ERIC Number: EJ1038727
Record Type: Journal
Publication Date: 2014-Sep
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-7913
EISSN: N/A
An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology
Basey, John M.; Maines, Anastasia P.; Francis, Clinton D.; Melbourne, Brett
CBE - Life Sciences Education, v13 n3 p493-503 Sep 2014
We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice exam in the concurrent lecture. Attitudes toward biology and treatments were also assessed. We used linear mixed-effect models to determine impacts of lab style on lower-order cognition (LO) and higher-order cognition (HO) based on Bloom's taxonomy. Relative to the expository treatment, the learning cycle treatment had a positive effect on HO and a negative effect on LO included in lab reports; a positive effect on transfer of LO from the lab report to the quiz; negative impacts on LO quiz performance and on attitudes toward the lab; and a higher degree of perceived difficulty. The learning cycle treatment had no influence on transfer of HO from lab report to quiz or exam; quiz performance on HO questions; exam performance on LO and HO questions; and attitudes toward biology as a science. The importance of LO as a foundation for HO relative to these lab styles is addressed.
Descriptors: Undergraduate Students, Hands on Science, Biology, Science Instruction, Biodiversity, Scientific Attitudes, Cognitive Processes, Teaching Styles, Science Tests, Science Laboratories, Formative Evaluation, Summative Evaluation, Student Attitudes, Pretests Posttests, Hierarchical Linear Modeling
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Evolutionary Synthesis Center
Authoring Institution: N/A
Identifiers - Location: Colorado
Grant or Contract Numbers: NSF EF-0905606