This study aimed to enhance students’ experimental skills and laboratory techniques in cell and molecular biology. A trifold intervention involving a Gene Screen Worksheet, a Gene Screen Flowchart, and a laboratory manual were used, along with a mixed methods approach to data collection. The trifold intervention was grounded in constructivism, design-based, inquiry-based, and project-based learning theories. The Gene Screen Worksheet was an inquiry-based learning assignment, while the Flowchart was a design-based learning activity. The laboratory manual was an open educational resource that incorporated project-based learning and constructivism within each experiment. This study addressed three research questions: the ability of the Gene Screen Worksheet to increase predictive power, the ability of the Gene Screen Flowchart to increase explanatory power, and the ability of the lab manual to increase both predictive and explanatory power. The results reported that students increased their predictive and explanatory power related to genetic screenings, addressing all three questions.