Inquiry-based laboratory course improves students' ability to design experiments and interpret data
Inquiry-based laboratory course improves students' ability to design experiments and interpret data
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DOI：
10.1152/advan.00028.2002
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发表时间：
2003-03-01
影响因子：
2.1
通讯作者：
Burgess, AB
中科院分区：
文献类型：
--
作者：
Myers, MJ;Burgess, AB
我们重新设计了我们的中级生物生理学实验室课程，以学生设计的植物和人类生理学实验为中心。我们的主要目标是提高学生设计实验和分析数据的能力。我们在学期开始和结束时评估这些能力，给学生一个评估工具，包括一个实验场景，数据和四个日益复杂的问题。为了控制非治疗的影响，改善分数（最终减去每个问题的初始分数）的学生同时参加实验室和同伴讲座课程进行了比较，与那些只参加讲座课程的学生。实验室+讲座组在最具挑战性的问题上的进步超过了仅讲座组。这一证据表明，我们的探究式课程正在实现其主要目标。我们开发的评估工具可能是有用的，其他人有兴趣在他们的学生测量实验分析能力。
We redesigned our intermediate-level organismal physiology laboratory course to center on student-designed experiments in plant and human physiology. Our primary goals were to improve the ability of students to design experiments and analyze data. We assessed these abilities at the beginning and end of the semester by giving students an evaluation tool consisting of an experimental scenario, data, and four questions of increasing complexity. To control for nontreatment influences, the improvement scores (final minus initial score for each question) of students taking both the laboratory and the companion lecture course were compared with those of students taking the lecture course only. The laboratory + lecture group improved more than the lecture-only group for the most challenging question. This evidence suggests that our inquiry-based curriculum is achieving its primary goals. The evaluation tool that we developed may be useful to others interested in measuring experimental analysis abilities in their students.