Classic Research Articles as PBL Problems Hal White Dept of Chemistry and Biochemistry University of Delaware Case Study Teaching in Science 7 October 2005 Buffalo, NY Introductory Science Courses Stereotype 1. Lecture format that is content-driven. 2. Abstract concepts introduced before concrete examples. 3. Enrollments typically more than 100. 4. Limited student-faculty interaction. 5. Grading based on a few multiple choice examinations that emphasize recall of information. 6. Reinforce intellectually immature students to a naïve view of knowledge. What do we teach in science? “Much of our educational system seems designed to discourage any attempt at finding things out for oneself, but makes learning things others have found out, or think they have, the major goal.” Anne Roe (1953) Common Features of a Problem-Based Approach to Learning • • • • • Learning is initiated by a problem Problems are based on real-life, open-ended situations. Students identify and find the information necessary to solve the problem using appropriate resources. Students work in small permanent groups with access to an instructor. Learning is active, integrated, cumulative, and connected. Overview • The Case for Classic Articles as PBL Problems • Example of an Article-Based Course • Experience a Classic Article Problem • Designing a Course Around Classic Articles • Student Response Characteristics of Good PBL Problems • • • • • • Engage interest Require decision and judgement Need full group participation Open-ended or controversial Connected to prior knowledge Incorporate content objectives Classic Articles as PBL Problems Advantages • Authentic (not contrived) • Complex • Relevant to the Discipline • Introduce Important Historical Figures • Encourage use of Library Science as Literature? “There is no form of prose more difficult to understand and more tedious to read that the average scientific paper.” Francis Crick (1995) Science as Literature? “I am absolutely convinced that science is vastly more stimulating to the imagination than are the classics, but the products of this stimulus do not normally see the light of day because scientific men as a class are devoid of any perception of literary form” J. B. S. Haldane What is a Classic Article? “It is indeed rare for a scientific paper to remain central to current concerns several decades after its publication; in general, papers decay like last winter’s leaves or this summer’s pop songs, and scientists instead cite the latest review paper.” Edward Ahrens (1992) How can we connect students to their discipline? “Only by understanding the difficulties encountered in trying to do what now seems simple can a student appreciate the hurdles which must be surmounted in modern experiments of which we, for the most part, hear only the conclusions” James Bryant Conant (1946) Introduction to Biochemistry Evolution of the Course 1970's Course for non-science majors based on Herman Epstein’s model. 1989 Modified course initiated as part of a new B.S. Biochemistry curriculum. 1993 Problem-Based Learning format introduced. 1996 Undergraduate Tutor-Facilitators used for the first time. Introduction to Biochemistry: An Article-Based PBL Course • 3 Credits, No Laboratory, 8:00 AM MWF • Theme - Hemoglobin and Sickle Cell Anemia • First Biochemistry Course for Sophomore Biochemistry Majors • Required for the Major • Taught in a PBL Classroom • Enrollment 20 - 35 • Uses Juniors and Seniors as Group Facilitators Introduction to Biochemistry Course Description • Heterogeneous groups of 4 discuss and work to understand about ten classic articles. • Articles presented in historical context, show the development of scientific understanding of protein structure and genetic disease. • Assignments and examinations emphasize conceptual understanding. • Instructor monitors progress, supervises tutors, presents demonstrations, and leads whole class discussions to summarize each article. Introduction to Biochemistry Instructional Goals For Students 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. Become intellectually independent learners Recognize and confront areas of personal ignorance Review and apply chemical, biological, physical, and mathematical principles in a biochemical context Improve problem-solving skills Create, understand, and value abstract biochemical models See biochemistry in relevant historical and societal contexts Discover and use the resources of the library and the Internet Gain confidence in reading and understanding scientific articles Experience the powers (and pitfalls) of collaborative work Appreciate importance of clear oral and written communication Learn to organize logical arguments based on evidence Oxidation and Reduction of Hemoglobin CHEM-342 Introduction to Biochemistry Constructing Meaning from Stokes (1864) • What was done? Read Section 11 of the Stokes article. In the left-hand column of the work sheet, transform Stokes’ description into a multi-step protocol suitable for an undergraduate chemistry laboratory experiment. • What was seen? In the middle column, describe what observations students would make. • What happened chemically? In the last column, explain briefly in words the chemical basis for the observations. • How do we represent it? On the back of the work sheet, construct a diagram (model) that represents the chemistry. Transforming Section 11 of Stokes’ Article into a Laboratory Experiment Procedural Step 1. 2. 3. 4. 5. 6. Expected Observation Chemical Meaning Question for Group Work on Midterm Examination Prof. Essigsaure returned to his lab one night to prepare for a lecture demonstration based on the experiment presented in the second paragraph of Section 11 in Stokes’ 1864 article. Within minutes he was looking high and low for the glacial acetic acid and mumbling angrily about associates who don’t replace the things they use up. Frustrated, but undaunted, he figured any acid would do and substituted concentrated hydrochloric acid. After all, he reasoned, a stronger acid should work even better. — Not so. Sure enough the hemoglobin solution turned brown immediately upon addition of HCl but, much to his initial puzzlement, the resulting hematin did not extract into the ether layer. Explain in chemical terms why HCl cannot be substituted for glacial acetic acid in this experiment. Draw chemical structures and diagrams to support your argument. If you are uncertain of the explanation, please outline the possibilities you have considered or how you analyzed the problem. Constructing Models to Explain Observations O2 (g) Air 1. Diffusion, slow transfer Water 2. Shaking, rapid transfer O2 (l) HbO2 Reversible binding, rapid H2 O SnIV Hb SnII Irreversible oxidation, slow Introduction to Biochemistry Student Assignments • • • • • • Write an Abstract Construct a Concept Map Draw an Appropriate Illustration Critique from a Modern Perspective Find out about the Author Explore a Cited Reference Introduction to Biochemistry Student Perceptions 1995-2004 A. Consider items 1 through 12 and rate them with respect to how important they are for success in CHEM-342, Introduction to Biochemistry. (1 = Extremely Important to 5 = Not Important; N = 263 out of 268) Item 1. Personal Initiative 2. Library Research Skills 3. Taking Notes in Class 4. Writing Skills 5. Collaboration with Classmates 6. Oral Communication Skills Mean ± SD 1.47 ± 0.61 1.88 ± 0.80 2.92 ± 1.00 2.16 ± 0.85 1.55 ± 0.76 1.77 ± 0.81 Item 7. Prior Knowledge 8. Memorization 9. Learning New Information 10. Problem Solving Skills 11. Conceptualization 12. Attendance Mean ± SD 2.83 ± 0.97 3.90 ± 0.95 1.61 ± 0.77 1.64 ± 0.79 1.50 ± 0.65 1.43 ± 0.69 Introduction to Biochemistry Student Perceptions 1995-2004 B. Consider the items 1 through 12 in relation to other science courses. Circle those items which, in your experience, are more important in CHEM-342 than in most other science courses you have taken. (N=263) Item Percent Item Percent 1. Personal Initiative 40.8 7. Prior Knowledge 12.1 2. Library Research Skills 3. Taking Notes in Class 4. Writing Skills 60.0 8. Memorization 1.1 1.9 9. Learning New Information 10. Problem Solving Skills 14.8 5. Collaboration with Classmates 6. Oral Communication Skills 72.7 11. Conceptualization 40.5 57.8 12. Attendance 39.7 37.5 46.9 Effect of Facilitators on Attendance Attendance before facilitators: 91.1% Attendance after facilitators: 94.1% (32% reduction in absences) Allen & White (2001). In, Student-Assisted Teaching, Miller, Groccia & Miller, Eds. Bolton, MA: Anchor. Effect of Facilitators on Effort Hours before facilitators: 4.8 per week Hours after facilitators: 6.0 per week (25% increase in time spent on course work outside of class) Allen & White (2001). In, Student-Assisted Teaching, Miller, Groccia & Miller, Eds. Bolton, MA: Anchor. Learning Issue Matrix Course Course Course Objective Objective Objective No. 1 No. 2 No. 3 Article No. 1 XXX Article No. 2 XX Article No. 3 X XXX Course Objective No. 4 X X XXX X X XX Prelude to the Final Exam Always remember that it is possible to be a worthwhile human being regardless (or in spite of) how much biochemistry you know. This won't necessarily help you with biochemistry, but it may help you keep your sanity. Hiram F. Gilbert (1992) Course Web-Site Introduction to Biochemistry www.udel.edu/chem/white/CHEM342.htm