Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory?
Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory?
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DOI：
10.1187/cbe.08-05-0023
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发表时间：
2009-03-01
影响因子：
3.7
通讯作者：
Cogan, John G.
中科院分区：
文献类型：
--
作者：
Rissing, Steven W.;Cogan, John G.
我们提出了一个基于调查的，动手实验室练习酶活性的介绍大学生物学课程的科学专业。我们衡量学生的表现之前和之后完成这个练习的一系列客观和主观的问题;我们还衡量了一个类似的学生群体之前和之后完成现有的，标准的，“直接”的练习相同的主题。虽然学生在这些问题上的表现显着增加后，完成调查工作，它没有增加后，完成控制，标准的练习。为了准备医学院入学考试等高风险考试而“涵盖”许多复杂主题的压力，可能是许多科学课程中持续存在高效但又非常有效的“食谱”实验练习的原因。
We present an inquiry-based, hands-on laboratory exercise on enzyme activity for an introductory college biology course for science majors. We measure student performance on a series of objective and subjective questions before and after completion of this exercise; we also measure performance of a similar cohort of students before and after completion of an existing, standard, "direct" exercise over the same topics. Although student performance on these questions increased significantly after completion of the inquiry exercise, it did not increase after completion of the control, standard exercise. Pressure to "cover" many complex topics as preparation for high-stakes examinations such as the Medical College Admissions Test may account for persistence of highly efficient, yet dubiously effective "cookbook" laboratory exercises in many science classes.