Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10243
Full metadata record
DC FieldValueLanguage
dc.contributor.authorLaroche, Karl
dc.contributor.authorCharles, Elizabeth
dc.contributor.authorDugdale, Michael
dc.contributor.authorHughes, Sean
dc.contributor.authorLenton, Kevin
dc.contributor.authorAdams, Rhys
dc.contributor.authorCormier, Caroline
dc.contributor.authorTurcotte, Véronique
dc.contributor.authorZhang, Chao
dc.date.accessioned2023-10-10T16:08:23Z-
dc.date.available2023-10-10T11:57:01Z
dc.date.available2023-10-10T16:08:23Z-
dc.date.issued2023
dc.identifier.citationLaroche, K., Charles, E., Dugdale, M., Hughes, S., Lenton, K., Adams, R., Cormier, C., Turcotte, V., & Zhang, C. (2023). Designing inquiry based labs for college-level biology students. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 2263-2266). International Society of the Learning Sciences.en
dc.identifier.urihttps://doi.org/10.22318/icls2023.216764
dc.identifier.urihttps://repository.isls.org//handle/1/10243-
dc.descriptionPractice-Oriented Paperen
dc.description.abstractWe report on a practitioner-researcher crafted semester-long biology inquiry-based lab approach which implemented a new script based on conceptual progression. Students were required to make decisions in well-scaffolded contexts relating to each component of the scientific process separately, but progressing in an order supporting the knowledge and skills to be learned, from experimental design and statistical/procedural methods, to formulating hypotheses, and ultimately drawing conclusions. In each module, students took up agency for a single component, but scaffolded within an exploration of the entire scientific process, including reflecting on how their work integrated into a full pre-prepared journal article. The progression concluded with students completing a small comprehensive project on their own. Results were encouraging, as students met the significant challenge of the final project, meaning our approach could serve as a model for other biology instructors. Further research will explore the success of the various scaffolds employed.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofurn:ISBN:978-1-7373306-7-7
dc.relation.ispartofProceedings of the 17th International Conference of the Learning Sciences - ICLS 2023, pp. 2263-2266
dc.subjectLearning Sciencesen
dc.titleDesigning Inquiry Based Labs for College-Level Biology Studentsen
dc.typeconferencePaper
dc.identifier.doi10.22318/icls2023.216764
Appears in Collections:ISLS Annual Meeting 2023

Files in This Item:
File SizeFormat 
ICLS2023_2263-2266.pdf108.21 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.