Time-Restricted Inquiry-Based Learning Promotes Active Student Engagement in Undergraduate Zoology Laboratory

Organizing a zoology laboratory for an undergraduate course is often a challenge, particularly in a limited-resource setting, due to the vast variety of topics to cover and the limited numbers of preserved specimens and permanent slides. In zoology, the class structure generally takes the form of a...

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Autores principales:	Thitinun Sumranwanich, Kanpong Boonthaworn, Sombat Singhakaew, Puey Ounjai
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/bd9ede988dbd4be4ac73ba614301e5be
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spelling	oai:doaj.org-article:bd9ede988dbd4be4ac73ba614301e5be2021-11-15T15:04:15ZTime-Restricted Inquiry-Based Learning Promotes Active Student Engagement in Undergraduate Zoology Laboratory10.1128/jmbe.v20i1.15711935-78851935-7877https://doaj.org/article/bd9ede988dbd4be4ac73ba614301e5be2019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i1.1571https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Organizing a zoology laboratory for an undergraduate course is often a challenge, particularly in a limited-resource setting, due to the vast variety of topics to cover and the limited numbers of preserved specimens and permanent slides. In zoology, the class structure generally takes the form of a lecture demonstration followed by sample exhibition stations. This setting often fails to actively engage the majority of students in exploring the specimens. Here we propose an alternative organization of a zoology class lab format comprised of short guided-inquiry, time-restricted lab stations, and a freely structured follow-up project intended to increase attention and conceptual understanding of the lab topic. The lab is designed in two parts: a 10-minute in-class rotation portion, where small groups of students take turns investigating specimens following an instructor demonstration, and an after-class group assignment. We implemented the strategy for two years, and it is clear that our approach significantly increased students’ active engagement in the class. The time-restricted scheme ensures all students participate despite limited resources, while the guided instructions keep the students focused on the topic. Furthermore, the team assignment portion, in particular the media creation aspect, promoted teamwork among group members.Thitinun SumranwanichKanpong BoonthawornSombat SinghakaewPuey OunjaiAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 1 (2019)
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 Thitinun Sumranwanich Kanpong Boonthaworn Sombat Singhakaew Puey Ounjai Time-Restricted Inquiry-Based Learning Promotes Active Student Engagement in Undergraduate Zoology Laboratory
description	Organizing a zoology laboratory for an undergraduate course is often a challenge, particularly in a limited-resource setting, due to the vast variety of topics to cover and the limited numbers of preserved specimens and permanent slides. In zoology, the class structure generally takes the form of a lecture demonstration followed by sample exhibition stations. This setting often fails to actively engage the majority of students in exploring the specimens. Here we propose an alternative organization of a zoology class lab format comprised of short guided-inquiry, time-restricted lab stations, and a freely structured follow-up project intended to increase attention and conceptual understanding of the lab topic. The lab is designed in two parts: a 10-minute in-class rotation portion, where small groups of students take turns investigating specimens following an instructor demonstration, and an after-class group assignment. We implemented the strategy for two years, and it is clear that our approach significantly increased students’ active engagement in the class. The time-restricted scheme ensures all students participate despite limited resources, while the guided instructions keep the students focused on the topic. Furthermore, the team assignment portion, in particular the media creation aspect, promoted teamwork among group members.
format	article
author	Thitinun Sumranwanich Kanpong Boonthaworn Sombat Singhakaew Puey Ounjai
author_facet	Thitinun Sumranwanich Kanpong Boonthaworn Sombat Singhakaew Puey Ounjai
author_sort	Thitinun Sumranwanich
title	Time-Restricted Inquiry-Based Learning Promotes Active Student Engagement in Undergraduate Zoology Laboratory
title_short	Time-Restricted Inquiry-Based Learning Promotes Active Student Engagement in Undergraduate Zoology Laboratory
title_full	Time-Restricted Inquiry-Based Learning Promotes Active Student Engagement in Undergraduate Zoology Laboratory
title_fullStr	Time-Restricted Inquiry-Based Learning Promotes Active Student Engagement in Undergraduate Zoology Laboratory
title_full_unstemmed	Time-Restricted Inquiry-Based Learning Promotes Active Student Engagement in Undergraduate Zoology Laboratory
title_sort	time-restricted inquiry-based learning promotes active student engagement in undergraduate zoology laboratory
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/bd9ede988dbd4be4ac73ba614301e5be
work_keys_str_mv	AT thitinunsumranwanich timerestrictedinquirybasedlearningpromotesactivestudentengagementinundergraduatezoologylaboratory AT kanpongboonthaworn timerestrictedinquirybasedlearningpromotesactivestudentengagementinundergraduatezoologylaboratory AT sombatsinghakaew timerestrictedinquirybasedlearningpromotesactivestudentengagementinundergraduatezoologylaboratory AT pueyounjai timerestrictedinquirybasedlearningpromotesactivestudentengagementinundergraduatezoologylaboratory
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Time-Restricted Inquiry-Based Learning Promotes Active Student Engagement in Undergraduate Zoology Laboratory

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