Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students
Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students
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DOI：
10.1187/cbe.18-08-0152
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发表时间：
2019-03-01
影响因子：
3.7
通讯作者：
Beck, Christopher W.
中科院分区：
文献类型：
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作者：
Blumer, Lawrence S.;Beck, Christopher W.
过去关于基于学生事先准备和知识的主动学习的不同效果的研究是混合的。本研究的目的是问是否有不同水平的学生事先准备的实验室课程，其中一个指导调查模块实施不同的反应。在第一项研究中，我们评估了学生的科学推理能力，在第二次，我们评估了学生的实验设计技能。在每门课程中，学生的学习成绩都是通过前测四分位数来分析的，这是对他们之前准备情况的一种衡量。总体而言，学生的科学推理能力和实验设计技能并没有提高前测到后测。然而，当根据每门课程的前测分数分为四分位数时，最低四分位数的学生在两项研究中都有显著的进步。尽管在最低四分位数的学生中观察到显着的收益，最低和最高四分位数之间的显着的后测差异，观察到在科学推理技能和实验设计技能。尽管如此，这些研究结果表明，引导探究实验室活动的课程可以促进学生的基本科学推理和实验设计技能的发展，这些学生在一系列课程水平和机构类型中准备不足。
Past studies on the differential effects of active learning based on students' prior preparation and knowledge have been mixed. The purpose of the present study was to ask whether students with different levels of prior preparation responded differently to laboratory courses in which a guided-inquiry module was implemented. In the first study, we assessed student scientific reasoning skills, and in the second we assessed student experimental design skills. In each course in which the studies were conducted, student gains were analyzed by pretest quartiles, a measure of their prior preparation. Overall, student scientific reasoning skills and experimental design skills did not improve pretest to posttest. However, when divided into quartiles based on pretest score within each course, students in the lowest quartile experienced significant gains in both studies. Despite the significant gains observed among students in the lowest quartile, significant posttest differences between lowest and highest quartiles were observed in both scientific reasoning skills and experimental design skills. Nonetheless, these findings suggest that courses with guided-inquiry laboratory activities can foster the development of basic scientific reasoning and experimental design skills for students who are least prepared across a range of course levels and institution types.