Practical work in the Biosciences
The bioscience disciplines are empirical in nature and as such the Centre for Bioscience believes appropriate exposure to practical work is an essential component of any bioscience degree. The word appropriate is used advisedly, bioscience covers a range of disciplines (e.g. molecular biology and bioinformatics to ecology and forestry) and naturally the requirement within each discipline will vary. Clearly a ‘one size fits all’ approach is not applicable.
The educational literature clearly supports learning by doing and the benefits of practical work to the majority of students are clear. Despite this, there are strong pressures on practical work. Practical work is expensive (in terms of staff time, consumables and building costs) and only 50% of bioscience graduates take employment in the biosciences. In a climate of reduced unit resource, which practicals to offer, and to whom, may prove a difficult choice. Further pressure comes from the explicit teaching of generic skills, with practical timeslots often used for developing these skills. Increased student numbers and diversity means what was previously done is often no longer feasible. Technological advances (e.g. practical simulations) and the requirements of industry further add to the debate.
To support practical teaching and further inform the debate, the Centre for Bioscience has undertaken a range of activities, available from the links below. We have split the work in to Laboratory Practicals and Fieldwork to reflect discipline distinctions and preferences.
Recent activity
1st Year Practicals: Their Role in Developing Future Bioscientists
This report contains a summary of the main points emerging from a workshop, arranged by the
Centre for Bioscience, Higher Education Academy, to discuss the topic of first year
undergraduate practical work in the biosciences. Download the report and associated practicals...
The Student View of 1st year Laboratory Work in Biosciences
It is reported by some employers (ABPI survey1; Bioscience Federation2,3) that there is a shortage of appropriately skilled graduates in some bioscience areas particularly with regard to graduates with laboratory skills and aptitudes. One of the factors which has led to a general reduction in the practical experience available to students in years 1 and 2 has been the  introduction of teaching of generic skills and knowledge which have, in part, been found a place in the curriculum at the expense of some practical work. In addition, there is an increasing trend for students to take final year research projects based outside the traditional research laboratory context. The desire to reduce costs and the increased number of students are further pressures to reduce practical classes and the larger number of students means practicals may need to be simpler and more ‘cook-book’ in nature. These and other factors have contributed to a reduction in the involvement of students in laboratory work and in their development of laboratory skills and aptitudes.
In order to combat this trend it was thought worth-while to discover students’ views on the practical work they undertook in year 1 of bioscience courses so that changes could be made which might improve the students’ view of practical work and feed through, into 2nd and 3rd years, a student body more interested and involved in practical work. It was with this particular purpose in mind this survey was carried out. It was not designed to make comparisons between universities or to compare or recommend syllabi. Download the Report: The Student View of 1st year
Laboratory Work in Biosciences
Improving first year laboratory classes in bioscience - students' views
This report brings together the results of a survey carried out in order to identify the features of laboratory classes valued by students and therefore help university teachers improve the student experience in laboratory classes. Students from first year courses at universities in Australia, France and England and an English 6th Form College were surveyed. The survey showed a great deal of commonality between universities and the ranking of features at individual universities shows great similarities in what students regard as important or less important features of good/bad laboratory classes. These commonalities provide messages which may be generally applicable to all bioscience courses and show teachers where to address resource if they wish to improve the student laboratory experience. Download the report in full (pdf).
Projects funded by the UK Centre for Bioscience and the HEA:
Other resources and links
The following annotated bibliography pertaining to bioscience practical work was compiled by the Centre's former Network Group on Practical Work in the Biosciences.
Resources This section provides a compilation of useful material and/or links to appropriate sites recommended by interested members of the SIG:
Innovative suggestions A compilation of suggestions and ideas that might be useful or need further development/consideration
Compendium of Practical Work in the Biosciences A link to the site containing examples of practicals submitted by community members
Additional information regarding other important skills involved in the teaching and learning of bioscience can be found in the Centre's Key Skills web pages.
1. The Association of the British Pharmaceutical Industry (ABPI). Sustaining the skills pipeline in the pharmaceutical and biopharmaceutical industries (2005) Available at http://www.abpi.org.uk//publications/pdfs/2005-STEM-Ed-skills-TF-Report.pdf
2. Biosciences Federation (2005). Enthusing the next generation. http://www.bsf.ac.uk/responses/Enthusing.pdf
3 Biosciences Federation (2005). Building on Success. http://www.bsf.ac.uk/responses/Building.pdf
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