Incorporating a Literature-Based Learning Approach into a Lab Course to Increase Student Understanding

Oct 15, 2026

Scientific literature is integrated into an immunology laboratory course to provide a research-oriented context for learning core protocols. The senior-level course, previously taught through traditional cookbook exercises, is redesigned using a Literature Based Learning (LBL) approach and an interrupted case study method. End-of-semester design projects use mock research scenarios to culminate research-focused learning. Surveys show nearly 25% of students had not previously read primary research articles, but after the course 94% reported increased knowledge and improved confidence in understanding scientific articles.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Abstract

Introduction

Rationale for research-oriented lab learning

Role of scientific literature in teaching the process of science

Literature-Based Learning (LBL) and interrupted case study method

Incorporating a Literature-Based Learning Approach into a Lab Course to Increase Student Understanding Beth A. Parent, Gili Marbach-Ad, Karen V. Swanson and Ann C. Smith College of Chemical and Life Sciences, University of Maryland, College Park, MD 20742 [Email:](Email: parent@umd.edu)[ ](Email: parent@umd.edu)[parent@umd.edu](Email: parent@umd.edu) Abstract: Scientific literature was used to give a research oriented context to our immunology lab course. Immunology lab, a senior level course (60 students/year) was formerly taught in a traditional mode, with exercises aimed at learning lab protocols. To engage students in understanding we connected the protocols to their use as reported in research articles, employing an interrupted case study method called Literature Based Learning (LBL) . Our goals were to give a research context to learning basic protocols, engage students in reading scientific literature, and increase students‘ understanding of how standard techniques are employed to address a research question. An end of semester experimental design project using mock research scenarios culminated the research oriented learning. Pre-course surveys revealed that nearly 25% of students had never been asked in the course setting to read a primary research article. Post-course surveys revealed that 94% of students thought that after the course they knew more about research and over half of the students agreed that the literature-based assignments had raised their confidence in their ability to understand scientific articles. We found that the LBL approach was an effective mechanism to engage our students in research oriented learning. While easy to implement, it had a dramatic outcome. Key words: Literature-based learning, biology laboratory, group work, experimental design project, undergraduate course. INTRODUCTION When baking a cake for a party there is generally little concern over why eggs are added as long as the cake is delicious at the dinner party. Similarly students who are asked to generate a prescribed outcome from completing a protocol generally don‘t much care why they are doing each step as long as they get the ―right‖ answer. Students begin to believe that science is about the answer and not about the process. When aiming only for the end result students are less likely to be engaged and as such miss the opportunity for understanding of both the scientific process and underlying scientific concepts (Schamel and Ayres, 1992) . The goals of the National Research Council‘s National Science Education Standards (1996) are for students to gain a long-term understanding of science concepts, an insight into the nature of science, and an appreciation of the skills that are necessary for scientific research. Laboratory courses are an ideal environment to meet these aims. Unfortunately, the way many labs are structured works against these goals. As Bransford, Brown, and Cocking (2000) state, there are important differences between tasks and projects that encourage hands-on doing and those that encourage doing with understanding. In traditional ―cookbook‖ labs, many if not all of the questions and decisions that are a part of the scientific inquiry process are provided for students (Bybee, 2002) . The National Research Council‘s BIO2010 report (2003) states that lab courses should allow students to think independently, introduce them to authentic scientific questions and incorporate cooperative learning. The report recommends that project-based laboratories with discovery components replace traditional scripted ―cookbook‖ laboratories to develop the capacity of students to tackle increasingly challenging projects with greater independence. These changes should increase student interest and participation and improve student written and oral presentation of scientific information. Areview by Lawson (1992) indicated that changes in lab design towards investigative labs increases students‘ reasoning skil

FAQs

What problem does the paper address in traditional lab instruction?

Traditional “cookbook” labs focus on completing protocols for the right answer, which reduces engagement and limits understanding of scientific processes and concepts.

How does the Literature Based Learning (LBL) approach change the immunology lab?

The course connects lab protocols to how techniques are used in research articles, using an interrupted case study method that progressively reveals information for student discussion and comparison.

What evidence does the paper provide that LBL improves student understanding?

Pre-course surveys showed about 25% had never been asked to read a primary research article; post-course surveys found 94% believed they knew more about research and over half reported increased confidence in understanding scientific articles.

Oct 15, 2026

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