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Developing critical thinking inSTEMeducation through inquiry-based writing in the laboratory classroom

机译：通过实验室课堂上的探索写作发展批判思维体系

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摘要

Laboratory pedagogy is moving away from step-by-step instructions and toward inquiry-based learning, but only now developing methods for integrating inquiry-based writing (IBW) practices into the laboratory course. Based on an earlier proposal (Science 2011;332:919), we designed and implemented an IBW sequence in a university bioinformatics course. We automatically generated unique, double-blinded, biologically plausible DNA sequences for each student. After guided instruction, students investigated sequences independently and responded through IBW writing assignments. IBW assignments were structured as condensed versions of a scientific research article, and because the sequences were double blinded, they were also assessed as authentic science and evaluated on clarity and persuasiveness. We piloted the approach in a seven-day workshop (35 students) at Perdana University in Malaysia. We observed dramatically improved student engagement and indirect evidence of improved learning outcomes over a similar workshop without IBW. Based on student feedback, initial discomfort with the writing component abated in favor of an overall positive response and increasing comfort with the high demands of student writing. Similarly, encouraging results were found in a semester length undergraduate module at the National University of Singapore (155 students).
机译：实验室教育学正在远离逐步的说明和基于查询的学习，但现在只开发将基于查询的写作（IBW）实践集成到实验室课程中的方法。根据早期提案（2011年Science; 332：919），我们在大学生物信息学课程中设计和实施了IBW序列。我们自动为每个学生生成独特，双盲，生物合理的DNA序列。在引导指导之后，学生通过IBW写作分配独立调查序列并响应。 IBW作业被构建为科学研究制品的浓缩版本，因为序列是双盲的，它们也被评为正宗的科学，并评估了清晰度和说服力。我们在马来西亚佩达纳大学的七天研讨会（35名学生）中驾驶了这种方法。我们观察到大大改善了在没有IBW的同类研讨会上改进了学习成果的学生参与和间接证据。基于学生反馈，对写作组件的初始不适，支持整体积极的反应，并提高了学生写作的高需求。同样，在新加坡国立大学（155名学生）中，在一个学期的学期大概本科模块中发现了令人鼓舞的结果。

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