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Hybrid Inquiry-Based Laboratory Curriculum Highlights Scientific Method Using Bacterial Conjugation as a Model
dc.contributor.author | Klages, Joan E. | |
dc.contributor.author | Baid, Srishti | |
dc.contributor.author | Giri, Emily G. | |
dc.contributor.author | Morgan, Dyan E. | |
dc.contributor.author | Hotze, Eileen M. | |
dc.date.accessioned | 2024-05-21T19:09:44Z | |
dc.date.available | 2024-05-21T19:09:44Z | |
dc.date.issued | 2023-05-01 | |
dc.identifier.citation | Klages JE, Baid S, Giri EG, Morgan DE, Hotze EM. Hybrid Inquiry-Based Laboratory Curriculum Highlights Scientific Method Using Bacterial Conjugation as a Model. J Microbiol Biol Educ. 2023 May 1;24(2):e00237-22. doi: 10.1128/jmbe.00237-22. PMID: 37614897; PMCID: PMC10443315 | en_US |
dc.identifier.uri | https://hdl.handle.net/1808/35055 | |
dc.description.abstract | Undergraduate microbiology students are exposed to the theory of the scientific method throughout their undergraduate coursework, but laboratory course curricula often focus on technical skills rather than fully integrating scientific thinking as a component of competencies addressed. Here, we have designed a six-session inquiry-based laboratory (IBL) curriculum for an upper-level microbiology laboratory course that fully involves students in the scientific process using bacterial conjugation as the model system, including both online discussions and in-person laboratory sessions. The student learning objectives focus on the scientific method, experimental design, data analysis, bacterial conjugation mechanisms, and scientific communication. We hypothesized students would meet these learning objectives after completing this IBL and tracked student learning and surveyed students to provide an assessment of the structure of the IBL using pre- and post-IBL quizzes and the Laboratory Course Assessment Survey. Overall, our results show this IBL results in positive student learning gains. | en_US |
dc.publisher | American Society for Microbiology | en_US |
dc.rights | Copyright © 2023 Klages et al. | en_US |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | en_US |
dc.subject | Conjugation | en_US |
dc.subject | Hybrid | en_US |
dc.subject | IBL | en_US |
dc.subject | Inquiry-based laboratory | en_US |
dc.subject | Microbiology | en_US |
dc.subject | Scientific method | en_US |
dc.subject | Curriculum | en_US |
dc.subject | Laboratory | en_US |
dc.subject | Undergraduate | en_US |
dc.title | Hybrid Inquiry-Based Laboratory Curriculum Highlights Scientific Method Using Bacterial Conjugation as a Model | en_US |
dc.type | Article | en_US |
kusw.kuauthor | Klages, Joan E. | |
kusw.kuauthor | Baid, Srishti | |
kusw.kuauthor | Giri, Emily G. | |
kusw.kuauthor | Morgan, Dyan E. | |
kusw.kuauthor | Hotze, Eileen M. | |
kusw.kudepartment | Department of Molecular Biosciences | en_US |
dc.identifier.doi | 10.1128/jmbe.00237-22 | |
dc.identifier.orcid | https://orcid.org/0000-0003-3788-3305 | en_US |
kusw.oaversion | Scholarly/refereed, publisher version | en_US |
kusw.oapolicy | This item meets KU Open Access policy criteria. | en_US |
dc.identifier.pmid | PMC10443315 | en_US |
dc.rights.accessrights | openAccess | en_US |