Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability<xref ref-type="fn" rid="fn2-jmbe-21-56">†</xref>

We present a model for the process of redesigning the laboratory curriculum in Introductory Organismal Biology to increase opportunities for meaningful inquiry and increase student recognition of their scientific skill development. We created scaffolded modules and assignments to allow students to b...

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Autores principales:	Tess L. Killpack, Sara M. Fulmer, Julie A. Roden, Jocelyne L. Dolce, Christa D. Skow
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/35b19f68b85440eeb973b0fc752dc90b
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spelling	oai:doaj.org-article:35b19f68b85440eeb973b0fc752dc90b2021-11-15T15:04:32ZIncreased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability<xref ref-type="fn" rid="fn2-jmbe-21-56">†</xref>10.1128/jmbe.v21i2.21431935-78851935-7877https://doaj.org/article/35b19f68b85440eeb973b0fc752dc90b2020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i2.2143https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885We present a model for the process of redesigning the laboratory curriculum in Introductory Organismal Biology to increase opportunities for meaningful inquiry and increase student recognition of their scientific skill development. We created scaffolded modules and assignments to allow students to build and practice key skills in experimental design, data analysis, and scientific writing. Using the Tool for Interrelated Experimental Design, we showed significantly higher gains in experimental design scores in the redesigned course and a more consistent pattern of gains across a range of initial student scores compared with the original format. Students who completed the redesigned course rated themselves significantly higher in experimental design, data collection, and data analysis skills compared with students in the original format. Scores on the Laboratory Course Activity Survey were high for both formats and did not significantly differ. However, on written course evaluations, students in the redesigned course were more likely to report that they engaged in “real science” and their “own experiments.” They also had increased recognition of their specific analytical and writing skill development. Our results demonstrate that intentional, scaffolded instruction using inquiry modules can increase experimental design skills and sense of scientific ability in an introductory biology course.Tess L. KillpackSara M. FulmerJulie A. RodenJocelyne L. DolceChrista D. SkowAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 2 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Tess L. Killpack Sara M. Fulmer Julie A. Roden Jocelyne L. Dolce Christa D. Skow Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability<xref ref-type="fn" rid="fn2-jmbe-21-56">†</xref>
description	We present a model for the process of redesigning the laboratory curriculum in Introductory Organismal Biology to increase opportunities for meaningful inquiry and increase student recognition of their scientific skill development. We created scaffolded modules and assignments to allow students to build and practice key skills in experimental design, data analysis, and scientific writing. Using the Tool for Interrelated Experimental Design, we showed significantly higher gains in experimental design scores in the redesigned course and a more consistent pattern of gains across a range of initial student scores compared with the original format. Students who completed the redesigned course rated themselves significantly higher in experimental design, data collection, and data analysis skills compared with students in the original format. Scores on the Laboratory Course Activity Survey were high for both formats and did not significantly differ. However, on written course evaluations, students in the redesigned course were more likely to report that they engaged in “real science” and their “own experiments.” They also had increased recognition of their specific analytical and writing skill development. Our results demonstrate that intentional, scaffolded instruction using inquiry modules can increase experimental design skills and sense of scientific ability in an introductory biology course.
format	article
author	Tess L. Killpack Sara M. Fulmer Julie A. Roden Jocelyne L. Dolce Christa D. Skow
author_facet	Tess L. Killpack Sara M. Fulmer Julie A. Roden Jocelyne L. Dolce Christa D. Skow
author_sort	Tess L. Killpack
title	Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability<xref ref-type="fn" rid="fn2-jmbe-21-56">†</xref>
title_short	Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability<xref ref-type="fn" rid="fn2-jmbe-21-56">†</xref>
title_full	Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability<xref ref-type="fn" rid="fn2-jmbe-21-56">†</xref>
title_fullStr	Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability<xref ref-type="fn" rid="fn2-jmbe-21-56">†</xref>
title_full_unstemmed	Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability<xref ref-type="fn" rid="fn2-jmbe-21-56">†</xref>
title_sort	increased scaffolding and inquiry in an introductory biology lab enhance experimental design skills and sense of scientific ability<xref ref-type="fn" rid="fn2-jmbe-21-56">†</xref>
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/35b19f68b85440eeb973b0fc752dc90b
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Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability<xref ref-type="fn" rid="fn2-jmbe-21-56">†</xref>

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