Examining Science Practices in an Introductory Biology Laboratory Curriculum.

Abstract

The three-dimensional (3D) learning model for science teaching and learning introduced in A Framework for K-12 Science Education and the Next-Generation Science Standards (NGSS) provide guidance towards including science practices in biology coursework. Science practices incorporate both content knowledge and skills and describe activities that scientists routinely engage in. The 3D-Learning Assessment Protocol (3D-LAP) provides criteria required for each science practice. We used the 3D-LAP to evaluate the extent to which three linked introductory biology laboratory courses have the potential to engage students in science practices. In the three courses, we found that 24/25 of the lab sessions had the potential to engage students in at least one science practice, with a total of 152 instances over the three courses. There was strong emphasis on four practices: Analyzing and Interpreting Data, Developing and Using Models, and Constructing Explanations and Engaging in Argumentation from Evidence. However, three practices-Planning Investigations, Communicating Information, and Defining Problems/Designing Solutions-were not identified in any of the biology laboratory sessions. In the courses we investigated, we also found that the potential for students to engage in science practices would increase by 89% if activities that met all but one criterion from the 3D-LAP ("near misses") were modified so that all criteria were met. Based on our assessment, if near misses were available in these courses, students would have the opportunity to engage in two science practices that are otherwise absent from the laboratory curriculum. We propose that instructors can align introductory-level, course-based laboratory work with the criteria in the 3D-LAP. A practice-focused curricula can help students gain technical facility and participate in science practices in ways that also support the Core Competencies described in Vision and Change.