Promoting inquiry-based teaching in laboratory courses: are we meeting the grade?
Promoting inquiry-based teaching in laboratory courses: are we meeting the grade?
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DOI：
10.1187/cbe.13-12-0245
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
da Silva KB
中科院分区：
文献类型：
--
作者：
Beck C;Butler A;da Silva KB
作者回顾了目前关于实验课探究性学习的文献，发现大多数练习都是引导性探究。大多数研究都包括显示学习成果的评估数据。在多个课程或多个机构评估的练习很少。因此，结果是否可以推广尚不清楚。在过去的十年中，一再呼吁将更积极的教学和学习纳入本科生物课程。强调探究式教学在实验室课程中尤为重要，因为这些课程是学生应用科学过程的课程。为了确定目前的研究状态，在本科生物实验课程的探究式教学，我们回顾了最近发表的文献，探究式练习。在我们的数据集中，大多数研究是在生物化学，细胞生物学，发育生物学，遗传学和分子生物学的分支学科。此外，大多数练习都是有指导的调查，而不是开放式的或基于研究的。近75%的研究包括评估数据，其中三分之二的研究包括多种类型的评估数据。然而，在多个课程或多个机构评估的练习很少。此外，评估很少以公布的文书为依据。虽然我们数据集中的研究结果显示，生物实验室课程中的探究式教学对学生的学习收益有积极影响，但需要在一系列课程和机构中使用相同工具的研究来确定这些结果是否可以推广。
The authors reviewed the current literature on inquiry-based learning in laboratory courses and found that most exercises were guided inquiry. The majority of studies included assessment data showing learning gains. Few exercises were assessed in multiple courses or at multiple institutions. Therefore, whether results can be generalized is unclear. 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.
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DOI：
10.1187/cbe-13-08-0152
发表时间：
2014
期刊：
CBE life sciences education
影响因子：
--
作者：
Shaffer CD;Alvarez CJ;Bednarski AE;Dunbar D;Goodman AL;Reinke C;Rosenwald AG;Wolyniak MJ;Bailey C;Barnard D;Bazinet C;Beach DL;Bedard JE;Bhalla S;Braverman J;Burg M;Chandrasekaran V;Chung HM;Clase K;Dejong RJ;Diangelo JR;Du C;Eckdahl TT;Eisler H;Emerson JA;Frary A;Frohlich D;Gosser Y;Govind S;Haberman A;Hark AT;Hauser C;Hoogewerf A;Hoopes LL;Howell CE;Johnson D;Jones CJ;Kadlec L;Kaehler M;Silver Key SC;Kleinschmit A;Kokan NP;Kopp O;Kuleck G;Leatherman J;Lopilato J;Mackinnon C;Martinez-Cruzado JC;McNeil G;Mel S;Mistry H;Nagengast A;Overvoorde P;Paetkau DW;Parrish S;Peterson CN;Preuss M;Reed LK;Revie D;Robic S;Roecklein-Canfield J;Rubin MR;Saville K;Schroeder S;Sharif K;Shaw M;Skuse G;Smith CD;Smith MA;Smith ST;Spana E;Spratt M;Sreenivasan A;Stamm J;Szauter P;Thompson JS;Wawersik M;Youngblom J;Zhou L;Mardis ER;Buhler J;Leung W;Lopatto D;Elgin SC
通讯作者：
Elgin SC
影响因子：
3.7
作者：
Brownell, Sara E.;Tanner, Kimberly D.
通讯作者：
Tanner, Kimberly D.
DOI：
10.1080/02635143.2011.589379
发表时间：
2011-01-01
影响因子：
1.6
作者：
Basey, J. M.;Francis, C. D.
通讯作者：
Francis, C. D.
影响因子：
1.4
作者：
Dean, Derek M.;Wilder, Jason A.
通讯作者：
Wilder, Jason A.
影响因子：
3.7
作者：
Simmons, M. E.;Wu, X. B.;Lopez, R. R.
通讯作者：
Lopez, R. R.