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ERIC Number: EJ1470866
Record Type: Journal
Publication Date: 2025
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: EISSN-1943-4898
Available Date: 0000-00-00
Leveraging Micro-Credentialing to Foster Interdisciplinary Learning in First-Year Biology and Chemistry Lab Courses: The DUCKs Approach
Timothy M. Sonbuchner1; Eugenia Villa-Cuesta2; Michael R. Dores3; Richard W. Denton4; Jillian C. Nissen5; Renu Balyan6; Mary Ross7
Journal of College Science Teaching, v54 n3 p241-247 2025
Despite the intrinsic interdisciplinary nature of STEM, teaching interdisciplinarity in the classroom is difficult and students struggle to find the applicability of concepts and skills in different scientific disciplines. In this work we propose a micro-credential "badge" system called Demonstrated Understanding of Core Knowledge (DUCK) that is applicable to both biology and chemistry. A DUCK is a structured learning activity where students showcase their understanding of a specific concept or skill using videos. We present two categories of DUCKs, each reflecting a unique skill set: "Technical skill" DUCKs are based on hands-on and laboratory skills such as use of lab equipment, safety, and proficient execution of lab techniques, whereas "Analytical Skill" DUCKs focus on cognitive understanding and abilities, requiring intellectual application and critical thinking rather than physical execution. We have identified 25 Technical and 12 Analytical DUCKs. Out of the 25 Technical DUCKs, four are specific to biology, four to chemistry, and 17 are applicable to both the domains, whereas all the proposed 12 Analytical DUCKs can be applied to both biology and chemistry. This approach enhances interdisciplinary learning in introductory biology and chemistry labs, fostering a unified perspective on foundational lab skills that are applicable across scientific disciplines.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Authoring Institution: N/A
Grant or Contract Numbers: 1919614; 2121495
Author Affiliations: 1Department of Nursing, Hofstra University, Hempstead, New York, United States; 2Biology Department, Adelphi University, Garden City, New York, United States; 3Department of Biology, Hofstra University, Hempstead, New York, United States; 4Department of Chemistry and Environmental Science, Medgar Evers College-City University of New York, Brooklyn, New York, United States; 5Department of Biological Sciences, State University of New York at Old Westbury, Old Westbury, New York, United States; 6Math/CIS Department, State University of New York at Old Westbury, Old Westbury, New York, United States; 7Chemistry Department, Georgia Gwinnett College, Lawrenceville, Georgia