RESEARCH BASED PEDAGOGY TOOL (RBPT) IN UNDERGRADUATE TEACHING: PROOF OF CONCEPT

Abstract

Teaching Biology to undergraduate students is a challenging task as most of the curriculum is theoretical without practical exposure. The present work is a proof of concept of two things: a) ‘learning by doing’ approach has long term imprinting on students as compared to classical pedagogy and, b) curricular content- real world context connections can be addressed using minimal resources. The ‘Organic Farming’ and ‘Fungal Biology’ were practically taught by connecting it with provocative and authentic contexts e.g. adverse effect of pesticides/ fertilizers on health and using mushroom (fungus) as cheaper protein source respectively.

A pest-free field was created by planting medicinal plants on periphery in a field and onions were grown organically without using any pesticide/ fertilizer. Later on, other vegetables were also grown followed by Maduraj 55 variety of paddy. This way, a chemical-free variety of paddy having low glycemic index was grown. Post-harvesting, it was observed that a huge amount of husk was generating which was of no-use. Our students suggested to cultivate mushroom on it which could further be utilized as a cheaper protein source for poor undernourished children. After lots of optimization and training, we ended up having mushroom, cultivated on the waste husk.

Thus, a content was connected with a context of real world problem. The problem was identified which had the components of research, reason and reflection. Affordable, economic, feasible and flexible activities were carried out which enhanced critical thinking, understanding, involvement and skills of the students. Lastly, a successful implementation of pedagogy approach which was based on research component was achieved which led to problem-based learning in students.