Seow Chong Lee & Foong May Yeong

Department of Biochemistry, Yong Loo Lin School of Medicine, National University of Singapore, Singapore

I. INTRODUCTION

One of the biggest challenges at engaging undergraduates effectively in Biology modules is large class size (Wood, 2009). Typically, the class size of an undergraduate Cell Biology module in our institution ranges from 200 to 300 students. Instructors of large class modules traditionally teach didactically by simply disseminating facts, which become outdated quickly in this growing field of science. Furthermore, using didactic instruction, it is difficult to help students develop skills such as critical-thinking expected of our university graduates.

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