ERIC Number: ED465607
Record Type: RIE
Publication Date: 2002-Jan
A Quantitative Comparison of Instruction Format of Undergraduate Introductory Level Content Biology Courses: Traditional Lecture Approach vs. Inquiry Based for Education Majors.
Willden, Jennifer L.; Crowther, David T.; Gubanich, Alan A.; Cannon, John R.
The purpose of this study was to determine if there were any statistically significant differences in the pretest and posttest examination scores between students in two undergraduate biology classes taught in two fundamentally different praxes at the University of Nevada, Reno. Biology 100, an introductory biology course for non-majors, was taught in a traditional lecture and laboratory format. Biology 110 was a newly created course designed for elementary education majors using an approach recommended by the National Science Education Standards. This approach includes inquiry, collaborative work, and investigations. Data analyses should reflect any difference in students' understanding of the biological content presented in each course based upon final examination scores. The instructional format (inquiry and hands-on) used in the Biology 110 course for elementary education majors did prove to make a significant difference in biological content learned in the undergraduate course. (Contains 14 references.) (MVL)
Descriptors: Biology, Elementary School Teachers, Hands on Science, Higher Education, Inquiry, Introductory Courses, Lecture Method, Nontraditional Education, Preservice Teacher Education, Science Instruction, Teaching Styles, Undergraduate Study
For full text: http://aets.chem.pitt.edu.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Charlotte, NC, January 10-13, 2002); see SE 066 324.