Embedding Kolb’s experiential learning cycle in biotechnology education

Basic experimental learning is a vital component of undergraduate studies. Based on Kolb's experiential learning cycle (ELC) theory, experiential learning is recognized as an effective teaching strategy for developing knowledge. In specialized courses, however, undergraduate students lack the necessary concrete experience for the first step of ELC. Hence, we construct a "scientific experience before learning" (SEBL) model using Kolb's ELC framework, which provides biotechnology undergraduate students with concrete, high-quality experiences based on a theoretical foundation that showed better ability to innovate. The students participating in the SEBL model showed improvements in their grade point average by ≥38.78 with average scores of 92.31% in specialized courses (1.976 ± 1.361 to 6.464 ± 2.349 points, p < 0.05). This improvement was associated with their development of experimental skills, as shown by innovative research achievements (e.g., 1.1 articles each, 26.83% patent applications, and 136.6% academic competition awards) compared with the control group (0.032 articles, 0% patent applications, and 11.29% awards, respectively). Meanwhile, the SEBL model was associated with higher undergraduate students' intention to pursue advanced degrees by 18% and was associated with higher admission to a master's degree by 32.76% (74.36%, SEBL group; 41.6%, non-SEBL group). Therefore, our proposed SEBL model design could be embedded into the ELC framework learning objectives to cultivate biotechnology talent.

Embedding · Experiential education · Experiential learning · Learning cycle · Problem-based learning · Biomedical and Engineering Education · Innovative Teaching Methods · Problem and Project Based Learning