| Autor: |
Kossenjans, Wilhelm |
| Předmět: |
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| Zdroj: |
AURCO Journal; 2008, Vol. 14, p97-104, 8p, 1 Diagram |
| Abstrakt: |
During the summer quarter of 2005, I taught a section of a five-week introductory biology course for non-majors. While I usually scheduled two very different lab exercises for the same day, e.g., a wet lab and a hike on campus grounds, students were often not very motivated to do either activity. An opportunity to engage students arose when the assay designed to demonstrate the hydrolysis on starch by salivary amylase failed to proceed and students showed considerable interest in finding out what had gone wrong with the assay. I gave the homework assignment to address the question as to what might have interfered with the enzymatic breakdown of starch to maltose. This assignment was to get students ready for an in- lab discussion the following lab period. The discussion led to a series of experiments to find an answer. The results of these lab exercises indicate that curiosity into the reasons why an experiment failed can be a strong motivating factor for learning. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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