Inquiry-based learning (IBL) activities are complementary to the processes of laboratory discovery, as both are focused on producing new findings through research and inquiry. Here, we describe the results of student surveys taken pre- and postpractical to an IBL undergraduate practical on PCR. Our analysis focuses primarily student perceptions of knowledge acquisition and their ability to troubleshoot problems. The survey results demonstrate significant self-reported gains in knowledge related to DNA structure and PCR, and an increase in confidence with "troubleshooting problems during scientific experiments." We conclude that the IBL-based approach that combines PCR primer design with wet laboratory experimentation using student-designed primers, provides students a sense of confidence by imparting workplace and research skills that are integral to diverse forms and applications of laboratory practices.

Item Type:	Refereed Article
Keywords:	PCR, molecular biology
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Science, technology and engineering curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Learner and learning not elsewhere classified
UTAS Author:	Cook, AL (Associate Professor Tony Cook)
UTAS Author:	Snow, ET (Associate Professor Elizabeth Snow)
UTAS Author:	Binns, HA (Mrs Hetty Binns)
UTAS Author:	Cook, PS (Dr Peta Cook)
ID Code:	101769
Year Published:	2015
Web of Science® Times Cited:	5
Deposited By:	Wicking Dementia Research and Education Centre
Deposited On:	2015-07-07
Last Modified:	2016-06-08
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