Learner-centered inquiry in undergraduate biology: positive relationships with long-term student achievement.

ABSTRACT: We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compare

SUBMITTER: Derting TL 

PROVIDER: S-EPMC2995764 | biostudies-literature | 2010

REPOSITORIES: biostudies-literature