ERIC Number: EJ1024038
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 13
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
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Authoring Institution: N/A