ArticleCBE life sciences education2019
Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students.
Article in CBE life sciences education, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 9 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
9 citing papers in PubMed.
- An Equity-Focused Redesign of an Introductory Organismal Biology Lab Course To Develop Foundational Scientific Practices.Journal of microbiology & biology education · 2023Article
- Longitudinal study of teacher acceptance of mobile virtual labs.Education and information technologies · 2022Article
- Methylothon: a Versatile Course-Based High School Research Experience in Microbiology and Bioinformatics with Pink Bacteria.Journal of microbiology & biology education · 2022Article
- An at-home laboratory in plant biology designed to engage students in the process of science.Ecology and evolution · 2021Article
- Taking practical learning in STEM education home: Examples from do-it-yourself experiments in plant biology.Ecology and evolution · 2021Article
- The Relationship between Perceptions of Instructional Practices and Student Self-Efficacy In Guided-Inquiry Laboratory Courses.CBE life sciences education · 2021Article
- The Challenges of Teaching Anatomy and Physiology Laboratory Online in the Time of COVID-19.Journal of microbiology & biology education · 2021Article
- Regression to the Mean in Pre-Post Testing: Using Simulations and Permutations to Develop Null Expectations.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
Corrections and comments
- Commented on by
- Erratum issuedCorrection.2019
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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