studies of Science Education, 13(2), 395–427. https://doi.org/10.1007/s11422-016-9769-x
Ernst, D. C., Hodge, A., & Yoshinobu, S. (2017). What is inquiry-based learning? Notices of the American Mathematical Society, 64(06), 570–574. https://doi.org/10.1090/noti1536
Fadaei, A. (2022). Comparing the effects of cookbook and non-cookbook based lab activities in a calculus-based introductory physics course. International Journal of Physics and Chemistry Education, 13(4), 65–72. https://doi.org/10.51724/ijpce.v13i4.135
Gholam, A. (2019). Inquiry-based learning: Student teachers’ challenges and perceptions. Journal of Inquiry and Action in Education, 10(2), 112–133. https://doi.org/EJ1241559
Guez, G. R., Zhou, C., & Carrió, M. (2017). Creativity in biomedical education: Senior teaching and research staff’s conceptualization and implications for pedagogy development. 33, 30–43.
Gyllenpalm, J., Rundgren, C.-J., Lederman, J., & Lederman, N. (2022). Views about scientific inquiry: a study of students’ understanding of scientific inquiry in grade 7 and 12 in Sweden. Scandinavian Journal of Educational Research, 66(2), 336–354. https://doi.org/10.1080/00313831.2020.1869080
Hämäläinen, R., & Vähäsantanen, K. (2011). Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning. Educational Research Review, 6(3), 169–184. https://doi.org/10.1016/j.edurev.2011.08.001
Hsu, P.-S., & Van Dyke, M. (2021). A case study exploring learning experiences in a science summer camp for middle level students from Taiwan and the United States. RMLE Online, 44(5), 1–17. https://doi.org/10.1080/19404476.2021.1907507
Huang, P.-S., Peng, S.-L., Chen, H.-C., Tseng, L.-C., & Hsu, L.-C. (2017). The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity. Thinking Skills and Creativity, 25, 1–9. https://doi.org/10.1016/j.tsc.2017.06.001
Lee, S. H. (2023). Editorial: Analytics for analytics. Marketing Education Review, 33(3), 177–177. https://doi.org/10.1080/10528008.2023.2238495
Jeffery, E., Nomme, K., Deane, T., Pollock, C., & Birol, G. (2016). Investigating the role of an inquiry-based biology lab course on student attitudes and views toward science. CBE—Life Sciences Education, 15(4), ar61. https://doi.org/10.1187/cbe.14-11-0203
Kang, J. (2022). Interrelationship between inquiry-based learning and instructional quality in predicting science literacy. Research in Science Education, 52(1), 339–355. https://doi.org/10.1007/s11165-020-09946-6
Kollöffel, B., & de Jong, T. (2013). Conceptual understanding of electrical circuits in secondary vocational engineering education: Combining traditional instruction with inquiry learning in a virtual lab. Journal of Engineering Education, 102(3), 375–393. https://doi.org/10.1002/jee.20022
Lati, W., Supasorn, S., & Promarak, V. (2012). Enhancement of learning achievement and integrated science process skills using science inquiry learning activities of chemical reaction rates. Procedia - Social and Behavioral Sciences, 46, 4471–4475. https://doi.org/10.1016/j.sbspro.2012.06.279
Lewis, D., Clontz, S., & Estis, J. (2021). Team-based inquiry learning. PRIMUS, 31(2), 223–238. https://doi.org/10.1080/10511970.2019.1666440
Madhuri, G. V., Kantamreddi, V. S. S. N., & Prakash Goteti, L. N. S. (2012). Promoting higher order thinking skills using inquiry-based learning. European Journal of Engineering Education, 37(2), 117–123. https://doi.org/10.1080/03043797.2012.661701
McLaughlin, C. A., & MacFadden, B. J. (2014). At the elbows of scientists: Shaping science teachers’ conceptions and enactment of inquiry-based instruction. Research in Science Education, 44(6), 927–947. https://doi.org/10.1007/s11165-014-9408-z
McNeill, K. L., & Berland, L. (2017). What is (or should be) scientific evidence use in k‐12 classrooms? Journal of Research in Science Teaching, 54(5), 672–689. https://doi.org/10.1002/tea.21381
Mohd Saat, R. (2004). The acquisition of integrated science process skills in a web‐based learning environment. Research in Science & Technological Education, 22(1), 23–40. https://doi.org/10.1080/0263514042000187520
Munthe, E., & Rogne, M. (2015). Research based teacher education. Teaching and Teacher Education, 46, 17–24. https://doi.org/10.1016/j.tate.2014.10.006
Ncala, L, E. (n.d.). Case studies of inquiry-based instruction in life sciences classrooms of selected high schools in Standerton. University of Free State. http://scholar.ufs.ac.za/xmlui/handle/11660/11185
Ovens, P. (2011). Developing inquiry for learning: Reflecting collaborative ways to learn how to learn in higher education. Routledge.
Özden, B., & Yenice, N. (2022). The relationship between scientific inquiry and communication skills with beliefs about the nature of science of pre-service science teachers’. Participatory Educational Research, 9(1), 192–213. https://doi.org/10.17275/per.22.11.9.1
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47–61. https://doi.org/10.1016/j.edurev.2015.02.003
Peffer, M. E., Beckler, M. L., Schunn, C., Renken, M., & Revak, A. (2015). Science classroom inquiry (SCI) Simulations: A novel method to scaffold science learning. PLOS ONE, 10(3), e0120638. https://doi.org/10.1371/journal.pone.0120638
Pols, C. F. J., Dekkers, P. J. J. M., & de Vries, M. J. (2021). What do they know? Investigating students’ ability to analyse experimental data in secondary physics education. International Journal of Science Education, 43(2), 274–297. https://doi.org/10.1080/09500693.2020.1865588
Prinsen, F. (2016). Supporting inquiry learning as a practice; A practice perspective on the challenges of IBL design, implementation and research methodology. ICLS 2016 Proceedings, 74–81.
Robnett, R. D., Chemers, M. M., & Zurbriggen, E. L. (2015). Longitudinal associations among undergraduates’ research experience, self-efficacy, and identity. Journal of Research in Science Teaching, 52(6), 847–867. https://doi.org/10.1002/tea.21221
Rokos, L., & Zavodska, R. (2020). Efficacy of inquiry-based and “cookbook” labs at human physiology lessons at university level - is there an impact in relation to acquirement of new knowledge and skills? Eurasia Journal of Mathematics, Science and Technology Education, 16(12), em1909. https://doi.org/10.29333/ejmste/9124
Rowland, S., Pedwell, R., Lawrie, G., Lovie-Toon, J., & Hung, Y. (2016). Do we need to design course-based undergraduate research experiences for authenticity? CBE—Life Sciences Education, 15(4), ar79. https://doi.org/10.1187/cbe.16-02-0102
Rozenszayn, R., & Ben-Zvi Assaraf, O. (2011). When collaborative learning meets nature: collaborative learning as a meaningful learning tool in the ecology inquiry based project. Research in Science Education, 41(1), 123–146. https://doi.org/10.1007/s11165-009-9149-6
Sáez Bondía, M. J., & Cortés Gracia, A. L. (2022). Action research in education: A set of case studies? Educational Action Research, 30(5), 850–864. https://doi.org/10.1080/09650792.2020.1866631
Sandika, B., & Fitrihidajati, H. (2018). Improving creative thinking skills and scientific attitude through inquiry-based learning in basic biology lecture toward student of biology education. JPBI (Jurnal Pendidikan Biologi Indonesia), 4(1), 23–28. https://doi.org/10.22219/jpbi.v4i1.5326
Serafín, Č., Dostál, J., & Havelka, M. (2015). Inquiry-based instruction in the context of constructivism. Procedia - Social and Behavioral Sciences, 186, 592–599. https://doi.org/10.1016/j.sbspro.2015.04.050
Šmida, D., Čipková, E., & Fuchs, M. (2023). Developing the test of inquiry skills: Measuring the level of inquiry skills among pupils in Slovakia. International Journal of Science Education, 1–36. https://doi.org/10.1080/09500693.2023.2219811
Solé-Llussà, A., Aguilar, D., & Ibáñez, M. (2022). Video-worked examples to support the development of elementary students’ science process skills: A case study in an inquiry activity on electrical circuits. Research in Science & Technological Education, 40(2), 251–271. https://doi.org/10.1080/02635143.2020.1786361
Strom, K. J. (2015). Teaching as assemblage. Journal of Teacher Education, 66(4), 321–333. https://doi.org/10.1177/0022487115589990
Svanes, I. K., & Andersson-Bakken, E. (2023). Teachers’ use of open questions: investigating the various functions of open questions as a mediating tool in early literacy education. Education Inquiry, 14(2), 231–250. https://doi.org/10.1080/20004508.2021.1985247
Thomas, G. (2012). Changing our landscape of inquiry for a new science of education. Harvard Educational Review, 82(1), 26–51. https://doi.org/10.17763/haer.82.1.6t2r089l715x3377
Tsybulsky, D., Gatenio-Kalush, M., Abu Ganem, M., & Grobgeld, E. (2020). Experiences of preservice teachers exposed to project-based learning. European Journal of Teacher Education, 43(3), 368–383. https://doi.org/10.1080/02619768.2019.1711052
Wästberg, B. S., Eriksson, T., Karlsson, G., Sunnerstam, M., Axelsson, M., & Billger, M. (2019). Design considerations for virtual laboratories: A comparative study of two virtual laboratories for learning about gas solubility and colour appearance. Education and Information Technologies, 24(3), 2059–2080. https://doi.org/10.1007/s10639-018-09857-0
Wen, Y., Wu, L., He, S., Ng, N. H.-E., Teo, B. C., Looi, C. K., & Cai, Y. (2023). Integrating augmented reality into inquiry-based learning approach in primary science classrooms. Educational Technology Research and Development. https://doi.org/10.1007/s11423-023-10235-y
Yew, E. H. J., & Goh, K. (2016). Problem-based learning: An overview of its process and impact on learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004
Yusiran, Siswanto, Hartono, Subali, B., Ellianawati, Gumilar, S., & Sartika, D. (2019). Whats wrong with cookbook experiment? a case study of its impacts toward learning outcomes of pre-service physics teachers. Journal of Physics: Conference Series, 1280(5), 052047. https://doi.org/10.1088/1742-6596/1280/5/052047
Zeidan, A. H., & Jayosi, M. R. (2014). Science process skills and attitudes toward science among palestinian secondary school students. World Journal of Education, 5(1). https://doi.org/10.5430/wje.v5n1p13
Zhou, C. (2015). Bridging creativity and group by elements of problem-based learning (PBL) (pp. 1–9). https://doi.org/10.1007/978-3-319-17398-6_1
Zhu, W. (2015). Need a good research question? No problem! Research Quarterly for Exercise and Sport, 86(1), 1–4. https://doi.org/10.1080/02701367.2015.996073
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with JPBI (Jurnal Pendidikan Biologi Indonesia) agree to the following terms:
- For all articles published in JPBI, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
