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Are all students getting maximum value from bioscience practicals? Exploring the benefits of inclusive
Dominic C Henri1, Katharine E Hubbard2
1School of Environment and Life Sciences, University of Hull, HU6 7RX, U.K.
Bioscience practical work needs a stronger justification in education. A competence-based model can enhance the value and inclusivity of laboratory, field, and computational practicals for all students.
Area of Science:
- Bioscience Education
- Curriculum Design
- Pedagogical Models
Background:
- Traditional bioscience practical work is costly, complex, and often exclusive.
- The necessity of practicals is questioned, especially for students not pursuing research careers.
- Existing practicals may not offer maximum educational value for the majority of students.
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