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首页> 外文期刊>CBE Life Sciences Education >Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory?
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Can an Inquiry Approach Improve College Student Learning in a Teaching Laboratory?

机译：探究方法可以改善大学生在教学实验室中的学习吗？

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摘要

We present an inquiry-based, hands-on laboratory exercise on enzyme activity for an introductory college biology course for science majors. We measure student performance on a series of objective and subjective questions before and after completion of this exercise; we also measure performance of a similar cohort of students before and after completion of an existing, standard, “direct” exercise over the same topics. Although student performance on these questions increased significantly after completion of the inquiry exercise, it did not increase after completion of the control, standard exercise. Pressure to “cover” many complex topics as preparation for high-stakes examinations such as the Medical College Admissions Test may account for persistence of highly efficient, yet dubiously effective “cookbook” laboratory exercises in many science classes.
机译：我们针对科学专业的入门性大学生物学课程，提出了一种基于查询的动手实验性酶活实验练习。在完成本练习前后，我们会通过一系列客观和主观问题来衡量学生的表现;在完成相同主题的现有的，标准的“直接”练习之前和之后，我们还测量了类似的一组学生的表现。尽管在完成查询练习后，这些问题上的学生表现显着提高，但在完成对照标准练习后，并没有增加。诸如“医学院入学考试”这样的高风险考试准备工作需要“覆盖”许多复杂的主题的压力可能解释了许多科学课中高效，可疑的“食谱”实验室练习的持续存在。

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