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Introducing student inquiry in large introductory genetics classes.

Patricia J Pukkila1

  • 1Department of Biology and Curriculum in Molecular Biology and Genetics, University of North Carolina, Chapel Hill, North Carolina 27599-3280, USA. pukkila@unc.edu

Genetics
|March 17, 2004
PubMed
Summary

This study introduces methods to foster student inquiry and creativity in introductory genetics courses. Large lecture classes can effectively teach students to analyze scientific claims and evidence.

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Area of Science:

  • Genetics Education
  • Pedagogical Innovation

Background:

  • Traditional large lecture formats in introductory genetics courses often limit student inquiry and creativity.
  • Emphasis on conveying established conclusions may hinder exploration of the scientific process.

Purpose of the Study:

  • To present practical mechanisms for integrating meaningful student inquiry and evaluating creative effort in large introductory genetics classes.
  • To demonstrate that large class sizes do not preclude the development of critical scientific thinking skills.

Main Methods:

  • Implementing altered pre-class preparation for students.
  • Incorporating additional in-class activities designed to promote inquiry.
  • Utilizing smaller recitation sections for targeted activities.

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Main Results:

  • Examples provided show successful integration of inquiry-based learning in large-scale genetics courses.
  • Student preparation and in-class activities can effectively stimulate critical thinking and creativity.
  • Recitation sections offer opportunities for more focused engagement.

Conclusions:

  • Large introductory genetics classes are suitable for teaching students to identify scientific claims and supporting evidence.
  • Students can learn to evaluate alternative conclusions and construct valid scientific arguments in large lecture settings.
  • Pedagogical strategies can enhance the learning of scientific reasoning skills beyond content memorization.