Abstract
I examined impacts of problem based (PB) vs. guided inquiry (GI) lab styles on students' attitudes toward lab. In 2007 and 2008, I used a summative survey to assess students' attitudes in General Biology. From 2007 to 2008, I modified two labs from GI to PB, one from PB to GI and I left two unaltered (controls). No significant differences in ratings were present for controls. Students' rated GI significantly higher than PB in two treatments. For both, level of difficulty was significantly higher and time efficiency was significantly lower. No significant differences in ratings were present for the third treatment, but lecture help was significantly higher for the GI format. When attempting to improve students' attitudes: GI appears better than PB, level of difficulty appears to have the strongest influence followed by time efficiency, and lecture help does not appear to substantially impact students' attitudes towards lab.
Location
Concourse
Recommended Citation
Basey, John M., "Design of Inquiry-Oriented Science Labs: Impacts on Students' Attitudes" (2009). SoTL Commons Conference. 70.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/70
Design of Inquiry-Oriented Science Labs: Impacts on Students' Attitudes
Concourse
I examined impacts of problem based (PB) vs. guided inquiry (GI) lab styles on students' attitudes toward lab. In 2007 and 2008, I used a summative survey to assess students' attitudes in General Biology. From 2007 to 2008, I modified two labs from GI to PB, one from PB to GI and I left two unaltered (controls). No significant differences in ratings were present for controls. Students' rated GI significantly higher than PB in two treatments. For both, level of difficulty was significantly higher and time efficiency was significantly lower. No significant differences in ratings were present for the third treatment, but lecture help was significantly higher for the GI format. When attempting to improve students' attitudes: GI appears better than PB, level of difficulty appears to have the strongest influence followed by time efficiency, and lecture help does not appear to substantially impact students' attitudes towards lab.
