The Role of IT in Teaching Experimental Science: From the Scientific Perspective
Robert Learmonth
Department of Biology, University of Southern Queensland, Toowoomba 4350 Australia.
Abstract
It is important that students of science are aware of the experimental basis of the “facts” in their textbooks, and become competent in practical scientific investigation. Traditionally, scientific training includes a major component of “wet” laboratory sessions. However it is difficult to fulfil all of our objectives with “wet” practicals alone. There is much to be gained from considering “dry” laboratory activities to supplement and extend the “wet” lab experience. A number of important issues must be considered in the implementation of “dry” laboratory sessions, including questions of intellectual appropriateness, teaching efficiency and effectiveness, and logistics. Computer-based exercises may enhance practical experience, provided they are truly integrated into a course. Examples include assisting students in preparation for “wet” laboratory work, providing practice in data analysis, or simulating data from experiments that students cannot perform due to equipment limitations, technical difficulty or timetable constraints. “Wet” and “dry” laboratory activities may be combined to separately address important facets of laboratory work. Enhancing the value of the learning experience will improve the quality of our graduates and their ability to operate as professional scientists.
BSc(Hons), PhD, Dip. Comp. Stud.
Currently Lecturer in Biochemistry and Head of Department, Department of Biology, University of Southern Queensland. Research centres on membrane biochemistry with ARC-funded projects addressing membrane fluidity in baker's yeasts. Previous positions include Senior Tutor and Research Fellow at the
University of Melbourne (1984-9) and Lecturer in Biochemistry and Research
Fellow (Industry Funded) at the University of New England (1989-94).
Dr Learmonth has also been active in professional bodies and has since 1991 been a member of the Editorial Board of the journal Biochemical Education, taking on the role of Features Editor for Computer Aided Learning in 1993-1995. Interests in education include investigation and trialling of applications
of computer technology in lectures, tutorial and laboratory work. In 1992
he obtained funding, established and was seconded (half time) as Director of
the Centre for Computer Aided Learning, University of New England.