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Assessing Investigative Skill Development in Inquiry-Based and Traditional College Science Laboratory Courses

机译：探究式和传统大学科学实验室课程的调查研究技能评估

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摘要

A laboratory practical examination was used to compare the investigative skills developed in two different types of general-chemistry laboratory courses. Science and engineering majors (SEM) in the control group used a traditional verification approach (SEM-Ctrl), whereas those in the treatment group learned from an innovative, inquiry-based approach (SEM-Trt). A scoring rubric was developed from their examination sheets to assess six component investigative skills. Results indicated that SEM students in the SEM-Trt group scored significantly higher than those in SEM-Ctrl for all six skills. Furthermore, nursing and applied science majors (NonSEM) in the inquiry-based group (NonSEM-Trt) wrote significantly better discussions than did SEM students in SEM-Ctrl group. Overall, competency at the mid-range level of laboratory skills was attained by most SEM-Trt students (72.5%) but by only 30.5% of SEM-Ctrl and 28.6% of NonSEM-Trt students. Apparently, during the semester students in the SEM-Trt group were able to use the inquiry-based method effectively to combine chemical tasks with writing tasks and postlaboratory discussions. One implication of this study for science instructors is that practical examinations can provide useful feedback regarding the quality of the laboratory experience. Another implication is that this study provides evidence for the use of the innovative inquiry-based laboratory approach to support student learning of high-level investigative skills. However, students' requisite background knowledge must match the level of these skills.
机译：使用实验室实践考试来比较在两种不同类型的普通化学实验室课程中开发的调查技能。对照组的科学与工程专业（SEM）使用传统的验证方法（SEM-Ctrl），而治疗组的科学与工程专业的学生则从创新的基于查询的方法（SEM-Trt）中学习。从他们的考试表中得出了评分标准，以评估六项组成部分的调查技能。结果表明，SEM-Trt组的SEM学生在所有六个技能上的得分均明显高于SEM-Ctrl组。此外，与基于SEM-Ctrl的SEM学生相比，基于查询的小组（NonSEM-Trt）的护理和应用科学专业（NonSEM）编写了更好的讨论。总体而言，大多数SEM-Trt学生（72.5％）达到了中等水平的实验室技能水平，但只有SEM-Ctrl学生的30.5％和NonSEM-Trt学生的28.6％。显然，在学期中，SEM-Trt小组的学生能够有效地使用基于探究的方法，将化学任务与写作任务和实验室后的讨论相结合。这项研究对科学教师的影响是实践考试可以提供有关实验室经验质量的有用反馈。另一个含义是，该研究为使用创新的基于探究的实验室方法支持学生学习高级调查技能提供了证据。但是，学生必需的背景知识必须与这些技能的水平相匹配。

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