ArticleCBE life sciences education2016
Alternative Realities: Faculty and Student Perceptions of Instructional Practices in Laboratory Courses.
Article in CBE life sciences education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- A cross-sectional study of online learning during the COVID-19 pandemic: Student perceptions.Health science reports · 2024Article
- Investigating the Influence of Assessment Question Framing on Undergraduate Biology Student Preference and Affect.CBE life sciences education · 2023Article
- Matches and mismatches between university teachers' and students' perceptions of E-learning: A qualitative study in China.Heliyon · 2023Article
- Can We Quantify If It's a CURE?Journal of microbiology & biology education · 2023Article
- Not the same CURE: Student experiences in course-based undergraduate research experiences vary by graduate teaching assistant.PloS one · 2022Article
- The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses.CBE life sciences education · 2021Article
- Is This Science? Students' Experiences of Failure Make a Research-Based Course Feel Authentic.CBE life sciences education · 2021Article
- The Effect of a Paired Lab on Course Completion and Grades in Nonmajors Introductory Biology.CBE life sciences education · 2020Article
- Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development.Science advances · 2020Article
- Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability.Journal of microbiology & biology education · 2020Article
- Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students.CBE life sciences education · 2019Article
- A Model for an Intensive Hands-On Faculty Development Workshop To Foster Change in Laboratory Teaching.Journal of microbiology & biology education · 2019Article
- Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.CBE life sciences education · 2017Article
- CREATE Two-Year/Four-Year Faculty Workshops: A Focus on Practice, Reflection, and Novel Curricular Design Leads to Diverse Gains for Faculty at Two-Year and Four-Year Institutions.Journal of microbiology & biology education · 2017Article
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Curricular reform efforts depend on our ability to determine how courses are taught and how instructional practices affect student outcomes. In this study, we developed a 30-question survey on inquiry-based learning and assessment in undergraduate laboratory courses that was administered to 878 students in 54 courses (41 introductory level and 13 upper level) from 20 institutions (four community colleges, 11 liberal arts colleges, and five universities, of which four were minority-serving institutions). On the basis of an exploratory factor analysis, we defined five constructs: metacognition, feedback and assessment, scientific synthesis, science process skills, and instructor-directed teaching. Using our refined survey of 24 items, we compared student and faculty perceptions of instructional practices both across courses and across instructors. In general, faculty and student perceptions were not significantly related. Although mean perceptions were often similar, faculty perceptions were more variable than those of students, suggesting that faculty may have more nuanced views than students. In addition, student perceptions of some instructional practices were influenced by their previous experience in laboratory courses and their self-efficacy. As student outcomes, such as learning gains, are ultimately most important, future research should examine the degree to which faculty and student perceptions of instructional practices predict student outcomes in different contexts.
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Registered trials
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