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An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology

机译：两种动手实验室风格对植物生物学多样性的评价

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We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class (n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice exam in the concurrent lecture. Attitudes toward biology and treatments were also assessed. We used linear mixed-effect models to determine impacts of lab style on lower-order cognition (LO) and higher-order cognition (HO) based on Bloom's taxonomy. Relative to the expository treatment, the learning cycle treatment had a positive effect on HO and a negative effect on LO included in lab reports; a positive effect on transfer of LO from the lab report to the quiz; negative impacts on LO quiz performance and on attitudes toward the lab; and a higher degree of perceived difficulty. The learning cycle treatment had no influence on transfer of HO from lab report to quiz or exam; quiz performance on HO questions; exam performance on LO and HO questions; and attitudes toward biology as a science. The importance of LO as a foundation for HO relative to these lab styles is addressed.
机译：我们在面向查询的大学生物学实验室课程（n = 465）中比较了关于植物生物多样性的学习周期和说明形式。两种格式都有准备实验室活动，动手实验室以及具有反思和论据的后期实验室。通过实验室报告，实验室实践测验和同时授课中的多项选择考试对学习进行评估。还评估了对生物学和治疗的态度。我们使用线性混合效应模型来确定实验室风格对基于Bloom的分类法的低阶认知（LO）和高阶认知（HO）的影响。相对于文物处理，学习周期处理对实验室报告中的HO产生了积极的影响，而对LO产生了消极的影响。对将LO从实验室报告转移到测验有积极影响;对LO测验成绩和对实验室态度的负面影响;以及更高的感知难度。学习周期的处理不会影响HO从实验室报告到测验或考试的转移; HO问题测验表现; LO和HO问题的考试成绩;以及对生物学作为一门科学的态度。相对于这些实验室样式，LO作为HO的基础的重要性已得到解决。

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