Effective Learning in the Life Sciences E-Book

David Adams

• Herausgeber: John Wiley & Sons
• Kategorie: Wissenschaft und neue Technologien
• Sprache: Englisch

Seitenzahl: 578

Veröffentlichungsjahr: 2011

Beschreibung

Effective Learning in the Life Sciences is intended to help ensure that each student achieves his or her true potential by learning how to solve problems creatively in laboratory, field or other workplace setting. Each chapter describes state of the art approaches to learning and teaching and will include case studies, worked examples and a section that lists additional online and other resources.

All of the chapters are written from the perspective both of students and academics and emphasize and embrace effective scientific method throughout. This title also draws on experience from a major project conducted by the Centre for Bioscience, with a wide range of collaborators, designed to identify and implement creative teaching in bioscience laboratories and field settings.

With a strong emphasis on students thinking for themselves and actively learning about their chosen subject Effective Learning in the Life Sciences provides an invaluable guide to making the university experience as effective as possible.

Leseprobe

Contents

Cover

Title Page

Copyright

Dedication

List of contributors

Introduction

The Book, Chapter by Chapter

Chapter 1: Creativity

1.1 Introduction

1.2 Adaptors and Creators

1.3 Defining Problems

1.4 Accessing Your Creative Potential

1.5 Creativity Techniques

1.6 Incubation

1.7 Working in Groups – Creative Environments

1.8 Working in Groups – Facilitated Creativity Sessions

1.9 How Many Uses for an Old CD?

1.10 Evaluating Your Ideas

1.11 Putting Your Ideas Into Action

1.12 How you can Achieve Your Creative Potential

1.13 References

1.14 Additional resources

Chapter 2: Problem solving – developing critical, evaluative and analytical thinking skills

2.1 What is Problem Solving?

2.2 Problem-solving strategies

2.3 Critical Thinking

2.4 Critical Reading

2.5 Using Judgement

2.6 Constructing an Argument

2.7 Visualisation – Making Representations

2.8 Other Strategies

2.9 Pulling it Together

2.10 How You Can Achieve Your Potential as a Problem Solver

2.11 References

Additional resources

Chapter 3: In the laboratory

3.1 Introduction

3.2 The Scientific Method

3.3 Preparing for a Laboratory Class

3.4 Laboratory Notebooks

3.5 Laboratory Equipment

3.6 Calculations in the Laboratory

3.7 Working in a Group

3.8 Working on Your Own

3.9 Writing-up Experiments – the Laboratory Report

3.10 Concluding Comments

3.11 How You Can Achieve Your Potential in the Laboratory

3.12 Acknowledgements

3.13 References

3.14 Additional resources

3.15 Problems associated with Koch's postulates

Chapter 4: Fieldwork

4.1 Introduction

4.2 Fieldwork – Exciting or Overwhelming?

4.3 Planning and Time Management

4.4 Group Work and Social Aspects of Fieldwork

4.5 Collecting the Right Data

4.6 Technology in the Field

4.7 Costs, Sustainability and Ethics

4.8 Safety and Permissions

4.9 Accessibility

4.10 Making the Most of Different Types of Fieldwork

4.11 Overcoming the Problems that WILL occur

4.12 Feedback and Assessment (see also Chapter 10)

4.13 Concluding Comments

4.14 How you can Achieve Your Potential During Fieldwork

4.15 References

4.16 Additional resources

4.17 Potential solutions for kick-sampling case study

Chapter 5: In vivo work

5.1 Introduction

5.2 Animal Welfare Legislation

5.3 The Principles of the 3Rs

5.4 Alternatives to the Use of Animals in the Development of New Medicines

5.5 Animal Models of Disease

5.6 Experimental Design

5.7 Recognition of Pain, Suffering or Ill Health in Animals Used for Research

5.8 Ethical Review of In Vivo Studies

5.9 Harm/Benefit Analysis

5.10 The Arguments for and Against Animal Experimentation

5.11 How You Can Achieve Your Potential in In Vivo Work

5.12 References

Chapter 6: Research projects

6.1 Introduction

6.2 Research Project – Role and Purpose

6.3 Applying the Scientific Method

6.4 Types of Project and Ideas for Research

6.5 Characteristics of Good Research Projects

6.6 Working in Groups

6.7 Writing up

6.8 The Possibility of Publication

6.9 How You Can Achieve Your Potential During Final-Year Project Studies

6.10 Tutor notes

6.11 Acknowledgements

6.12 References

6.13 Additional resources

Chapter 7: Maths and stats for biologists

7.1 Introduction

7.2 Motivation – This Chapter is Important!

7.3 Confidence – You can do it!

7.4 Skills – do It!

7.5 How you can Achieve Your Potential in Biomaths

7.6 Acknowledgements

7.7 References

7.8 Additional resources (accessed April 2011)

Chapter 8: E-learning for biologists

8.1 Introduction

8.2 Online Working Environment

8.3 Resources

8.4 Legal Considerations

8.5 Protecting Your Work

8.6 Organisation

8.7 Developing as a Professional

8.8 Information Online

8.9 Working Effectively

8.10 How you can Achieve Your Potential Using Computers and Online Resources

8.11 References

8.12 Additional resources

Chapter 9: Bioethics

9.1 Introduction

9.2 The Rise of Ethics in the Bioscience Curriculum

9.3 What Exactly is Bioethics?

9.4 Putting the Case for Ethics Education

9.5 Developing Insight Into Ethical Issues

9.6 Taking it Further

9.7 Conclusion

9.8 How You Can Achieve Your Potential in Bioethics

9.9 Tutor Notes

9.10 References

9.11 Additional resources

Chapter 10: Assessment, feedback and review

10.1 Introduction and Some Definitions

10.2 Types of Assessment

10.3 Marking Criteria

10.4 Learning Outcomes

10.5 Feedback

10.6 Peer support – learning from and with your classmates

10.7 Peer Assessment

10.8 Self-Review and Assessment

10.9 Bringing it all Together

10.10 How You Can Use Assessment, Feedback and Review to Help You Achieve Your Potential

10.11 References

10.12 Additional resources (accessed April 2011)

Chapter 11: Communication in the biosciences

11.1 Introduction

11.2 Communication Skills in the Undergraduate Curriculum

11.3 Opportunities to Develop Communication Skills

11.4 Written Communication

11.5 Visual Communication

11.6 Oral Communication

11.7 Public Engagement

11.8 How you can Achieve Your Potential as a Communicator

11.9 References

11.10 Additional resources (accessed January 2011)

Chapter 12: Bioenterprise

12.1 Introduction

12.2 Phase 1 Identifying and protecting an idea

12.3 Phase 2 Researching the Market Potential for Your Idea

12.4 Phase 3 Setting out Your Ideas and Goals – The Business Plan

12.5 Communicating your Business – the ‘Pitch’

12.6 Concluding Comments

12.7 How you can Achieve Your Enterprising and Entrepreneurial Potential

12.9 References

12.10 Additional resources (accessed April 2011)

Appendix

Index

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Library of Congress Cataloging-in-Publication Data

Effective learning in the life sciences : how students can achieve their full potential / [edited by] David Adams.

p. cm.

Summary: “Draws on experience from a major project conducted by the Centre for Bioscience, with a wide range of collaborators, designed to identify and implement creative teaching in bioscience laboratories and field settings”–Provided by publisher.

Includes bibliographical references and index.

ISBN 978-0-470-66156-7 (cloth) – ISBN 978-0-470-66157-4 (paper)

1. Life sciences–Study and teaching (Higher) 2. Life sciences–Study and teaching (Higher)–Great Britain. 3. Creative teaching. 4. Biological laboratories. 5. Life sciences–Research. 6. Life sciences–Fieldwork. I. Adams, David J. (David James) II. UK Centre for Bioscience.

QH315.E33 2011

570.71'1–dc23

2011022847

ePDF: 9781119976653;

Wiley Online Library: 9781119976646;

ePub: 9781119977636;

Mobi: 9781119977643

To my colleagues in the UK Centre for Bioscience. It was a pleasure and a privilege to work with you all.

David Adams was Director of the UK Centre for Bioscience, Higher Education Academy, from 2007–2011. Currently he is Director of Science and Research at Cogent Sector Skills Council.

List of contributors

David J. Adams

UK Centre for Bioscience, Higher Education Academy

Room 9.15, Worsley Building

University of Leeds

Leeds, LS2 9JT

Jo L. Badge

School of Biological Sciences

University of Leicester

University Road

Leicester, LE1 7RH

Lee J. Beniston

Leeds University Business School

Maurice Keyworth Building

University of Leeds

Leeds, LS2 9JT

Kevin Byron

The Learning Institute

Room 3.03A, Francis Bancroft Building

Mile End Campus

Queen Mary, University of London

London, E1 4NS

Maureen M. Dawson

c/o Centre for Learning and Teaching

Manchester Metropolitan University

2nd Floor, Cavendish North

Cavendish Street

Manchester, M15 6BG

Dawn Hawkins

Department of Life Sciences

Anglia Ruskin University

East Road

Cambridge, CB1 1PT

David I. Lewis

Faculty of Biological Sciences and Interdisciplinary Ethics Applied CETL

University of Leeds

Leeds, LS2 9JT

Martin Luck

School of Biosciences

University of Nottingham

Sutton Bonington Campus

Loughborough, LE12 5RD

Alice L. Mauchline

School of Agriculture, Policy and Development

University of Reading

PO Box 237

Reading, RG6 6AR

Stephen J. Maw

UK Centre for Bioscience, Higher Education Academy

Room 9.15, Worsley Building

University of Leeds

Leeds, LS2 9JT

Terry J. McAndrew

UK Centre for Bioscience, Higher Education Academy

Room 9.15, Worsley Building

University of Leeds

Leeds, LS2 9JT

Pauline E. Millican

c/o UK Centre for Bioscience, Higher Education Academy

Room 9.15, Worsley Building

University of Leeds

Leeds, LS2 9JT

Paul Orsmond

Faculty of Sciences

Staffordshire University

Mellor Building

College Road

Stoke-on-Trent, ST4 2DE

Tina L. Overton

UK Physical Sciences Centre

Higher Education Academy

Department of Chemistry

University of Hull

Hull, HU6 7RX

Julian R. Park

School of Agriculture, Policy and Development

University of Reading

PO Box 237

Reading, RG6 6AR

Julie Peacock

UK Centre for Bioscience, Higher Education Academy

Room 9.15, Worsley Building

University of Leeds

Leeds, LS2 9JT

Jon J. A. Scott

College of Medicine, Biological Sciences & Psychology

University of Leicester

University Road

Leicester, LE1 7RH

Joanna Verran

School of Health Care Science

Manchester Metropolitan University

Chester Street

Manchester, M1 5GD

Carol Wakeford

Faculty of Life Sciences

University of Manchester

1.124 Stopford Building

Oxford Road

Manchester, M13 9PT

Chris J. R. Willmott

Department of Biochemistry

University of Leicester

Leicester, LE1 9HN

Introduction

There has never been a more exciting time to study biology. We hear almost daily of major developments in new areas such as nanobiology, stem cell research or GM technology, and the popular media are forever running stories on the global impact of the biosciences. You have the chance to participate in this ongoing revolution, and if you are to make the most of this opportunity you must be prepared to think for yourself and fully engage in the learning process. If you can make this commitment then you should benefit greatly from this book.

Many of the book's contributors have interacted closely with the UK Centre for Bioscience, and its predecessors, during the last decade. Together they offer a wealth of experience and expertise in a wide range of areas of current importance in bioscience education. For the first time in a single volume, topics such as creativity, e-learning, bioethics and bioenterprise are considered, in detail, alongside more traditional elements of bioscience degree programmes such as laboratory classes and fieldwork. In addition, the book addresses areas and issues frequently identified by bioscience students as problematic. These include lack of confidence when using maths or stats in bioscience settings, difficulties when solving problems and frustration with assessment and feedback procedures. The book is designed to help you with these issues, and you will be able to access further support through an Additional resources section at the end of each chapter.

There is emphasis on interactivity, with inclusion of worked examples and case studies throughout. If you participate in these exercises and make the most of each chapter you will acquire a wide range of skills. These include many of the skills currently sought by prospective employers. Industrialists and university research laboratory supervisors alike indicate they want well-rounded graduates who can solve problems creatively in a wide range of settings. Enthusiastic engagement with the contents of this book should therefore help ensure not only that you benefit maximally from your time at university but also that you improve your employment prospects and achieve your true potential as a life scientist.

The Book, Chapter by Chapter

Students are imaginative and inventive individuals, but unfortunately they are rarely given any help to achieve their true creative potential during bioscience degree programmes. A distinctive feature of this book is the inclusion of a chapter (Chapter 1) that will help promote your individual creativity and the creativity that often occurs when students work together in groups. As with creativity, students of the biosciences are given little help to develop their problem-solving abilities; in the second chapter you will therefore be shown how to approach algorithmic and open-ended problems with confidence. The next two chapters focus on practical skills in the biosciences with emphasis on students achieving their potential in laboratory and field. Continuing the practical theme, in vivo work (i.e. work with animals) is an area that has been identified as of paramount importance by the UK Government, researchers and educationalists, and an unusual and useful feature of this book (Chapter 5) is the consideration of a wide range of approaches and issues associated with the use of animals in the laboratory. In the final year of your studies you are likely to be engaged in a major research project. In recent years universities have offered a wide range of formats for projects, and these are considered in Chapter 6, which should help you identify the type of project best suited to your needs. The next chapter considers issues associated with maths and stats for biologists and describes how you can build your confidence in these areas. Chapter 8 contains a state-of-the-art update on e-learning in the biosciences, with advice on the use of new technologies including mobile phones, blogs, wikis, Facebook etc. You should know about traditional, as well as the most recent and innovative, assessment procedures used in universities. In addition you should be fully aware of the sort of regular feedback you can expect during your degree programme. These issues are considered in Chapter 10. It is essential that bioscientists should be able to communicate their ideas and general scientific information to other scientists and to members of the public. Chapter 11 describes traditional and novel approaches for communication in the biosciences. Two further notable features of this book are chapters on Bioethics and Bioenterprise. These are areas of great current importance to bioscientists. A considerable amount of material already exists in the field of bioethics, and Chapter 9 will raise your awareness of current approaches in this area. Bioenterprise and Knowledge Transfer are topics that are being embraced enthusiastically by many universities and the final chapter of the book considers how students of the biosciences can achieve their enterprising and entrepreneurial potential.

Tutor Notes

The bioscience knowledge base is growing at a remarkable rate, and this can lead to tutors placing great demands on students who are asked to absorb enormous amounts of information. Unfortunately this can be at the expense of course components designed to promote independent thought and real engagement with the Scientific Method. This book is intended to redress this imbalance by raising students' awareness of their own considerable potential in areas of traditional and emerging importance. It is much more than a study skills guide, in that in each of the 12 diverse chapters the authors aim to build students' confidence to the point where they can decide for themselves whether they are making the most of their time at university.

You will find Tutor notes throughout, or at the end of, chapters. The notes will direct you to a great deal of additional material in support of teaching in the biosciences. This includes a very wide range of online and other resources provided by the UK Centre for Bioscience, Higher Education Academy.

David Adams

July 2011

Chapter 1

Creativity

David J. Adams and Kevin Byron

1.1 Introduction

We should start by defining the terms ‘creativity’ and ‘innovation’. Creativity involves original and imaginative thoughts that lead to novel and useful ideas. If you are to put these ideas to good use, you must be innovative as well as creative. Innovation may be defined as the exploitation of ideas in, for example, the development of new procedures or technologies. An excellent illustration of the distinction between creativity and innovation is the invention and development of the electric light bulb. Most people would identify Thomas Edison as the light bulb's inventor, yet over 20 individuals are thought to have invented similar devices up to 80 years before Edison's contributions. Only Edison was sufficiently innovative to refine his invention until it was a practical device that could be brought into commercial use in partnership with an electrical distribution company. You will learn how to ensure that your creative ideas are brought to fruition in Chapter 12.

Students of the biosciences are rarely encouraged to be truly creative or innovative (Adams et al., 2009). A notable exception may arise during a final-year project, when you might be asked to come up with some novel ideas or solve a problem creatively. However, it is unlikely that you will be offered any help in generating original, imaginative thoughts or solutions. Indeed, in our view, bioscience students are rarely given the opportunity to develop anything like their full creative potential. This is a great shame because bioscience graduates will frequently be expected to be creative in a wide range of career settings.

In this chapter we consider a number of issues associated with the promotion of creativity in bioscientists. We start by inviting you to decide whether you consider yourself to be a ‘creator’ or whether your natural inclination is to be more of an ‘adaptor’. The outcome of this exercise will help you make the most of the subsequent sections that deal with how to define problems, then solve them creatively as an individual or as a member of a team.

1.2 Adaptors and Creators

It would seem that some people are naturally more inclined than others to take risks, challenge assumptions and be creative. Indeed, the psychologist Michael Kirton suggests that we can each be placed on a continuum based on our inclination to ‘do things better’ or to ‘do things differently’ and he labels the opposite ends of this continuum adaptive and innovative, respectively (Figure 1.1; Kirton, 1976). You may find it useful to consider where you fall on such a scale (Table 1.1). If you feel you are more of a creator/innovator than an adaptor then you are likely to benefit most from the problem-defining and problem-solving frameworks outlined in Section 1.3 of this chapter. On the other hand, adaptors should find of most value the techniques designed to promote creativity (Sections 1.4–1.9).

Table 1.1 Some of the characteristics associated with individuals located at the extremes of the adaptor–creator/innovator continuum