Individual student presentations have the advantage of being able to assess numerous components of learning, including the development of critical thinking skills.  However, large class sizes and time constraints often make this difficult to implement.  The compromise is to have students work in small groups to give a presentation on a biochemistry topic relevant in their everyday life.  The following questions are addressed in this classroom research project.  Can group presentations be used to assess a student's ability to develop critical thinking skills?  Can group presentations get students to see the real-world relevance of biochemistry?  Statistically significant results from a longitudinal study over three quarters on the assessment of critical thinking using a five-point scale rubric will be presented.  Results from pre- and post-presentation instruments (Bauer's Attitude Toward the Subject of Chemistry Inventory and Seymour's Student Assessment of their Learning Gains) will also be presented.

Group presentations in biochemistry: Assessing the development of critical thinking skills and student attitudes

243rd National Meeting (2012)

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