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An Intentional and Facilitative Student-Centered Approach to Enhance Inquiry-Based Learning through Authentic, Hypothesis-Driven Research

Abstract

My interest in inquiry-based learning spans my career teaching science and non-science majors about cell/molecular biology, genetics, and evolution. My Genetics Lab course allows students to perform hypothesis-driven research in small groups using my research program as the basis for their authentic, discovery-based experiences. This course has undergone multiple revisions and is now suitable for the cognitive developmental level of undergraduates; it challenges them but avoids frustrating them. I will share how to navigate the trade-off of reducing content coverage in favor of emphasizing the scientific process and the actual doing of science. I will describe how to help students understand the difference between information and knowledge, how to better comprehend the primary literature, and how to build on this body of work to advance scientific discovery and understanding. I will illustrate how to scaffold and improve student’s existing skills and abilities such as critical thinking, oral and written communication, data interpretation and reporting, and how to develop and expand on their creativity in posing questions that become the basis of their hypothesis-driven work in the laboratory. Finally, I will explain why I choose to use my research program as a means of guided discovery rather than an open-ended format.

Citation

Ahern-Rindell, A.J. (2015), "An Intentional and Facilitative Student-Centered Approach to Enhance Inquiry-Based Learning through Authentic, Hypothesis-Driven Research", Inquiry-Based Learning for Science, Technology, Engineering, and Math (Stem) Programs: A Conceptual and Practical Resource for Educators (Innovations in Higher Education Teaching and Learning, Vol. 4), Emerald Group Publishing Limited, Leeds, pp. 113-134. https://doi.org/10.1108/S2055-364120150000004008

Publisher

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Emerald Group Publishing Limited

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