There is an article in October’s issue of Nature Chemical Biology (4, 577-580; 2008) with the title: Inquiry-based and research-based laboratory pedagogies in undergraduate science, by
Gabriela C Weaver+, Cianán B Russell+ & Donald J Wink of +Purdue University and University of Illinois at Chicago.
The abstract reads: Undergraduate research experiences help retain students in science majors and prepare our workforce for increasingly competitive jobs. Course-based approaches to research and inquiry allow educators to reach larger numbers of students and provide an entry into further research experiences.
And this is what the authors conclude:
There are definitely some challenges involved with developing and implementing research-based laboratory curricula as a regular part of student coursework. Training of teaching assistants to function as research mentors, for example, is an aspect that will take more time and effort than with traditional labs. On the other hand, it could lead to great benefits for those teaching assistants by improving their own skills as future researchers. The costs of materials and supplies may also increase over more traditional rote experiments that use common chemicals. However, many of the difficulties of transitioning to such a model can be ameliorated by learning about the models that already exist and that are being implemented successfully—such as some of the models described here. As in scientific research, it is important in educational innovation to build on the knowledge and successes of others in the field.
Our own experiences have convinced us that research-based pedagogies provide students with immense benefits over traditional laboratory experiences, and even over inquiry-based laboratory experiences. Furthermore, there are demonstrated benefits for researchers who engage their own classes in these types of activities. Inclusion of first- and second-year undergraduates in research projects has the potential to change the nature and management of research projects themselves. One way this occurs is by allowing different perspectives or questions to be raised by a diverse set of participants, possibly opening up new areas of research. As our educational system looks for ways to better address the decline in the technical competitiveness of our workforce in the global marketplace, a marriage between the research and teaching missions of our universities may become the best remedy.