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Active learning strategies in molecular genetics
Author
Quah, Vincent Siew Kian
Supervisor
Lee, Sing Kong
Abstract
The study of biological sciences is the study of living organic systems, which includes plants. animals and microorganisms. It encompasses many aspects of life, for example, respiration, photosynthesis, digestion and transcription. Biotechnology is the use and application of biological systems to enrich the lives of human beings. This may involve the search for new drugs and vaccines, the manipulation of plants so that they will be more effective producers of the product of interest or the race for a cure for cancer. This brief list clearly shows that the students are expected not only to know the basic operating mechanisms of plants and animals, they are expected to understand the hows and the whys about the system. In other words. they must understand key concepts and be able to integrate these concepts. Only then, can they be able to apply their knowledge and understanding to new problems and unusual situations. In addition, the students will be equipped with the necessary skills to carry out the work that is required of them. They, therefore have to be able to link skills acquired during practical sessions to that of their theory so that they will be able to see the whole progression of work.
Traditionally, subjects in biological sciences have been taught in the conventional lecture method. Lectures usually take the form of a teacher or professor standing in front of the class and delivering the information to the class. Occasionally, he may use slides, transparencies or the board to illustrate certain diagrams or ideas. Participation by students is normally passive. As far as possible, practical classes were conducted to run in tandem with the lecture topics so that students will be able to link theoretical knowledge to practical application of such knowledge. They would also be able to appreciate the ingenuity of the pioneering scientists and their perseverence in performing the experiment. Such a method of teaching. although has been widely used. has been labelled as inadequate in promoting higher order thinking skills. Therefore students who come for these classes are either not motivated to develop higher order thinking skills or that they see no need for higher order thinking skills. They simply follow the steps as spelled out in the schedule and do not put much thoughts regarding why it was done that particular way. It is with this assumption in mind that alternatives to the lecturing method are explored to motivate and encourage students to develop higher order thinking skills. In Molecular Genetics, the module of concerned in this paper. students find it very hard to imagine some of the processes that take place in the cell. Furthermore, at such a microscopic level, there are no live footages to show students the processes. Secondly, as these processes are taking place at such a microscopic level, the students find it hard to relate these newly acquired knowledge to ordinary life. Thus, the students have problems relating what they have learned to real life situations or that they see no relevance to life. Furthermore, students taking biological sciences tend to have the idea that memory work is all that they need and very little understanding is required in order to pass the examinations or to do well. However, they fail to see that a good understanding of the topic is essential before one can grasp the major concepts and all the linkages among the topics. The development of higher order thinking skills is not only beneficial to the students but it will also help the graduating student in his new working environment. Based on the observations made alone, a question asked is whether active learning strategies can encourage higher order thinking skills in diploma students taking Molecular Genetics.
Thus the objectives of this study is to :
(i) determine the learning styles and motivation level of diploma students taking Molecular Genetics.
(ii) re-evaluate the present course curriculum so that active learning strategies can be incorporated.
(iii) implement the active learning strategies and determine the responses of students to such methods.
(iv) evaluate students to see if such methods do encourage higher order thinking skills.
Traditionally, subjects in biological sciences have been taught in the conventional lecture method. Lectures usually take the form of a teacher or professor standing in front of the class and delivering the information to the class. Occasionally, he may use slides, transparencies or the board to illustrate certain diagrams or ideas. Participation by students is normally passive. As far as possible, practical classes were conducted to run in tandem with the lecture topics so that students will be able to link theoretical knowledge to practical application of such knowledge. They would also be able to appreciate the ingenuity of the pioneering scientists and their perseverence in performing the experiment. Such a method of teaching. although has been widely used. has been labelled as inadequate in promoting higher order thinking skills. Therefore students who come for these classes are either not motivated to develop higher order thinking skills or that they see no need for higher order thinking skills. They simply follow the steps as spelled out in the schedule and do not put much thoughts regarding why it was done that particular way. It is with this assumption in mind that alternatives to the lecturing method are explored to motivate and encourage students to develop higher order thinking skills. In Molecular Genetics, the module of concerned in this paper. students find it very hard to imagine some of the processes that take place in the cell. Furthermore, at such a microscopic level, there are no live footages to show students the processes. Secondly, as these processes are taking place at such a microscopic level, the students find it hard to relate these newly acquired knowledge to ordinary life. Thus, the students have problems relating what they have learned to real life situations or that they see no relevance to life. Furthermore, students taking biological sciences tend to have the idea that memory work is all that they need and very little understanding is required in order to pass the examinations or to do well. However, they fail to see that a good understanding of the topic is essential before one can grasp the major concepts and all the linkages among the topics. The development of higher order thinking skills is not only beneficial to the students but it will also help the graduating student in his new working environment. Based on the observations made alone, a question asked is whether active learning strategies can encourage higher order thinking skills in diploma students taking Molecular Genetics.
Thus the objectives of this study is to :
(i) determine the learning styles and motivation level of diploma students taking Molecular Genetics.
(ii) re-evaluate the present course curriculum so that active learning strategies can be incorporated.
(iii) implement the active learning strategies and determine the responses of students to such methods.
(iv) evaluate students to see if such methods do encourage higher order thinking skills.
Date Issued
1995
Call Number
LB1060 Qua
Date Submitted
1995