MAKERERE UNIVERSITY
COLLEGE OF EDUCATION AND EXTERNAL STUDIES
DEPARTMENT OF FOUNDATIONS AND CURRICULUM STUDIES
NAME : MUKIIBI JOSEPH.
REGISTRATION NUMBER : 20/U/1424
STUDENT’S NUMBER : 2000171424
COURSE NAME : Laboratory and Instructional resources in Biology
Education.
COURSE CODE : BTM 3202
COURSE : BSEB.
LECTURER : DR. KANSIIME EDWARD.
Question One
Open educational resources
Examples of online and open educational resources
Khan academy biology course
OpenStax Biology textbook
Biology videos on YouTube
MDPI Blog
Advantages
Reduction on the financial burden on students and institutions by providing free and low-cost
educational materials.
Easy accessibility is another advantage of online and open educational resources since they can
be accessed anywhere at any time with an internet connection.
Easy customization by instructors
Instructors can modify online and open educational resources to fit specific course needs,
learning styles and cultural contexts.
Online and open educational resources can be updated and disseminated more quickly than
traditional textbooks ensuring that students access timely and relevant information.
Online and open educational resources break down geographical and economic barriers to
education making learning resources available to a wider audience.
DISADVANTAGES.
Sustainability and maintenance issues.
Normally the sustainance and maintenance of software and hardware components used by online
and open educational resources can be a challenge.
Technological issues.
Students and instructors may face challenges related to internet access, technology compatibility
and technical support.
Lack of real time human interaction
Some online and open educational resources lack real time human interaction and personalized
feedback traditional classrooms offer.
Curriculum adaptation
As a result of dynamics in curriculum, some online and open educational resources may not be
able to adapt to these changes such as changes in notes, syllabi content and mode of instruction
hence finding and adapting specific course objectives can require time and effort from
instructors.
Quality concerns
While many online and open educational resources may be of high quality. Some may be poorly
developed or lack rigorous peer review posing quality assurance challenges.
Question Two
ICT (Information and Communication Technology) can transform biology practical lessons by
making them more interactive, visual, and collaborative. Here are practical scenarios:
Virtual Simulations: Students use simulation software to conduct experiments that may
be unsafe, expensive, or unavailable in the lab (e.g., virtual dissections, modeling
genetics crosses, or simulating ecological systems).
Digital Microscopy: Digital microscopes connected to computers or projectors allow
students to view and capture images of microscopic specimens, annotate them, and share
findings with the class.
Data Collection and Analysis: Students use sensors and data loggers to measure
variables like temperature or pH during experiments. Data is imported into spreadsheets
for analysis, graphing, and interpretation.
Multimedia Resources: Teachers use animations, videos, and interactive models to
demonstrate complex processes (e.g., photosynthesis, respiration), making abstract
concepts tangible.
Collaborative Platforms: Students collaborate on experiments and share results via
cloud-based tools (e.g., Google Docs, online forums), enabling group work and peer
feedback.
Online Research: Students access scientific databases, e-books, and demonstration
videos to support their practical work and deepen understanding.
Question Three.
CBC-Oriented Assessment Guide/Rubric for a Practical Lesson (Science Process Skills)
A CBC (Competency-Based Curriculum) assessment rubric focuses on evaluating key science process
skills during practical lessons.
Skill Assessed Excellent (4) Good (3) Satisfactory (2) Needs
Improvement (1)
Clearly states aim, hypothesis,
and variables; selects States aim and States aim but lacks
appropriate materials and variables; minor detail or clarity in Incomplete or
Planning methods omissions in planning planning unclear plan
Makes accurate, detailed Makes accurate Major errors or
observations; records neatly observations; minor Some observations omissions in
Observation and systematically recording errors missing or unclear observation
Handles equipment safely and Occasional unsafe
skillfully; follows procedure Minor errors in or incorrect Frequent unsafe or
Manipulation accurately handling or procedure handling incorrect handling
Uses instruments correctly;
records measurements Occasional incorrect Frequent errors in
accurately and with correct Minor errors in use of instruments measurement or
Measurement units measurement or units or units units
Data is well-organized, Data mostly
complete, and clearly organized; minor Data incomplete or Data missing or
Data Recording presented (tables, graphs) omissions poorly organized disorganized
Correctly interprets data; Minor errors in Some attempt at
Analysis & draws logical, evidence-based interpretation or analysis; weak No analysis or
Conclusion conclusions conclusion conclusion incorrect conclusio
Question Four.
Five Personal Protective Equipment (PPE) for Biology Teachers in the Laboratory
Laboratory coat/apron
Safety goggles or glasses
Gloves (latex, nitrile, or rubber)I’m
Face mask or shield
Closed-toe shoes
