Using a module-based laboratory to incorporate inquiry into a large cell biology course.
Using a module-based laboratory to incorporate inquiry into a large cell biology course.
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DOI：
10.1187/cbe.04-09-0052
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发表时间：
2005-01-01
期刊：
影响因子：
--
通讯作者：
Miskowski, Jennifer A
中科院分区：
文献类型：
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作者：
Howard, David R;Miskowski, Jennifer A
由于细胞生物学的广度和深度迅速增加，教师面临的挑战不仅是为理科本科生提供坚实的、最新的知识基础，还要让他们参与科学过程。为此，威斯康星大学拉克罗斯分校对细胞生物学实验室课程进行了修订，以允许学生参与实验设计，强调数据收集和分析，与“大局”建立联系，并提高学生对该领域的兴趣。开发多周实验室模块作为建立基于探究的学习环境的方法。每个模块都利用相关技术在虚构故事的背景下调查一个或多个问题，并且在学期中从更多的教师指导到更开放的学生调查取得进展。开发了一种评估工具来评估学生对其实验室体验的态度。对五个学期数据的分析有力地支持了模块格式作为探究教育的成功模式，通过提高学生的兴趣和改善学习态度。此外，学生在每个学期的探究性作业中的表现都有所提高，这表明探究相关技能有所提高。
Because cell biology has rapidly increased in breadth and depth, instructors are challenged not only to provide undergraduate science students with a strong, up-to-date foundation of knowledge, but also to engage them in the scientific process. To these ends, revision of the Cell Biology Lab course at the University of Wisconsin-La Crosse was undertaken to allow student involvement in experimental design, emphasize data collection and analysis, make connections to the "big picture," and increase student interest in the field. Multiweek laboratory modules were developed as a method to establish an inquiry-based learning environment. Each module utilizes relevant techniques to investigate one or more questions within the context of a fictional story, and there is a progression during the semester from more instructor-guided to more open-ended student investigation. An assessment tool was developed to evaluate student attitudes regarding their lab experience. Analysis of five semesters of data strongly supports the module format as a successful model for inquiry education by increasing student interest and improving attitude toward learning. In addition, student performance on inquiry-based assignments improved over the course of each semester, suggesting an improvement in inquiry-related skills.