Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade?
Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science....
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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American Society for Cell Biology
2014
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4152206/ https://www.ncbi.nlm.nih.gov/pubmed/25185228 http://dx.doi.org/10.1187/cbe.13-12-0245 |
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author | Beck, Christopher Butler, Amy Burke da Silva, Karen |
author_facet | Beck, Christopher Butler, Amy Burke da Silva, Karen |
author_sort | Beck, Christopher |
collection | PubMed |
description | Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized. |
format | Online Article Text |
id | pubmed-4152206 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-41522062014-09-23 Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade? Beck, Christopher Butler, Amy Burke da Silva, Karen CBE Life Sci Educ General Articles Over the past decade, repeated calls have been made to incorporate more active teaching and learning in undergraduate biology courses. The emphasis on inquiry-based teaching is especially important in laboratory courses, as these are the courses in which students are applying the process of science. To determine the current state of research on inquiry-based teaching in undergraduate biology laboratory courses, we reviewed the recent published literature on inquiry-based exercises. The majority of studies in our data set were in the subdisciplines of biochemistry, cell biology, developmental biology, genetics, and molecular biology. In addition, most exercises were guided inquiry, rather than open ended or research based. Almost 75% of the studies included assessment data, with two-thirds of these studies including multiple types of assessment data. However, few exercises were assessed in multiple courses or at multiple institutions. Furthermore, assessments were rarely based on published instruments. Although the results of the studies in our data set show a positive effect of inquiry-based teaching in biology laboratory courses on student learning gains, research that uses the same instrument across a range of courses and institutions is needed to determine whether these results can be generalized. American Society for Cell Biology 2014 /pmc/articles/PMC4152206/ /pubmed/25185228 http://dx.doi.org/10.1187/cbe.13-12-0245 Text en © 2014 C. Beck et al.CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society of Cell Biology. |
spellingShingle | General Articles Beck, Christopher Butler, Amy Burke da Silva, Karen Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade? |
title | Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade? |
title_full | Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade? |
title_fullStr | Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade? |
title_full_unstemmed | Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade? |
title_short | Promoting Inquiry-Based Teaching in Laboratory Courses: Are We Meeting the Grade? |
title_sort | promoting inquiry-based teaching in laboratory courses: are we meeting the grade? |
topic | General Articles |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4152206/ https://www.ncbi.nlm.nih.gov/pubmed/25185228 http://dx.doi.org/10.1187/cbe.13-12-0245 |
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