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Embedding Kolb's experiential learning cycle in biotechnology education: a scientific experience before learning
Gongli Zong1, Yongan Wang2, Jiafang Fu1
1Biomedical Sciences College & Shandong Medicinal Biotechnology Centre, Shandong First Medical University & Shandong Academy of Medical Sciences, Ji'nan, Shandong, 250117, China.
BMC Medical Education
|June 9, 2026
Summary
The scientific experience before learning (SEBL) model enhances undergraduate biotechnology education by providing concrete experiences, boosting innovation and academic performance. This approach significantly improves experimental skills and postgraduate study intentions.
Area of Science:
- Biotechnology Education
- Experiential Learning Theory
Background:
- Undergraduate education often lacks concrete experiences crucial for Kolb's Experiential Learning Cycle (ELC).
- Specialized science courses require foundational practical skills for effective learning.
Purpose of the Study:
- To introduce a "scientific experience before learning" (SEBL) model integrated with Kolb's ELC framework.
- To enhance innovation and academic outcomes for undergraduate biotechnology students.
Main Methods:
- Constructed the SEBL model within Kolb's ELC framework.
- Implemented the SEBL model for undergraduate biotechnology students.
- Compared outcomes with a control group receiving traditional instruction.
Main Results:
- SEBL participants showed significant grade point average increases (≥38.78, p < 0.05).
- Improved experimental skills led to increased research output (articles, patents, competition awards).
- SEBL positively impacted postgraduate aspirations (18% increase in intention, 32.76% higher master's admission rate).
Conclusions:
- The SEBL model effectively cultivates biotechnology talent by embedding practical experience into the ELC.
- SEBL enhances innovation, academic achievement, and pursuit of advanced studies in undergraduates.
- The SEBL model offers a valuable pedagogical framework for science education.
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