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ERIC Number: EJ1024038
Record Type: Journal
Publication Date: 2013
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0021-9266
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A