Laboratory Courses with Guided-Inquiry Modules Improve Scientific Reasoning and Experimental Design Skills for the Least-Prepared Undergraduate Students.

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, studen

SUBMITTER: Blumer LS 

PROVIDER: S-EPMC6757229 | biostudies-literature | 2019 Mar

REPOSITORIES: biostudies-literature