New Perspectives in Science Education

The responsibility of a lecturer is not only to share his or her knowledge with the students in an easy to understand manner, but also to help the students to embed new knowledge and to encourage the development of higher-order cognitive skills via applied exercises.
In order to meet the growing demand for blended learning approaches a new course concept was established in autumn 2018. To enhance comprehension and to provide opportunities for self-assessment, web-based training units were implemented by using the interactive learning software “Articulate Storyline”. Students had to prepare at home for the course units by completing interactive chapters. Their learning outcome was assessed by online quizzes at the end of each chapter. Online Training chapters allowed time to focus on selected topics and to repeat key messages in following presence units.
Additionally, guided group exercises were performed to promote analytic skills and abstract thinking. The students had to apply and combine their knowledge to solve problem-based challenges.
An optional revision course was offered to the students, which allowed for interactive repetition of the acquired knowledge with the focus on student-to-lecturer dialog.
An analysis based on a written evaluation of this course resulted in a positive feedback from the students, in particular regarding the guided exercises and the offered revision course. According to the students the group exercises allowed to process the learned subjects, promoted the group climate and were a convenient diversion from the frontal lecture format. Students who attended the revision course on a regular basis showed a better performance at the final exam and exceeded especially at interdisciplinary questions.
The first implementation of this master´s degree course indicated that the combination of web-based training elements with frontal lecture elements, guided exercises stimulating cognitive skills and an optional revision course can teach students the basics of biology in an understandable way. This course structure is especially applicable to teach basic subjects for groups of students with varying initial knowledge.

Financial support from the City of Vienna project PBL in Molecular Life Science (21-06) is gratefully acknowledged.

Keywords: Molecular biology, problem-based learning, web-based training.

References:

• Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in Bloom: Implementing Bloom’s Taxonomy. Washington: CBE Life Sci. Educ. 7, 368–381
• Bailin, S. (2002). Critical thinking and science education. Sci. Educ. 11, 361–375.