TY - JOUR
T1 - Less teaching, more learning
T2 - 10-yr study supports increasing student learning through less coverage and more inquiry
AU - Luckie, Douglas B.
AU - Aubry, Jacob R.
AU - Marengo, Benjamin J.
AU - Rivkin, Aaron M.
AU - Foos, Lindsey A.
AU - Maleszewski, Joseph J.
PY - 2012/12
Y1 - 2012/12
N2 - In this study, we compared gains in student content learning over a 10-yr period in which the introductory biology laboratory curriculum was changed in two ways: an increase of inquiry and a reduction of content. Three laboratory formats were tested: traditional 1-wk-long cookbook laboratories, two 7-wk-long inquiry laboratories, and one 14-wk-long inquiry laboratory. As the level of inquiry increased,student learning gains on content exams trended upward even while traditional content coverage taught decreased. In a quantitative assessment of content knowledge, students who participated in the 14-wklong inquiry laboratory format outscored their peers in both 7- and 1-wk-long lab formats on Medical College Admissions Test exam questions (scores of 64.73%, 61.97%, and 53.48%, respectively, P < 0.01). In a qualitative study of student opinions, surveys conducted at the end of semesters where traditional 1-wk laboratories (n = 167 students) were used had low response rates and predominately negative opinions (only 20% of responses were positive), whereas those who participated in 7-wk (n = 543) or 14-wk (n = 308) inquiry laboratories had high response rates and 71% and 96% positive reviews, respectively. In an assessment of traditional content coverage in courses, three indexes were averaged to calculatetraditional forms of coverage and showed a decrease by 44% over the study period. We believe that the quantitative and qualitative data support greater student-driven inquiry in the classroom laboratory, which leads to deeper learning in fewer topic areas (less teaching) and can reap gains in scientific thinking and fundamental understanding applicable to a broader range of topic areas (more learning) in introductory biology.
AB - In this study, we compared gains in student content learning over a 10-yr period in which the introductory biology laboratory curriculum was changed in two ways: an increase of inquiry and a reduction of content. Three laboratory formats were tested: traditional 1-wk-long cookbook laboratories, two 7-wk-long inquiry laboratories, and one 14-wk-long inquiry laboratory. As the level of inquiry increased,student learning gains on content exams trended upward even while traditional content coverage taught decreased. In a quantitative assessment of content knowledge, students who participated in the 14-wklong inquiry laboratory format outscored their peers in both 7- and 1-wk-long lab formats on Medical College Admissions Test exam questions (scores of 64.73%, 61.97%, and 53.48%, respectively, P < 0.01). In a qualitative study of student opinions, surveys conducted at the end of semesters where traditional 1-wk laboratories (n = 167 students) were used had low response rates and predominately negative opinions (only 20% of responses were positive), whereas those who participated in 7-wk (n = 543) or 14-wk (n = 308) inquiry laboratories had high response rates and 71% and 96% positive reviews, respectively. In an assessment of traditional content coverage in courses, three indexes were averaged to calculatetraditional forms of coverage and showed a decrease by 44% over the study period. We believe that the quantitative and qualitative data support greater student-driven inquiry in the classroom laboratory, which leads to deeper learning in fewer topic areas (less teaching) and can reap gains in scientific thinking and fundamental understanding applicable to a broader range of topic areas (more learning) in introductory biology.
KW - Cooperative
KW - Inquiry
KW - Laboratory
KW - Research
KW - Undergraduate
UR - http://www.scopus.com/inward/record.url?scp=84870900993&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84870900993&partnerID=8YFLogxK
U2 - 10.1152/advan.00017.2012
DO - 10.1152/advan.00017.2012
M3 - Article
C2 - 23209015
AN - SCOPUS:84870900993
SN - 1043-4046
VL - 36
SP - 325
EP - 335
JO - American Journal of Physiology - Advances in Physiology Education
JF - American Journal of Physiology - Advances in Physiology Education
IS - 4
ER -