Self-reported student confidence in troubleshooting ability increases after completion of an inquiry-based PCR...

Area of Science:

• Biotechnology Education
• Molecular Biology Pedagogy

Background:

• Inquiry-based learning (IBL) complements laboratory discovery by focusing on research and inquiry.
• Traditional laboratory practicals may not fully develop students' problem-solving skills in scientific experimentation.

Purpose of the Study:

• To evaluate student perceptions of knowledge acquisition and troubleshooting abilities after an IBL practical on Polymerase Chain Reaction (PCR).
• To assess the impact of integrating PCR primer design with wet laboratory experimentation on student confidence and skill development.

Main Methods:

• Student surveys were administered pre- and post-practical for an undergraduate IBL session focused on PCR.
• Analysis centered on self-reported gains in knowledge of DNA structure and PCR, and confidence in experimental troubleshooting.

Main Results:

• Significant self-reported gains in knowledge related to DNA structure and PCR were observed.
• Students showed increased confidence in their ability to troubleshoot problems during scientific experiments.
• The IBL approach fostered a sense of confidence by imparting essential workplace and research skills.

Conclusions:

• An IBL approach combining PCR primer design with hands-on experimentation enhances student learning and confidence.
• This pedagogical strategy equips students with integral skills applicable to diverse laboratory practices.
• IBL effectively bridges theoretical knowledge with practical application, preparing students for scientific research and industry.