Problem-Based Learning in Introductory
Biochemistry
By Amanda Cockshutt
Biochemistry
Introductory Biochemistry is new to Mount Allison and rare
in general—no other Canadian university offers Introductory
Biochemistry. The course was added to give students an introduction
to the discipline and to allow them to decide if they want
to continue with Biochemistry.
The class size is large and labs cannot be fitted in—there
are 244 students in two sections.
One of the major objectives of the course is to introduce
students to the discipline and to the ways biochemists research
and tackle problems. But how can the professors improve problem-solving
skills in a course with no labs?
The course has been designed to focus on “real”
problems that make headlines every day; for example, Bisphenol
A toxicity and the links among vitamin D deficiency, certain
illnesses, and geographical location.
These problem-solving sessions have become an important component
of each class.
Students are put into groups of 20, each under the guidance
of a Teaching Assistant who works with them on problem-solving,
focusing on the process. Each problem-solving session lasts
20-30 minutes and engages students beyond the content and
encourages critical thinking and communication skills, such
as, analysis, making connections, and argumentation. Because
the sessions take place during regular class time, fitting
them in has reduced the amount of content that can be delivered
by about one third; nevertheless, the professor and students
are pleased with the approach.
Students this year found these problem-solving sessions useful.
Students’ performance on tests has improved since the
new approach was introduced and the number of students requiring
extra help from the professor has dropped.
Because the small group problem-solving sessions have been
so successful, additional group topics are planned for next
year, including library use for science students, using Excel
and other software, effective presentation techniques.
To view Dr. Cockshutt’s PowerPoint presentation,
please click here.
(Summarized by Eileen Herteis and Toni Roberts, PCTC)
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