Use of a Modified POGIL Exercise to Teach Bacterial Transformation in a Microbiology Course

Abstract

Assignments incorporating student collaborations to hone critical thinking skills in higher education have been proven to enhance student learning. Abstract concepts, such as bacterial transformation are challenging for students to understand. One way to overcome this learning obstacle is to provide students with collaborative learning activities during class. A modified process-oriented guided-inquiry learning exercise (POGIL) was used to facilitate learning of bacterial transformation in a microbiology course for allied health majors at a community college. This class activity involved small groups working together on short background test, and a series of questions pertaining to the background and experimental data. Students were given a summary diagram to assist them in completing this collaborative exercise.