Course-based Research
Course-based Research - Related Videos
00:09
A Complete Pipeline for Isolating and Sequencing MicroRNAs, and Analyzing Them Using Open Source Tools
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Cited by 3 •
2019
Here, we describe a step-by-step strategy for isolating small RNAs, enriching for microRNAs, and preparing samples for high-throughput sequencing. We then describe how to process sequence reads and align them to microRNAs, using open source tools.
08:04
Cytotoxic Efficacy of Photodynamic Therapy in Osteosarcoma Cells In Vitro
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Cited by 8 •
2014
The protocol reported here allows the evaluation of the efficacy of photodynamic therapy (PDT) in cell lines and the optimization of the PDT settings before applying the therapy in animal models.
10:01
Structure-Guided Design and Development of Novel Cyclophilin A Inhibitors and Ganoderiol-F Derivatives: An In-Silico Approach
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2026
Here, we present a protocol for the structure-guided design of protein-ligand binding interaction between Sanglifehrin A and Cyclophilin A/Ganoderiol-F, essential in discovering new drugs. The stability of the ligand-receptor complex was evaluated using molecular dynamics simulation.
03:38
Aptamer-Based Target Detection Facilitated by a 3-Stage G-Quadruplex Isothermal Exponential Amplification Reaction
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Cited by 1 •
2022
The present protocol demonstrates the use of a fast, 3-stage, aptamer-based exponential amplification assay to detect targets. Sample preparation, signal amplification, and color development are covered to implement this system to recognize the presence of theophylline over that of caffeine.
07:20
Repeated Transcranial Magnetic Stimulation Combined with Action Observation Training in Children with Spastic Cerebral Palsy
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Cited by 4 •
2024
Children with spastic cerebral palsy (SCP) have limb spasticity, movement disorders, and abnormal posture due to injury to the cerebral cortex motor area, resulting in inability to stand and walk normally. Therefore, alleviating limb spasticity and enhancing gross motor function in children with SCP have become important therapeutic goals.
FAQs
The central difference is the role of uncertainty and evidence. In a traditional exercise, students often follow instructions toward a predetermined outcome, whereas Course-based Research allows findings to develop through investigation. Because results may contribute to ongoing work and carry meaning beyond the classroom, students must interpret evidence rather than simply confirm an expected result.
A hypothesis gives a biological investigation a testable direction, but it does not determine the conclusion in advance. Students collect and analyze data, compare the evidence with their expectations, and revise their interpretations as needed. This process shows that biological knowledge develops through repeated evaluation of evidence rather than through unsupported or fixed conclusions.
Course-based Research integrates several practices that support biological reasoning. Students work with experimental design, quantitative reasoning, collaboration, and scientific communication while investigating questions. Together, these activities connect data collection with interpretation and reporting, helping learners understand not only what findings show but also how scientists generate, evaluate, and share biological knowledge.
A project generally begins with formulating a question or hypothesis, followed by designing an experiment or observational study. Students then collect and analyze data, evaluate what the evidence indicates, and revise their interpretations as understanding develops. Communicating the findings completes the inquiry by connecting the investigation to the broader process of sharing scientific knowledge.
The choice depends on how the biological question can be investigated. Course-based Research may use either an experiment or an observational study, so students select the design that fits the question they are pursuing. In both cases, the approach requires deliberate planning, collection of data, analysis of evidence, and interpretation that remains responsive to the results.
Students can produce findings that extend beyond completing a classroom exercise. Their investigations may contribute to ongoing research and generate results that are meaningful outside the course itself. The work also produces analyzed biological data, evidence-based interpretations, and scientific communication, giving students experience with outcomes that resemble the knowledge-building practices of biology.