2021 年 13 巻 p. 2-8
Learning of concepts in biology can be made effective by providing historical perspectives, social context and inclusion of laboratory exercises in regular teaching practice. Among laboratory exercises, biochemical experiments prove to be useful tools to promote biology as a subject of logical reasoning requiring analytical skills. One such investigation of an enzyme-catalyzed redox reaction is presented here. This investigation was carried out by a selected group of high school students. At the end of the experiment, the procedural and conceptual understanding of students was probed using specially designed multiple-choice questions (MCQs). Students' responses to MCQs and experimental readings reflected their skills such as understanding about appropriate controls, hands-on skills, and procedural understanding. Analysis indicated that 57% of the students demonstrated Lower Order Cognitive (LOC) skills while only 23% of the students demonstrated Higher Order Cognitive (HOC) skills. Students' responses indicated that their procedural understanding varied between 14-50%, while hands-on skills were in the range of 27-41%. This shows the need of such laboratory practices in regular biology curriculum. Inclusion of this experiment as a guided inquiry in the regular curriculum can help students enhance their HOC skills.
