Inquiry-based laboratories improve student learning outcomes in a large first year topic

Masha Smallhorn; Jeanne Young; Narelle Hunter; Karen Burke Da Silva

Inquiry-based laboratories improve student learning outcomes in a large first year topic

Masha Smallhorn, Jeanne Young, Narelle Hunter, Karen Burke Da Silva

Research output: Contribution to conference › Paper › peer-review

38 Downloads (Pure)

Abstract

The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. This limits the opportunity for students to develop critical thinking and analysis skills. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped.
Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment.
Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes.

Original language	English
Pages	65-71
Number of pages	7
Publication status	Published - 1 Aug 2015
Event	STARS: Students, Transitions, Achievement, Retention and Success - Duration: 1 Jul 2015 → …

Conference

Conference	STARS: Students, Transitions, Achievement, Retention and Success
Period	1/07/15 → …

Access to Document

Smallhorn_Inquiry_P2016Final published version, 267 KBLicence: In Copyright

Cite this

@conference{340663e0e2e74eeeb4e4ed897de3aabc,

title = "Inquiry-based laboratories improve student learning outcomes in a large first year topic",

abstract = "The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. This limits the opportunity for students to develop critical thinking and analysis skills. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped.Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment.Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes.",

author = "Masha Smallhorn and Jeanne Young and Narelle Hunter and {Burke Da Silva}, Karen",

year = "2015",

month = aug,

day = "1",

language = "English",

pages = "65--71",

note = "STARS: Students, Transitions, Achievement, Retention and Success ; Conference date: 01-07-2015",

}

TY - CONF

T1 - Inquiry-based laboratories improve student learning outcomes in a large first year topic

AU - Smallhorn, Masha

AU - Young, Jeanne

AU - Hunter, Narelle

AU - Burke Da Silva, Karen

PY - 2015/8/1

Y1 - 2015/8/1

N2 - The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. This limits the opportunity for students to develop critical thinking and analysis skills. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped.Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment.Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes.

AB - The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. This limits the opportunity for students to develop critical thinking and analysis skills. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped.Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment.Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes.

UR - https://unistars.org/proceedings/

M3 - Paper

SP - 65

EP - 71

T2 - STARS: Students, Transitions, Achievement, Retention and Success

Y2 - 1 July 2015

ER -

Inquiry-based laboratories improve student learning outcomes in a large first year topic

Abstract

Conference

Access to Document

Other files and links

Fingerprint

Cite this