Inquiry‐Based Student‐Centered Instruction

Lamba, Ram S.

doi:10.1002/9783527679300.ch12

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…Other factors which play a role in the ecology of these classes are students' prior preparation as measured by the ACS diagnostic exam, and their enrollment in a supplemental workshop. We believe our data demonstrates that the studio environment is superior to the traditional environment for improving student content knowledge by engaging multiple modes of learning in a social environment with a highly cohesive curriculum in which students are con tinually tasked with linking the macroscopic and nanoscopic levels of chemistry through the use of chemistry symbols and representations (National Research Council, 1996;Schwartz et al, 1999;Bransford et al, 2004;Cole, 2015;Lamba, 2015). While the variability is too high to make conclusive statements about a decrease in DFW rate, there is a general downward trend in the data, which we will continue to explore.…”

Section: Discussionmentioning

confidence: 95%

“…Meta-analyses of hundreds of research reports from STEM fields in general (Freeman et al, 2014) and chemistry in particular (Towns and Kraft, 2011) demon strate that active learning experiences increase student content knowledge, positively influence students' learning attitudes, and decrease failure rates. Active learning pedagogies such as Problem-Based Learning (Hmelo-Silver, 2004), inquiry-based laboratory and computer simulation activities (Stieff and Wilensky, 2003;Bransford et al, 2004;Lamba, 2015), interactive demon strations (Posner et al, 1982;Zimrot and Ashkenazi, 2007), and peer-instruction (Coleman, 1998;Crouch and Mazur, 2001;Varma-Nelson and Coppola, 2005) deemphasize passive accu mulation of knowledge and instead emphasize active construc tion of new knowledge. With this in mind, the studio curriculum is expressly designed to include multiple hands-on integrated active learning activities each class period.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Johnstone, 1982;Gabel et al, 1987;Gabel, 1993Gabel, , 1998Keig and Rubba, 1993;Kozma and Russell, 1997;Wu et al, 2001;Chittleborough, 2014), and evidence-based research on best practices in curriculum design, pedagogy, and assessment (e.g. Cole, 2015;Lamba, 2015;Taber, 2015).…”

Section: Introductionmentioning

confidence: 99%

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An examination of student outcomes in studio chemistry

Kiste

Scott

Bukenberger

et al. 2017

Chem. Educ. Res. Pract.

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Twenty years ago, a major curriculum revision at a large, comprehensive university in the Western United States led to the implementation of an integrated lecture/laboratory (studio) experience for our engineering students taking general chemistry. Based on these twenty years of experience, construction of four purpose-built studio classrooms to house the majority of the remaining general chemistry courses was completed in 2013. A detailed study of the effects of the entire ecology of the studio experience on student success was initiated at that time. Data from content knowledge pre- and post-tests, learning attitudes surveys, and student course evaluations show positive effects on student performance, the development of more expert-like learning attitudes, increased student engagement, and increased student–instructor interactions vs. the previous separate lecture and laboratory instruction for non-engineering students. Our data also show that an associated new peer Learning Assistant program increases student engagement while also having positive impacts on the Learning Assistants themselves.

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Section: Discussionmentioning

confidence: 95%

Section: Theoretical Frameworkmentioning

confidence: 99%

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An examination of student outcomes in studio chemistry

Kiste

Scott

Bukenberger

et al. 2017

Chem. Educ. Res. Pract.

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“…In addition to nonformal learning contexts, inquiry-based learning may increase pupils’ grasp of chemical concepts and comprehend the methods of scientific knowledge acquisition . Inquiry-based learning does not equal learning by random discovery but also differs from confirmation inquiry, which requires pupils to confirm findings by following “recipe-like” experiment instructions.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Multitouch Experiment Instructions to Promote Self-Regulation in Inquiry-Based Learning in School Laboratories

et al. 2021

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Multitouch experiment instructions (MEIs), implemented as interactive eBooks, are learning tools for pupils that offer various digital support tools and enable pupils to individualize their learning. They may be applied to contexts such as inquirybased experiments in school laboratories, which involve highly demanding cognitive processes and require a high level of self-regulation. Self-regulation has been shown to be reliably promoted by interventions which include the targeted training of selfregulation strategies. A MEI was designed as an interactive eBook on experiments on the topic "Analysis of Cola", suitable for an inquiry-based learning environment such as a school lab. The MEI's potential to promote self-regulated learning was investigated by comparing it to a MEI with digital, integrated self-regulation training. The data revealed a significant increase of self-regulation in the control group, which consisted of pupils experimenting with the MEI on its own, and one experimental group, which included pupils that were supported by the MEI with an additional self-regulation training. It can be assumed that the MEI's ability to promote self-regulated learning is comparable to the results achieved by an additional self-regulation training which explicitly addressed self-regulation strategies. This highlights the MEI's potential to promote self-regulated learning in an indirect approach.

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“…Despite the considerations outlined above, it is still not common that science education is in line with the way scientists study the world. Lamba (2015) declares that even introductory courses in universities consist mainly of lectures and basic laboratory skills. This keeps the students in a passive role while the instructor presses on at a fast pace for 'coverage'.…”

Section: Introductionmentioning

confidence: 99%

Scaffolding of experimental design skills

Szalay

Tóth

Borbás

et al. 2023

Chem. Educ. Res. Pract.

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The results of an earlier four-year longitudinal research study on the development of experimental design skills led to the conclusion that 12–13 year old students probably need more help to design experiments than had been offered to them in that project. This paper reports the findings of the first year of a further four-year empirical research project. Its aim is to modify ‘step-by-step’ instructions for practical activities in a way that may enable the development of experimental design skills. Nine hundred and thirty-one (931) students have been involved. All were 12–13 years old in the beginning of the study (September 2021). Each year students spend six lessons (some or all of each) doing practical activities using worksheets we provide. The students were divided into three groups. Group 1 (control group) follow step-by-step instructions. Groups 2 and 3 are experimental groups. Group 2 follow the same instructions as Group 1 but also complete a scheme (a series of questions) on their worksheets concerned with the design of the experiment. Group 3 is required to design the experiments, guided by the scheme. The scheme asks indirect questions about the identification of the independent variable, the dependent variable and the constants. The impact of the intervention on the students’ experimental design skills (focusing on the identification and control of variables) and disciplinary content knowledge is measured by structured tests. After the first school year of the project it was clear that the applied type of instruction had a significant positive effect on the results of the Group 3 students’ experimental design skills (Cohen's d effect size: −0.28). However, no significant effect of the intervention could be detected on the changes in the Group 2 students’ experimental design skills (Cohen's d effect size: −0.11). ANCOVA analysis showed that these effects were due to a combination of several factors (mainly the intervention, school ranking and prior knowledge). This paper provides the interesting details of the results of the first year of the research and discusses the minor changes to the approach that have been made for the remaining three years of the project.

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Inquiry‐Based Student‐Centered Instruction

Cited by 6 publications

References 13 publications

An examination of student outcomes in studio chemistry

An examination of student outcomes in studio chemistry

Multitouch Experiment Instructions to Promote Self-Regulation in Inquiry-Based Learning in School Laboratories

Scaffolding of experimental design skills

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