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    This document summarizes a study that implemented a project-based molecular biology lab for an introductory biology course. The goal was for students to gain a better understanding of protein structure-function relationships through independent projects. Students worked in groups to design and carry out their own experiments, analyze original data, and interpret their results. The project allowed students to experience the process of scientific investigation and helped develop their ability to think and work like scientists.

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    This document summarizes a study that implemented a project-based molecular biology lab for an introductory biology course. The goal was for students to gain a better understanding of protein structure-function relationships through independent projects. Students worked in groups to design and carry out their own experiments, analyze original data, and interpret their results. The project allowed students to experience the process of scientific investigation and helped develop their ability to think and work like scientists.

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    13 views1 page

    Daniel J. Treacy, Saumya M & Others 2010

    Uploaded by

    BIO Flora
    This document summarizes a study that implemented a project-based molecular biology lab for an introductory biology course. The goal was for students to gain a better understanding of protein structure-function relationships through independent projects. Students worked in groups to design and carry out their own experiments, analyze original data, and interpret their results. The project allowed students to experience the process of scientific investigation and helped develop their ability to think and work like scientists.

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    of 1

    CBE—Life Sciences Education

    Vol. 10, 18-24, Spring 2011

    Essay

    Implementation of a Project-Based Molecular Biology


    Laboratory Emphasizing Protein Structure-Function
    Relationships in a Large Introductory Biology Laboratory Course
    † ‡
    Daniel J. Treacy,* Saumya M. Sankaran, Susannah Gordon-Messer,
    † † § †
    Danielle Saly, Rebecca Miller, R. Stefan Isaac, and Melissa S. Kosinski-Collins
    *Department of Biology, Massachusetts Institute of Technology, Cambridge, MA 02139; †Department of Biology,
    Brandeis University, Waltham, MA 02454;‡Department of Biophysics, Brandeis University, Waltham, MA 02454;
    and§Department of Biochemistry, Brandeis University, Waltham, MA 02454

    Submitted July 1, 2010; Accepted November 3, 2010


    Monitoring Editor: Debra Tomanek

    ‫ل يمكن‬--‫كل أفض‬--‫وم بش‬--‫اب فهم العل‬--‫) أن اكتس‬2003( ‫وث‬--‫ومي للبح‬--‫ترح المجلس الق‬--‫اق‬
    ‫ل‬-‫ير مث‬--‫ك الطالب على التفك‬--‫اعد ذل‬-‫ فيس‬،‫اريع‬--‫ائم على المش‬-‫تحقيقه من خالل تعلم معملى ق‬
    .‫العلماء حيث يصمم الطالب مشروعهم الخاص ويفسرون نتائجهم المستقلة‬
    The National Research Council (2003) suggested that other
    opportunities for gaining a better understanding of science
    could be achieved through project-based laboratory courses.
    These courses help to students to think more like scientists
    by simulating .
    18 ‫ص‬

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