Many topics and subjects in biology lend themselves very well to experiential learning, a learning approach model built on learning-by-doing, where experiments & exercises give learners concrete experiences. Learners can then draw on those experiences to build their understanding of the underlying abstract principles (Bates, 2015).
Most of my experiential biology exercises were actually the reverse of this approach, where I completed pre-lab reading and studying before completing the lab exercise. However, I took some mycology classes (the study of fungi) where we went on collection forays outside, then brought the fungi back to the lab to identify. These experiences were truly do-then-think, as most of the morphological characteristics used to identify the fungi were unfamiliar and the phylogenetic relationships of different fungi were all theoretical. Over time, and with much mentorship from more experienced mycologists, morphological characteristics and environmental clues synthesize into a functional understanding of the phylogenetic relationships between fungal lineages.
The authentic assessment for this learning scenario was a fungal collection with specimens required to represent several major lineages. Each specimen had to be appropriately preserved, described, the key morphological features and life stages hand-illustrated with correct labels, and identified. Since the collection was part of the final assessment of the course, we were given opportunities for feedback over most of the semester and many of the lab exercises over the course were designed to yield some of the more difficult lineages to isolate. This meets the requirements for authentic assessment because the task is (mostly) relatable to real world contexts (except for the hand-illustration…), the requirements were provided and explained very early, with those requirements incorporating both correctness and justification (Authentic Assessment).
The learning theories applicable in this experience are andragogy, constructivism, and cognitivism. Andragogy because the experience was self-directed, almost problem-solving in nature, given to highly specialized graduate students to support their research programs, and the amount of learning absorbed during the process was entirely up to the student. Constructivism because learners had to construct their own learning as they analyzed their specimens and completed the collection. Cognitivism due to the elements of mentorship, peer education, and learning by imitation involved in a successful foray (it can be hard to see fungi!) plus the necessity of learner agency and self-efficacy.
References
Most of my experiential biology exercises were actually the reverse of this approach, where I completed pre-lab reading and studying before completing the lab exercise. However, I took some mycology classes (the study of fungi) where we went on collection forays outside, then brought the fungi back to the lab to identify. These experiences were truly do-then-think, as most of the morphological characteristics used to identify the fungi were unfamiliar and the phylogenetic relationships of different fungi were all theoretical. Over time, and with much mentorship from more experienced mycologists, morphological characteristics and environmental clues synthesize into a functional understanding of the phylogenetic relationships between fungal lineages.
The authentic assessment for this learning scenario was a fungal collection with specimens required to represent several major lineages. Each specimen had to be appropriately preserved, described, the key morphological features and life stages hand-illustrated with correct labels, and identified. Since the collection was part of the final assessment of the course, we were given opportunities for feedback over most of the semester and many of the lab exercises over the course were designed to yield some of the more difficult lineages to isolate. This meets the requirements for authentic assessment because the task is (mostly) relatable to real world contexts (except for the hand-illustration…), the requirements were provided and explained very early, with those requirements incorporating both correctness and justification (Authentic Assessment).
The learning theories applicable in this experience are andragogy, constructivism, and cognitivism. Andragogy because the experience was self-directed, almost problem-solving in nature, given to highly specialized graduate students to support their research programs, and the amount of learning absorbed during the process was entirely up to the student. Constructivism because learners had to construct their own learning as they analyzed their specimens and completed the collection. Cognitivism due to the elements of mentorship, peer education, and learning by imitation involved in a successful foray (it can be hard to see fungi!) plus the necessity of learner agency and self-efficacy.
References
- Authentic Assessment. (n.d.). Center for Innovative Teaching and Learning. Retrieved October 20, 2021, from https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/
- Bates, A. W. (2015, April 5). 3.6 Experiential learning: learning by doing (2) – Teaching in a Digital Age. Pressbooks. Retrieved October 20, 2021, from https://opentextbc.ca/teachinginadigitalage/chapter/4-4-models-for-teaching-by-doing/