ERIC Number: EJ1024038
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
A Guided Inquiry Methodology to Achieve Authentic Science in a Large Undergraduate Biology Course
Martineau, Carolyn; Traphagen, Stephen; Sparkes, Timothy C.
Journal of Biological Education, v47 n4 p240-245 2013
University instructors are challenged to involve large student populations with varying pre-existing knowledge in authentic inquiry. We present a model in which students collaborate to design and run their own experiment and engage in peer evaluation. In the model, students in different lab sections of a multi-section course explore alternative interconnected hypotheses based around a common theme. A pooled data set from the multiple sections then forms the basis for discussion during an interactive lecture session. This experience has a significant impact on student confidence towards participation in science, and establishes a model for enhanced skill development. To demonstrate the approach, we provide a case study that explores the relationships between leaf degradation, microbial colonisation and macroinvertebrate feeding in a stream ecosystem.
Descriptors: Undergraduate Students, Inquiry, Biology, Individualized Instruction, Case Studies, Student Centered Curriculum, Science Experiments, Laboratory Experiments, Lecture Method, Self Evaluation (Individuals), Science Process Skills, Self Efficacy, Teaching Methods, Models
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A