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The project guides students to adopt new research techniques, design experiments independently, and communicate findings through both written reports and oral presentations. Students also strengthen scientific inquiry, time management, and teamwork. A Likert-scale pre/post assessment over three semesters evaluates changes in student attitudes and learning outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-about-cells-as-dynamic-entities-an-inquiry-driven-cell-culture-project/595431/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-about-cells-as-dynamic-entities-an-inquiry-driven-cell-culture-project/595431.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What biological concepts do students focus on in this cell culture project?","Question",{"text":112,"@type":113},"Students explore cell division and the responses of cultured fibroblast cells to changes in the environment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do students approach the project activities?",{"text":117,"@type":113},"Students learn research techniques, design their own experiments, and report results to peers and faculty via scientific posters or papers.",{"name":119,"@type":110,"acceptedAnswer":120},"How are student learning outcomes measured?",{"text":121,"@type":113},"The project uses Likert-scale pre/post assessments administered across three semesters, along with student surveys and instructors’ observations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595431,1792209979,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Learning About Cells as Dynamic Entities: An Inquiry-Driven Cell  \nCulture Project  \nPeggy Shadduck Palombi, Kathleen Snell Jagger  \nTransylvania University, 300 N. Broadway, Lexington, KY 40508 [Email: ppalombi@transy.edu](Email: ppalombi@transy.edu)  \nAbstract: Using cultured fibroblast cells, undergraduate students explore cell division and the responses of cultured cells to a variety of environmental changes. The students learn new research techniques and carry out a selfdesigned experiment. Through this project, students enhance their creative approach to scientific inquiry, learn time-management and group interaction skills, and communicate their ideas and results in written and oral form. ALikert scale pre/post assessment was administered for three semesters to determine changes in student attitudes.  \nKeywords: cell biology, cell culture, laboratory project, independent learning, inquiry-based project, fibroblast cells  \nIntroduction  \nHelping students to understand and visualize function at the level of cells and molecules can be quite challenging. After all, students cannot see or touch a single cell without the aide of technology, nor can they open one up and look inside. As with many biological functions, we are restricted to what we can observe indirectly about cell function to help us understand these essential units of life. In our attempts to help students make the mental leap into the microscopic world of cell function, we have begun to use cultured cells during a sophomore level Cell and Molecular Biology (CMB) course. This paper outlines our approaches and techniques in using cell culture as a teaching tool in the hopes that others may also find it beneficial to their students. Similar approaches have been used in a summer biotechnology program (Lewis et al., 2002) and in teaching apoptosis to advanced students (DiBartolomeis and Moné, 2003) . Ledbetter and Lippert (2002) also report using cultured cells ina short-term laboratory project investigating membrane transport.  \nThis laboratory exercise has been used at a liberal arts college with class sizes averaging about 24 students with approximately 12 students per laboratory section, but is appropriate for larger settings as well. As sophomores, most of the roughly 120 students who took part in the project in the last three years are not yet experienced with independent, critical thinking skills in a laboratory setting. They have taken a one semester introductory biology course, at least one semester of general chemistry, and sometimes have completed Genetics. In  \nthe sophomore level CMB course, we had two major concerns. First, when the course was initially designed, laboratory time was used primarily as a way to introduce techniques and classroom time emphasized content knowledge. With new instructors in the last several years, the course emphasis has been placed on helping students further their critical thinking skills through problem-solving, discussion, speculation about relationships, and reasoning. The laboratory portion of the course was lagging behind in those changes, still using primarily\"cookbook\" style labs. Second, students seemed to find CMB to be particularly difficult, apparently because it, along with Genetics, was the first course they encountered that required them to integrate mathematics, chemistry and biology. They also needed to use their imagination as they speculated about dynamic cells and molecules that are too small for them see. The laboratory portion of the course needed to be redesigned to help develop scientific thinking skills and to help students grasp the dynamic nature of living cells.  \nThe specific goal of the project described here was to provide more opportunity for critical analysis, creativity, and independent thought during the CMB laboratory through the use of student-designed experiments with cultured cells. For overviews of reasoning behind the need to involve students in active, inquiry-based science project","cbCaitBYPhoNYTNV","https://ap.wps.com/l/cbCaitBYPhoNYTNV","pdf",139950,"English","# Abstract\n# Introduction\n# Methods\n## Overview","[{\"question\":\"What biological concepts do students focus on in this cell culture project?\",\"answer\":\"Students explore cell division and the responses of cultured fibroblast cells to changes in the environment.\"},{\"question\":\"How do students approach the project activities?\",\"answer\":\"Students learn research techniques, design their own experiments, and report results to peers and faculty via scientific posters or papers.\"},{\"question\":\"How are student learning outcomes measured?\",\"answer\":\"The project uses Likert-scale pre/post assessments administered across three semesters, along with student surveys and instructors’ observations.\"}]","Learning About Cells as Dynamic Entities - An Inquiry-Driven Cell Culture Project | PDF",1792081127,18]