Increasing laboratory learning responsibility by reflection and peer learning in larger student groups

Abstract

Life Sciences and the fast development within the area prompt a modernized educational approach adapted to the current professional requirements. Our aim is to develop efficient learning strategies devoted to aspects of Protein Chemistry accessible only through experiments. It is well known that inquiry-oriented laboratory learning offers unique possibilities to deepen learning levels, especially with open-ness in the choice of problem and methods, and by allowing for unexpected results. However, with increased student numbers and lower budgets, this teaching strategy is difficult to adopt. We have developed novel approaches to make inquiry-based learning efficient in larger student groups by increasing student responsibility, motivation and level of learning by using active reflection as well as interdisciplinary aspects as driving forces. Higher-order cognitive skills in laboratory learning were achieved as judged by Perry evaluations, and higher levels of responsibility were taken by the students, who praised the new strategy for learning.