ERIC Number: ED468720
Record Type: RIE
Publication Date: 2002
Instructional Approaches for the Improvement of Reasoning in Introductory College Biology Courses: A Review of the Research.
Daempfle, Peter A.
This review explores the empirical research on nontraditional instruction methods and their effects on reasoning development in college students in introductory biology. A search of primary databases found relatively few empirical studies, but eventually nine relevant empirical studies were identified. Findings suggest that inquiry-based, nontraditional collaborative instruction is more effective than traditional, lecture-based instruction in developing higher order reasoning skills in introductory college biology courses. Gains in reasoning do not appear to be achieved at the loss of content acquisition. Methods that emphasize writing have higher success in developing reasoning than methods that do not. Direct instruction in formal and informal reasoning leads to gains in those reasoning skill areas. Many questions about the strength of effects and how different instructional variables play a role in changing reasoning were apparent, but findings strongly support use of nontraditional inquiry-based collaborative methodologies for the development of student reasoning. (Contains 2 tables and 20 references.) (SLD)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: N/A