Teaching Laboratory Research Articles

Being in the teaching laboratory: explorations of material agents in student learning

The laboratory has long been conceptualised as central for learning science in higher education. Students are provided with possibilities to learn content, develop skills, and thereby gain confidence working in a laboratory. However, the unchallenged assumption is that students simply learn from being in and doing laboratory work. This study argues for including a socio-material lens to explore in greater detail how and what students learn from materials and being in the laboratory as well as showing underlying power dynamics as it manifests in the teaching laboratory. To develop this argument, the article offers a qualitative study of instructors’ notions of students’ laboratory-based learning. Grounded in discourse analysis, I explore instructors’ sense making of learning in intersection with socio-material analysis to capture understandings of entanglements of learning with and from materials in the laboratory space.

Implementation and evaluation of online and offline blended teaching model in laboratory course of Clinical Laboratory Hematology

This study explores the implementation and evaluation of online and offline blended teaching model in the Clinical Laboratory Hematology (CLH) laboratory course at Chengdu Medical College. To this end, 90 students majoring in medical laboratory technology in 2020 were selected as research subjects and randomly divided into experimental and control groups. The experimental group adopted an online and offline blended teaching model, while the control group adopted a traditional one. After-class tests, laboratory examinations, questionnaire surveys, and student interviews were conducted to evaluate the teaching effectiveness. The average scores of both tests and examinations in the experimental group were significantly higher than those in the control group (p < 0.05). Furthermore, the results of the feedback questionnaire showed that the satisfaction and self-evaluation of the learning effect of students in the experimental group were significantly better than those in the control group (p < 0.05). The blended teaching model has been successful and popular in CLH. This is a useful teaching mode worth applying to laboratory teaching in medical courses.

Barriers of conducting Effective Online Classes in Undergraduate Medical Education during the COVID-19 Pandemic

Introduction: In March 2020, the Coronavirus disease 2019 (COVID-19) pandemic forced medical colleges in Bangladesh to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aims to identify the barriers to online teaching and learning from the perspective of the students and the teachers at a medical college from a developing country’s perspective. Methodology: This prospective, cross-sectional study was based on an electronic survey that was sent to the medical students and teachers of Mugda Medical College, Dhaka, Bangladesh, between August and December of 2021, to find out the barriers that they were facing in online classes during the COVID-19 pandemic. We used a semi-structured questionnaire with a Likert scale to find out the barriers. Data was obtained regarding perceived barriers to online learning. Results: Perceived barriers to online learning in the COVID-19 situation as identified by the students were poor internet connection specially in the rural or peri urban areas of Bangladesh (67%), high cost of internet package (65%), ineffectiveness of online class regarding practical classes specially anatomy classes (59%), distractions in the home environment disturbs concentration in class (57%), ineffectiveness of online class in solving problems and absence of feedback (41%). On the other hand, according to the teacher's opinion, the most frequently encountered barrier was conducting practical, laboratory or bedside clinical teaching and learning (85%), followed by difficulty in understanding whether students are engaged in learning or not (65%). Conclusion: Medical students and teachers confronted several interrelated barriers as they tried to adapt to online teaching and learning. Most frequently encountered were difficulty in adjusting learning styles, having distraction in home environment, and above all, poor internet connection. By implementing student-centered interventions, medical colleges and educators can play a significant role in addressing those challenges and finding possible solutions.

Assessment integrity and validity in the teaching laboratory: adapting to GenAI by developing an understanding of the verifiable learning objectives behind laboratory assessment selection

ABSTRACT Generative Artificial Intelligence (GenAI), such as ChatGPT, is reshaping educational paradigms by offering unparalleled benefits and introducing challenges, particularly academic integrity. This study investigates teaching laboratory practices (traditional, recorded, remote, simulation and virtual), considered an academic safe haven due to its authenticity, and examines how assessments align with learning objectives. This should reinvigorate interest in expanding laboratory learning opportunities. However, unsupervised laboratory reports, a dominant assessment type, present significant cheating risks – intensified by GenAI. Given the scant literature on laboratory assessments and their primary focus on cognitive objectives, little guidance is available regarding how to assess non-cognitive objectives. This studies innovative approach utilises a reflective survey with 134 international academic staff to explore how each assessment type can verify cognitive, psychomotor, and affective learning objectives. We introduce a ‘Words of Estimative Probability’ heatmap to visualise the likelihood of verifying specific learning objectives, providing a snapshot to guide academics in holistic assessment design. This study advocates for diverse assessments, which mitigate GenAI risks and foster comprehensive skill development. This research equips educators to design secure, effective laboratory education in STEM disciplines, ensuring alignment with evolving academic and technological landscapes by offering a framework for improving assessment validity, integrity, and adaptability.

Prevalence of programmed cell death ligand 1 (PD-L1) Expression among Tumor Samples from Iraqi Patients with Non-Small Cell Lung Cancer

Background: In a subgroup of patients with advanced stage lung cancer, immunotherapy that specifically targets the PD-L1/PD-1 pathway has been demonstrated to enhance survival. Expression of PD-L1 in cancer cells has been recognized as a promising biomarker for predicting the probable response of patients to anti-PD-L1 or anti-PD-1 therapy. The objective of this study is to examine the frequency of PD-L1 expression in non-small cell lung cancer (NSCLC) in Iraqi patients and its association with clinicopathological parameters that can offer useful insights for making treatment approaches more effective and enhancing clinical outcomes.Methods: This is a cross sectional study on 94 non-small cell lung cancer tumor samples collected from teaching laboratories of Medical City Teaching Complex. The programmed cell death ligand 1 (PD-L1) expression was evaluated using immunohistochemistry. PD-L1 protein expression level is established by usage of Tumor Proportion Score (TPS). The specimen would be regarded to possess positive PD-L1expression result if the TPS ≥ 1% and to have high PD-L1 expression if the TPS ≥ 50%. PD-L1 expression is then compared with different clincopathological features.Results: Positive PD-L1 expression (≥1%) was seen in 39 cases (41.5%) of NSCLC patients. In 12 cases (12.7%), there was high expression in ≥50% of tumor cells. of NSCLCs. A non-significant association was found between age& PD-L1 scores. While PD-L1 levels were significantly expressed with higher levels in female patients than males.Conclusions: High levels of PD-L1 expression is observed in a significant percentage of NSCLC. Immunohistochemistry is needed to reveal cases that benefit from immunotherapy. A lower patient age was correlated with higher PD-L1 expression.Keywords: Programmed cell death ligand 1, Non-Small Cell Lung Cancer, Tumor proportion score

Effect of Starch And Propolis Films On Post-Harvest Conservation of Tommy Atkins Mango

Objective: Develop protective films of cornstarch incorporated with propolis extract to preserve Tommy Atkins mango post-harvest. Method: The fruits were immersed in eight coatings of different proportions of starch and propolis extract and stored for evaluation every 3 days for 15 days, at the Laboratory of Teaching and Research in Food Analysis of the University of Pernambuco, Petrolina Campus. To evaluate their quality, the following were determined: mass loss, pulp firmness, pH, titratable acidity, soluble solids, SST/ATT ratio, determination of ascorbic acid, moisture, and characteristics of skin color and appearance. The results were analyzed using Jamovi software. Results and Discussion: Pronounced effects were observed on firmness, weight loss, soluble solids, moisture, skin color and appearance. However, analyses of pH, total acidity and vitamin C showed no significant difference in the preservation of the quality of the mangoes. Furthermore, the treatment that best preserved the physical-chemical and sensory characteristics of the fruits was 5% starch added to 2.5% propolis extract, followed by coating with only 5% starch. Research Implications: The implications highlighted are discussed in food technology, covering solutions for sustainable agriculture, food conservation with the potential to provide food security, objectives present in the 2030 agenda. Originality: This study has an innovative approach. Its relevance is proven by the functionality of the film, which gives the fruit better quality, in addition to providing an economic, social and cultural impact for the region, benefiting the farmer, the domestic and foreign markets and the consumer.

Implementation of Laser-Printed Paper-Based Analytical Devices for Colorimetric Assay of Metals in the Teaching Laboratory

Implementation of Laser-Printed Paper-Based Analytical Devices for Colorimetric Assay of Metals in the Teaching Laboratory

In Vitro Culturing Technique for Studying Cellular Dynamics in Zebrafish Scales.

Zebrafish scales offer a variety of advantages for use in standard laboratories for teaching and research purposes. Scales are easily collected without the need for euthanasia, regenerate within a couple of weeks, and are translucent and small, allowing them to be viewed using a standard microscope. Zebrafish scales are especially useful in educational environments, as they provide a unique opportunity for students to engage in hands-on learning experiences, particularly in understanding cellular dynamics and in vitro culturing methods. The main objective of this protocol is to describe a method for collecting and maintaining zebrafish scales in culture for use in a variety of biological studies using basic laboratory equipment. Additionally, the protocol details their use in understanding bone homeostasis by examining the activity of bone cells involved in bone resorption and deposition. It also includes additional protocols for general techniques, such as the visualization of nuclei and apoptotic cells. The in vitro culturing protocol produces reliable results with minimal reagents and equipment. This article discusses the benefits of using in vitro cultures of zebrafish scales to foster scientific inquiry and outlines the resources needed to support their integration into educational settings.

Signals from Staff Notes: Investigating Diachronous Messages for Being a Laboratory Teaching Assistant

Signals from Staff Notes: Investigating Diachronous Messages for Being a Laboratory Teaching Assistant

Design of a TSR-based project learning strategy for biochemistry undergraduate teaching and research labs: a case study

Given the exponential growth of biochemical data and deep effect of computational methods on life sciences, there is a need to rethink undergraduate curricula. A project-oriented learning approach based on the Triangular Spatial Relationship (TSR) algorithm has been developed. The TSR-based method was designed for protein 3D structural comparison, motif discovery and probing molecular interactions. The uniqueness of the method benefits students’ learning of big data and computational methods. Specifically, students learn (i) how to search proteins of interest from the PDB archive, (ii) basic supercomputer skills, (iii) how to prepare datasets, (iv) how to perform protein structure and sequence analyses, (v) how to interpret the results, visualize protein structures and make graphs. Five specific strategies have been developed to achieve students’ highest potentials. (i) This lab exercise is designed as a project-oriented learning approach. (ii) The skills-first and concept-second approach is used. (iii) Students choose the proteins based on their interests. (iv) Students are encouraged to learn from each other to promote student–student interactions. (v) Students are required to write a report and/or present their studies. To assess students’ performance, we have developed an assessment rubric that includes (i) demonstration of supercomputer skills in job script preparation, submission and monitoring, (ii) skills in preparation of datasets, (iii) data analytical skills, (iv) project report, (v) presentation, and (vi) integration of the TSR-based method with other computational methods (e.g., molecular 3D structural visualization and protein sequence analysis). This project has been introduced in undergraduate biochemistry research and teaching labs for 4 years. Most students have learned the basic supercomputer skills as well as structure data analysis skills. Students’ feedback is positive and encouraging. It can be further developed as a module for an integrated computational chemistry lecture course.

Building a low budget planeterella for auroral outreach incorporating physics student co-creation principles

Abstract A planeterella (an auroral simulator) has been built at Nottingham Trent University within the cost of a student postgraduate Masters project budget (£100). This instrument is currently only the third working planeterella in the UK, and while not as sophisticated as it’s two older cousins, it still demonstrates the space physics principles at the same time as providing an educational and inspirational benefit. The final equipment has proved successful in engaging students, stakeholders, and the public with ‘seeing’ magnetic fields and auroral processes. The build requirements and method are provided to allow other higher education institutions to be able to create their own planeterella as scientific demonstrations and student projects; only requiring small budgets and common equipment borrowed from physics teaching and research laboratories.

A Gamified Active-Learning Proposal for Higher-Education Heterogeneous STEM Courses

Both industry and academia have recently highlighted the need to provide students with 21st-century abilities that involve soft skills and flexible technical competencies. To this end, active learning (AL) helps scholars to be more autonomous, proactive, self-regulated, sociable and creative. A full AL implementation typically requires costly resources and institutional support. However, it is possible to maintain a traditional teaching structure and include low-cost AL activities that enhance the students’ performance and satisfaction. This proposal suggests a methodology where lectures become more dynamic, the practical teaching is student-centered, the lab teaching is fully open, and the learner’s progress is gamified. A full subject design is presented in a comprehensive manner aiming for satisfying courses with a heterogeneous students’ profile. All activities are carefully selected with a social constructivist approach in order to promote critical thinking, social interaction and students’ engagement. The assessment of the course design implementation is performed considering multiple aspects, such as satisfaction, performance, social relationships and self-regulation. Results confirm the adequacy of the proposal to develop technical skills, excite non-technical competences and motivate scholars with an inclusive approach.

Features of online teaching of laboratory practices in physical chemistry at the university

ABSTRACT The article explores the characteristics of online laboratory practices, evaluates current teaching approaches, and ascertains the efficacy of various laboratory methodologies. Basic statistical tools were employed in the study, supplemented with case analysis, and further statistical examination using Pearson’s distribution-free test of fit. The research highlights a divergence in preferences between teachers and students concerning the execution of laboratory exercises. An analysis of the familiarity and interest levels of both respondent groups towards emerging technological tools was conducted. The methods employed for online laboratory teaching during mandatory isolation periods, along with their pros and cons, have been identified. This study delves into the growing domain of virtual laboratories within blended teaching frameworks, aiming to enhance hands-on learning in physical labs. The findings indicate that 88% of educators favour traditional in-lab experiences, in contrast to the 70% of students who opt for remote work. Furthermore, a transition from collaborative in-person learning to solitary telecommuting was favoured by a mere 30% of participants. These results underscore critical considerations for the trajectory of practical science education post-pandemic and into the foreseeable future. The presented study could be useful to inform policy makers about areas of investment for the benefit of students.

Application of a flipped classroom incorporating modified team-based learning in molecular biology laboratory teaching: a mixed methods study

BackgroundThe Flipped Classroom with Team-Based Learning (FC-TBL) approach has gained traction in medical education in recent years, yet a comprehensive assessment of its instructional efficacy remains limited. This study sought to elucidate the effectiveness of FC-TBL in molecular biology laboratory instruction and assess its influence on subsequent related courses’ learning outcomes.MethodsA total of 109 students were randomly assigned to either the traditional Lecture-Based Learning (LBL) group or the FC-TBL group. Students’ academic performance and satisfaction were gauged through final examinations and surveys, while the enduring impact of FC-TBL was evaluated using online assessments and tracking students’ scores in follow-up courses.ResultsThe findings indicate that FC-TBL significantly enhanced students’ academic achievements in molecular biology labs and garnered higher satisfaction rates among participants compared to traditional methods. Furthermore, in terms of sustained benefits, FC-TBL demonstrated a marked improvement in the learning outcomes of subsequent related courses.ConclusionIn conclusion, this study underscores the efficacy of FC-TBL in fostering both immediate and lasting learning effects, positioning it as a promising pedagogical model for adoption in laboratory instruction across various medical education disciplines.

Designing Synchronous Online Learning and Teaching Lab: An Online Professional Development Program to Foster the Technical and Social Competences of Synchronous Online Teachers

Synchronous Online Teaching (SOT) is becoming increasingly popular, but research shows many teachers are inadequately prepared, calling for greater investment in professional development (PD). Additionally, there is a significant gap in research systematically describing the design of evidence-based PD initiatives. Consequently, researchers and educators lack an understanding of the essential components of these interventions, which obstructs the replication, dissemination, and implementation of evidence-based PD programs for synchronous online teachers. This study presents the design of SOL-lab, an online PD program aimed at fostering teachers’ technical and social SOT competences. A detailed overview of the online PD design is offered, encompassing the underlying theoretical and empirical foundations, macro-level design principles, and micro-level instructional and learning activities. More particularly, three key design principles guided the online PD development process: focused observation of SOT, providing and receiving feedback, and stimulating the transfer of learning. By integrating authentic learning experiences and fostering reflective practice, our program aims to empower teachers with the necessary competences to thrive in SOT environments. An analysis of teachers’ perceptions indicates that they had a positive experience with the effective features of the PD program. This study offers valuable insights for the development of effective online PD initiatives for SOT.

The Impact of Socio-Demographic Factors on the Use of Digital Learning Platforms and Forms of Learning by Generation Z Engineering Students

The demands on higher education are increasing with the rise of generation Z. The emphasis is put on dynamism, a fast pace of teaching, dividing teaching into smaller blocks, alternating methods, digital tools, and using the possibilities of modern technologies. Educators must continually innovate and build improved pedagogical strategies in engineering to support student learning. Therefore, it is necessary to constantly innovate and build more sophisticated educational strategies with an impact on direct teaching and to support student learning. The aim of this study is to investigate the influence of socio-demographic factors (gender, field of study, and form of study) on the use of digital platforms and preferred forms of learning among Czech generation Z university students. The study emphasizes the preferences of generation Z students in engineering degree programs compared to students in economics and humanities degree programs. This comparison results from differences in teaching delivery and learning styles or methods. Hypotheses are tested using the Chi-square test and Cramer’s V. Engineering students prefer videos with a deeper explanation of the problem, and they mainly use the MS Teams platform and platforms allowing formative assessment and expression of their attitude. The practical implication of the study for education is mainly the identification of the basic characteristics of an appropriate educational strategy reflecting the needs of generation Z representatives. The article discusses the use of experimental and laboratory teaching. Similarly, as in the Czech Republic, also in the international environment, the project method, e-learning, gamification, Massive Open Online Courses (MOOCs), or videos in microlearning format are used in working with generation Z in engineering education. The study highlights the need to explore the influence of social factors and gamification elements in learning.

Innovative Strategies for Artificial Intelligence-Enabled Language Laboratory Teaching in the Context of Educational Modernization

With the development of science and technology, artificial intelligence has risen in the field of education, bringing new opportunities and challenges to language laboratory teaching. This study aims to explore effective strategies for language laboratory teaching from the perspective of artificial intelligence to improve teaching quality. Through theoretical analysis and practical cases, the application principles, personalized learning theories and strategy applications of artificial intelligence in language laboratory teaching are elaborated, including the innovative application of intelligent teaching platforms and the use of intelligent evaluation and feedback mechanisms. The practical effects of artificial intelligence in language laboratory teaching are analyzed, such as improving learning efficiency and effectiveness and creating rich learning resources and environments. Finally, the research conclusions are summarized, and the future research directions are prospected, including technological innovation and integration, deepening of personalized learning, transformation and development of teachers' roles, and education equity and popularization.

How do Laboratory Teaching Assistants Learn to Support Science Practices? Exploring the Intersection Between Instructor Reasoning and Actions

We provide analysis of how TAs implement a curriculum designed to engage introductory biology students in scientific modeling. TAs in-the-moment interactions with students varied, reflecting different instructional purposes and instructor roles. We present mechanisms of TA learning and ideas for professional development.

Optimization of Centrifugal Pump Properties to Improve the Accuracy of Water Discharge and Pump Head Measurements

Centrifugal pumps are extensively used in industries and water management systems, where accurate measurements of water flow rate and pump head are essential for evaluating performance. However, inaccuracies arising from suboptimal designs of training kits present challenges in educational environments. This study aimed to optimize a centrifugal pump training kit to enhance measurement accuracy and reliability. The research was conducted over four months, involving modifications to the impeller, casing, and pressure measurement systems, along with rigorous calibration to minimize errors. Measurements of suction pressure, discharge pressure, water flow rate, and pump head were repeated under standardized conditions to ensure data consistency. The results demonstrated significant improvements, with consistent measurements of suction pressure (21 inHg), discharge pressure (15 PSI), water flow rate (0.5 L/s), and pump head (1.38 mH₂O). These optimizations reduced system inefficiencies, such as backflow and turbulence, and enhanced the kit’s ability to replicate real-world operating conditions. The improved training kit provides students with a reliable tool for practical learning, bridging theoretical concepts with real-world applications in fluid mechanics. This study underscores the importance of continual enhancement of laboratory teaching tools to support effective education and industrial relevance.

Optoelectronic oscillator using visible LEDs and plastic optical fibers.

This paper describes an optoelectronic oscillator (OEO) capable of accepting CW light as input and providing radio-frequency (RF) carriers as output. To the best of our knowledge, we are the first to describe an easy-to-assemble and low-cost OEO that uses visible LED sources with a standard 1mm diameter plastic optical fiber as part of the oscillation ring. The gain is solely provided by a transimpedance pre-amplifier integrated with a photodetector. Self-oscillations occurred. Fundamental frequencies in the 7.7-26.5MHz range were generated, since the length of the fiber and the bias current feeding the LED are both correctly tuned. A comprehensive approach is used to explain the operation of the OEO. The proposed OEO may be didactically useful for use in research or teaching laboratories by untrained people.