NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ921522
Record Type: Journal
Publication Date: 2011-Jan
Pages: 7
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0047-231X
Lessons Learned about Implementing an Inquiry-Based Curriculum in a College Biology Laboratory Classroom
Gormally, Cara; Brickman, Peggy; Hallar, Brittan; Armstrong, Norris
Journal of College Science Teaching, v40 n3 p45-51 Jan 2011
Inquiry-based instruction is widely promoted to increase both students' conceptual understanding and their engagement in course content. What this means for day-to-day practices in the classroom is more elusive. Instructors adopting inquiry-based curricula often are unaware of the typical instructional challenges they may face. In particular, instructors new to inquiry-based instruction can anticipate changes to teacher and student roles, a shift that may be supported with instructor training and awareness of common student reactions. This article describes the authors' experience of developing and implementing an inquiry-based biology laboratory curriculum and offers suggestions to help others successfully implement their own inquiry-based courses. (Contains 1 table.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A