Increased Scaffolding and Inquiry in an Introductory Biology Lab Enhance Experimental Design Skills and Sense of Scientific Ability xref ref-type="fn" rid="fn2-jmbe-21-56">† /xref

• Published in: Journal of microbiology & biology education Vol. 21; no. 2
• Main Authors: Tess L. Killpack, Sara M. Fulmer, Julie A. Roden, Jocelyne L. Dolce, Christa D. Skow
• Format: Journal Article
• Language: English
• Published: American Society for Microbiology 01-01-2020
• ISSN: 1935-7877; 1935-7885
• DOI: 10.1128/jmbe.v21i2.2143

We present a model for the process of redesigning the laboratory curriculum in Introductory Organismal Biology to increase opportunities for meaningful inquiry and increase student recognition of their scientific skill development. We created scaffolded modules and assignments to allow students to build and practice key skills in experimental design, data analysis, and scientific writing. Using the Tool for Interrelated Experimental Design, we showed significantly higher gains in experimental design scores in the redesigned course and a more consistent pattern of gains across a range of initial student scores compared with the original format. Students who completed the redesigned course rated themselves significantly higher in experimental design, data collection, and data analysis skills compared with students in the original format. Scores on the Laboratory Course Activity Survey were high for both formats and did not significantly differ. However, on written course evaluations, students in the redesigned course were more likely to report that they engaged in “real science” and their “own experiments.” They also had increased recognition of their specific analytical and writing skill development. Our results demonstrate that intentional, scaffolded instruction using inquiry modules can increase experimental design skills and sense of scientific ability in an introductory biology course.