Teaching the Processes of Science: A Research Paper-Laboratory Technique

Abstract

OF THE CRITICISMS presently directed toward the quality and content of undergraduate biology courses, the most fundamental is that traditional courses fail to teach or develop the essential skills, intellectual abilities, and curiosity that are necessary characteristics of the biological scientist (Epstein 1970; Jeveli and Stevens 1975; Rasmussen 1970; Shell and HawesDavis 1965). As these and other authors have indicated, the traditional biology course with the lecture-cookbook lab format for transferring the maximum amount of factual material to the student has been inadequate for allowing the student to experience the processes by which biological information is generated. Few bachelor's or even master's degree biology students graduate with experience in scientific decision-making processes, in hypothesis formation, in experimental design, in the evaluation of meanings and strengths of data, in limitations and values of scientific processes, in the frustration of research, or in the excitement of discovery. In addition, university attempts to handle large numbers of undergraduates in giant lecture courses have generally forced students to postpone their curiosity and high motivation to do science until the beginning of thesis research. Moreover, nonbiology majors generally have no opportunity at all to experience the intellectual challenge and the excitement of the process of biological science. Instead, they have to devote virtually all of their time and efforts in a biology course to memorizing a body of knowledge.