Project-based Laboratory Research Articles

Development of an integrated and project-based laboratory course in upper-level biochemistry and molecular biology.

An integrated and projected-based laboratory course was described, integrating interconnected knowledge points and biochemistry and molecular biology techniques on a research project-based system. The program, which served as an essential extension of theoretical courses to practice, was conducted with a sophomore of basic medical science who had completed the course in medical biochemistry and molecular biology. This course engaged students in learning "genetic manipulation" and "recombinant DNA technology" to understand the target gene's role in disease mechanics, thus altering evaluation and treatment for clinical disease. Students could master applied and advanced techniques, such as cell culture, transfection, inducing exogenous fusion protein expression, purifying protein and its concentration assay, quantitative polymerase chain reaction, and western bot analysis. This laboratory exercise links laboratory practices with the methods of current basic research. Students need to complete the experimental design report and laboratory report, which could be advantageous for improving their ability to write lab summaries and scientific papers in the future. The reliability and validity analyses were conducted on the questionnaire, and we examined students' satisfaction with the course and their gains from the course. The student feedback was generally positive, indicating that the exercise helped consolidate theoretical knowledge, increase scientific research enthusiasm, and provide a powerful tool to be a better person and make informed decisions.

Cross-curricular project-based laboratory learning enables hands-on interdisciplinary education for chemical engineering students

To enhance students’ interdisciplinary awareness and understanding of (i) high-pressure reactors, (ii) zeolites as catalysts and (iii) analysis of complex reactor effluents with unknown compounds, the laboratory exercises of two courses are coupled into a cross-curricular Project-Based laboratory Learning trajectory. The alkylation of anisole with 1-hexene proves to be an excellent case study for students to learn new objectives and strengthen the skills acquired in prior courses, emulating the work of expert engineers and analytical chemists. The time-efficient cross-curricular project proves effective in fostering teamwork and addressing complex engineering and analytical challenges. Student testimonials highlight the integrated project's success in providing new insights and cultivating advanced decision-making skills during experimentation. This approach also encourages future interdisciplinary collaborations between chemical engineering and analytical practice classes.

Inquiry Project Laboratory: The Collaborative Problem Solving and Critical Thinking on Laboratory

Collaborative problem-solving is one of the important soft skills in project-based laboratory activities to equip students with critical thinking skills. A study that systematically reviews literature relevant to the successful implementation of the Inquiry Project Laboratory (IPro-Lab) which is carried out in 5 main stages. A systematic review of relevant qualitative research findings using an integrative approach to gain a deeper understanding (meta-synthesis) through summarization techniques (meta-aggregation). The review stage begins with extracting relevant studies, identifying important findings, categorizing findings, and developing a conceptual framework. The studies and reviews are focused on the success of the IPro-Lab practicum in equipping critical thinking, creative, collaboration and communication skills. In addition, it was also found that the successful track record of the IPro-Lab practicum has been tested and valid to support the formation of scientific thinking, solving complex problems and the needs of the 21st century. IPro-Lab also provides opportunities for the self-development of teachers so that they are more innovative, creative and structured

Designing a Hybrid Project-Based Laboratory Curriculum for an Undergraduate Quantitative Analysis Course

Designing a Hybrid Project-Based Laboratory Curriculum for an Undergraduate Quantitative Analysis Course

Project-based Laboratory Rotation Blended Learning Model to Train Students’ Critical Thinking and Collaboration in Physics Course

Critical thinking and collaboration skills are part of the 21st century skills that need to be trained in learning at the university level. This research focused on developing a project-based laboratory rotation blended learning (PjLRBL) model to train students’ critical thinking and collaboration. Development was carried out using the ADDIE model. The resulting model products were lesson plans, digital module, critical thinking, and collaboration skills assessment tools. Experts’ validation result of the entire product obtained valid criteria. The products were implemented in the course on Basic Physics 1, Science Education Study Program especially on projectile motion topic. At the implementation stage, the critical thinking skills of student obtained results of 12.00% low, 40.00% moderate, and 48.00% high. Then, the collaboration skills of student obtained results of 6.00% low, 36.00% moderate, and 56.00% high. Based on these results, the PjLRBL can be an offer to be applied to the higher education to train students’ critical thinking and collaboration skills.

Lembar Kerja Laboratorium Berbasis Proyek Pembuatan Koloid dengan Pemanfaatan Daun Cincau Perdu (Premna Oblongifolia)

Chemistry practicum is still only concept verification or is a cookbook.This study aims to develop student worksheets on producing jelly as a colloid product by using perdu cincau leaves (Premna Oblongifolia). The method used in this study is development research with ADDIE models (Analysis, Design, Development, Implementation, Evaluation), which only done until development step. Analysis curricula of colloid topic and study of literature on project-based practicum and perdu cincau leaves have been carried out at analysis step. At this step also interviewed high school teachers and found that there is no student worksheets for supporting KD 4.15. At design step, the experiment of jelly producing using perdu cincau leaves was optimized and the best laboratory work design was obtained, such as materials, tools and procedures. Then, a project-based laboratory worksheet draft was created and validated by experts. Based on the suggestions given by the validator, content number 11 was omitted because it contained irrelevant instructions. Content number 2 added instructions. Content number 15 and 16 an explanation is added. Content number 3, 4 and 12, it is necessary to edit sentences. After revising, student worksheets is ready to be implemented in learning activities.

Achieving Deep Learning through Integration of 360° Virtual Reality Tour, Hands-on Experience, and Simulation-Based Design in a Project-Based Laboratory

We present an integrated project-based learning (PBL) asset integrating 360° virtual reality tour, high-fidelity simulation, and simulation-based design for chemical engineering laboratory courses. The 360° virtual reality tour integrated with videos and learning lessons of distillation equipment components is based on a pilot-scale distillation column of the standard industrial design and an authentic separation system of renewable bioethanol. The dedicated simulation modules, tailored for process simulation and simulation-based design anchored on rigorous theoretical methods, provide students with accurate process performance scenarios and genuine process design practice. The unique combination of virtual reality and high-fidelity simulation enables students of all academic years to explore the connections among the process equipment and operation, underlying concepts, simplifying assumptions and sustainable design with high-level efficiency, depth, and flexibility. The integrated learning modules also contain content-appropriate learning activities and expected learning outcomes for all academic levels, and culminates in senior year as a project-based design laboratory focusing on sustainable design of equipment, systems, and processes, along with hands-on laboratory. Altogether, the integrated learning based on the exploration of the real-world process is structured to support efficient, student-oriented, and design-centric learning for students to acquire knowledge and engineering skills of integrated real-world systems and develop cognitive ability for problem solving. In particular, the integrated learning in the open-ended PBL with design component is expected to help students achieve higher-level learning outcomes and critical engineering skills.

Constructivist-based experiential learning: A case study of student-centered and design-centric unit operation distillation laboratory

This paper presents the rationale for incorporating engineering design into project-based laboratory learning. To ensure an effective and efficient pedagogy for the new laboratory format, we placed the emphasis of the pedagogical framework on constructivist learning for deep laboratory learning, and integrated experiential learning cycle with cyclic engineering design to formulate a sequential instruction and formative assessment methodology. The implementation of the pedagogy was exemplified using a case study of a concrete distillation design consisting of conceptualizing the design, reasoning the adequacy and experiment-based validation of the design correlations, and verifying the final design as per experimental observations. The impact of the novel lab format on student learning experience was surveyed and compared to that of a traditional laboratory. The survey results revealed that the project-based laboratory with design resulted in an improved learning experience in addressing high-level learning outcomes and engineering skills. Evidence of the survey also suggested that the sequential instruction and formative assessment methodology was effective with every stage of the experiential learning and formative assessment essential for the successful and efficient implementation of the project-based laboratory learning.

Project-based Laboratory Assignments to Support Digital Transformation of Education in Turkmenistan

Abstract: On 30th of November, 2018, by the Decree of the Esteemed President of Turkmenistan Gurbanguly Berdimuhammedov, there was accepted a Conception of developing digital economy in Turkmenistan in between 2019-2025. Moreover, on 15th of September, 2017, the Conception of developing digital education in Turkmenistan was approved as well. That is why, new, innovative methodologies and digital solutions are continuously being introduced to the educational system of Turkmenistan. Teaching and training undergraduate students, studying in the field of automation and control engineering, is a tough issue. Because, nowadays, for automation engineer, knowing physics, mathematics, theory of automation and electronics is not enough, moreover, they should also know basics of smart systems, if necessary, programming a microcontroller and methods of using necessary sensors when designing smart systems. In this regards, this paper provides useful information about the steps and key points of integrating digital solutions a n d mi c r o c o n t r o l l e r - b a s e d e d u c a t i o n a l methodologies into the undergraduate educational system of Turkmenistan. Moreover, the effect of the proposed method of teaching and appropriateness of the laboratory assignments were also analysed at the end of the course. As a microcontroller board, “Ardunio UNO” was selected as it is easy-to-learn. Keywords: smart systems, engineering courses, “Arduino UNO” board, methodology of achieving course objectives, Bloom's taxonomy

Low-cost engineering experimentation laboratory kit designed for at-home project-based learning

During the Spring 2021 semester, the third-year Engineering Experimentation course at the Cooper Union was administered virtually due to the COVID-19 pandemic. The online format presented many challenges to teaching a hands-on, project-based laboratory class. To provide students with the experience of performing real engineering experiments, a low-cost laboratory kit was assembled and sent to each student. The kit included a microcontroller to serve as a data acquisition device, two electret microphones, and electronic components necessary to collect acoustic data. All of the students used this equipment to run a speed of sound laboratory by determining the time an impulsive signal took to travel between the microphones placed a known distance apart. For the final project, two teams of students conducted independent research of acoustic phenomena and further developed low-cost solutions. One team constructed an impedance tube from PVC pipe to measure the absorption characteristics of unknown materials. Normal incidence sound absorption coefficients were calculated for four frequencies by measuring the standing-wave ratio in accordance with ASTM standard C384. The second team built two experimental apparatuses to demonstrate the Doppler Effect. Both at-home Doppler experiments were able to clearly show the shift of the observed frequency of a moving source.

Adapting A Project-Based Aging Laboratory During a Pandemic

Aging Well in Utah is a competitive 2-semester project-based Honor’s College Praxis Laboratory for 9 students from different degree programs dedicated to deepening understanding of the aging process through a broad gerontological lens. This session will address how the course was adapted during the COVID-19 pandemic, including: 1) scheduling virtual class times with guest lecturers; 2) conducting older adult interviews via Zoom to provide students experience in communicating “what matters most”, one of the 4Ms of Age Friendly HealthCare; 3) adapting a student-designed medical narrative project highlighting stories of transition and healing through the dying process for previously unsheltered residents of a hospice program to focus on the lived experience of hospice patients during COVID-19; and 4) utilizing virtual technology to interview hospice patients, family members and hospice staff. In spite of challenges, student evaluations were above average and reported increased interest in incorporating age-friendly concepts into future careers.

Exploring the relationship between genotype and phenotype using yeast alcohol dehydrogenase 1.

Project-based (research-driven) laboratory courses stimulate student involvement, improve critical thinking and initiate cooperative learning. To this end, a 7-week laboratory project was designed for a sophomore cell biology course to reinforce the fundamental relationship between genotype and phenotype using yeast alcohol dehydrogenase I (ADH1). Working in pairs, students used site-directed mutagenesis to create a H44R mutation in the ADH1 gene sequence inserted into a YEp13 shuttle vector. These plasmids were propagated in E. coli, sequenced, and reintroduced into a yeast strain expressing no ADH1 activity. The growth patterns on selective media were determined. As the mutation allows for growth in the presence of allyl alcohol, students make the connection between DNA sequence and protein function. Student performance was assessed with pre- and post-tests, with improvement observed across all learning objectives. In addition to meeting the learning outcomes, 98% of the students thought that this experience allowed them to see how the scientific process can encompass multiple techniques to answer a single question. Eighty-four percent of the students thought that this experience was more engaging than other lab experiences they have had. Our multi-week laboratory examining the phenotypic changes in yeast alcohol metabolism successfully developed students' understanding of the scientific process, knowledge of molecular techniques and the relationship of gene sequence to protein function in an engaging manner.

Level Pemahaman Konsep Fluida Mahasiswa Calon Guru Fisika dalam Project Based Laboratory (PJB-Lab)

Understanding Physics Concepts is a concern for every learning process and physics practicum. The development of various physics practicum concepts in the Inquiry Lab or Project Based Lab models contributes to the Students' Concept Understanding Level. This study was conducted to determine the level of conceptual understanding of students on the concept of fluid through project-based laboratory. The method used is pre-experimental with one group pretest and posttest design. The subjects of this study were 22 prospective physics teacher students at one of the universities in Banda Aceh City. The test instrument used is a level test of concept understanding in the form of a stratified description consisting of the ability to explain the concept (P), the ability to determine the laws of physics (Q), ability to provide additional case examples of related laws (R) and define those laws (S). The results showed that students achieved an understanding of fluid concepts at the level of complete understanding (CU) after participating in a project-based laboratory. Therefore, it can be concluded that the level of understanding of physics concepts effectively increases to achieve complete understanding through project-based laboratory.

Gender response in laboratory activity based on creative research project on biology creative thinking skills of high school students

The study of creative thinking skills has focused on creative research project-based laboratory activity for high school students' biology learning. The purpose of this study is to explore the differences in the creative thinking ability of male and female students. The participants of this study were students of X MIPA consisting of 22 males and 37 females students in a high school of Mataram, Lombok, NTB. Students completed a biological creative thinking skills test after completing a laboratory learning activity based on creative research project that was required to be encouraged by activities and creative thinking. The results showed that there was evidence of an improvement trend of creative thinking skills in all male and female students. However, statistical analysis using independent sample t-test showed no significant difference to the mean scores obtained by male and female students. The results of the study are discussed based on the existing literature on developmental trends and gender differences in creative thinking.

Project‐based Biochemistry Laboratory to Study a Coronavirus Protein Using a Combination of Virtual and In‐person Classroom

The virtual learning platform created a challenging setting for the students to experience a collaborative learning environment that is both stimulating and demanding. At the same time, the inability to conduct hands‐on experiments often deters students from doing these laboratories virtually. To address these challenges, I incorporated a primarily computer‐based biochemistry laboratory that studies the structure‐function relationship of a protein of severe respiratory syndrome coronavirus (SARS‐CoV). This laboratory, mostly conducted using the Blackboard Collaborate platform, allows students to engage with each other to learn to use various computer‐based modeling software and understand the dynamic structure of a protein related to the current pandemic. In this laboratory, students continuously orient themselves with current literature, conduct multiple studies using web‐based tools, and present a hypothesis that could be experimentally verified through optional in‐person laboratory sessions. Students design and execute a series of in‐person laboratories that can address the hypothesis developed by computational modeling. Students also participate in written and oral presentations to conclude their findings. Using multiple surveys throughout the semester, we monitored student growth and interest in a project‐based laboratory.

An Interdisciplinary, Project-Based Inquiry into the Chemistry and Geology of Alkaline Surface Lake Waters in the General Chemistry Laboratory

A new project-based laboratory (PJBL) was developed for general chemistry students to tackle the steps involved in chemical water quality analysis using an accessible, real-world hydrologic system (the lakes of the Lower Grand Coulee, Washington). This PJBL was developed in a joint general chemistry and environmental geology course by a chemist–geologist teaching team, and it emphasized an interdisciplinary approach for a more complete understanding of the geochemistry of the lake system. Students worked through the project following industry protocols for sample collection in the field, chemical laboratory determination of dissolved solids, alkalinity, and dissolved metals, and interpretation of the results within the unique geological context of the lakes. Foundational concepts in solution chemistry, such as solubility product, pH, and alkalinity, were essential in the discussion of the lake water trends and broader geologic processes. In particular, students could relate chemical weathering of basaltic bedrock to the measured lake water constituents and could observe how the groundwater- and evaporation-controlled fluxes of water in the closed basin produced a downstream increase in alkalinity and dissolved load. Collectively, the steps involved in the project meet the essential criteria (as defined by other authors) for a complete chemistry PJBL. This PJBL can be readily adapted to a wide range of groundwater or surface water systems and can be framed in a more or less interdisciplinary context. Many students, without prompting and on confidential evaluations, rated this as the most valuable learning experience in the year-long academic coursework.

Natural Product Chemistry Laboratory: Isolation Phenobarbitone from Mangrove Bark (<i>Avicennia marina</i>)

Natural product chemistry laboratory in this research carried out a project-based laboratory related to the isolation of secondary metabolites from medicinal plants. The students learn the essential skills required to perform the extraction, fractionation, purification, and structural elucidation of secondary metabolites from medicinal plant. This study was conducted to isolate phenobarbitone from the bark of A. marina. The modified method uses maceration and recrystallization. This study obtained phenobarbitone 0.102 g from 100 g dried powder of bark of A. marina. Identified of phenobarbitone based on chromatogram of TLC, FT-IR, and UV-Vis.

Design and assessment of a hybrid chemical engineering laboratory course with the incorporation of student-centred experiential learning

This paper presents a comparative study of the effectiveness of traditional laboratory (TL) and open-ended project-based laboratory (PBL) in a hybrid chemical engineering laboratory course. The two laboratory modules were delivered using corresponding instruction methods, and their effects on intended high-level learning outcomes and skill development were assessed by means of student performance and a specific Likert-style survey. The results show that the traditional laboratory based on behaviorist learning is both effective and efficient in enhancing knowledge acquisition and improving learning outcomes, particularly for content-intensive lab components, while the project-based laboratory based on constructivist learning, coupled with an authentic design component, is more effective in fulfilling high-level design-related learning outcomes and developing students with high-level engineering skills. The design component in the PBL was found to be the key to motivating students to seek seamless connection between practical design, pilot-scale laboratory, and underlying theories. The results also indicate that the sequential instruction and formative assessment methodology adopted in the PBL have brought about deep learning and high-level student satisfaction. Feedback from the survey could also be very valuable for the design of more effective, efficient, and sustainable learning pedagogy for engineering laboratory courses.

Monoclonal Antibody Production: A Project-Based Laboratory Program for Final Year Biotechnology Undergraduate Students

A semester-long, project-based series of laboratory exercises is described that provides practical experience of the upstream and downstream processes involved in monoclonal antibody production. This 6 week project is aimed at final year undergraduate students undertaking primary degrees in biotechnology, biochemistry, or related disciplines. Students develop subject matter knowledge of biologics production and practical skills related to cell culture, column chromatography, quality control, and information literacy. Students are assigned a vial containing a hybridoma cell line stored in liquid nitrogen. They thaw the vial and culture the hybridoma over the course of 4 weeks. They perform daily counts of live/dead cells and quantify glucose levels in the media. During the 4 weeks they will expand their cells from a single 60 mm dish into two large T-175 flasks, one for antibody production and one for generating stocks. They harvest the medium from the production flask and purify the antibody via Protein G affinity chromatography on an FPLC instrument. The purity of the antibody is tested by SDS-PAGE, and the concentration is determined on a Nanodrop instrument. Students present their results in the form of a project thesis, a product datasheet, and a public presentation. Learning was assessed relative to six learning objectives using a student survey administered at the beginning (presurvey) and end (postsurvey). The students who have undertaken this module demonstrated substantial learning gains. This laboratory project is highly adaptable with scope to adapt it for longer or shorter study periods.

Assessing Collaborative, Project-based Learning Models in Introductory Science Courses

Collaborative, project-based learning models have been shown to benefit student learning and engagement in the STEM disciplines. This case study evaluates the use of highly collaborative project- and problem-based learning models in introductory courses in the geosciences and biology. In the geosciences, we developed project-based modules with a strong local focus. Student teams worked on three project-based laboratories dealing with the local geology/geomorphology, water quality of a local stream, and local flooding issues. These replaced traditionally taught laboratories on topographic maps and rivers and streams. Student teams presented project results in lieu of taking a traditional laboratory practical. In biology, we designed a collaborative learning model that incorporated three problem-based learning modules into a first-semester introductory biology course. Students were assigned topics in evolution, cell biology and genetics to research independently during the course of the semester, with each module culminating in a brief presentation on the topic. Modules were designed to mirror concepts being covered in the lecture. Preliminary results suggest that student performance and attitudes towards course material benefitted from this learning model. The authors consider outcomes, benefits, and challenges to students and instructors.