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When I met Yorgos for the first time I was spending some time as a tourist in a small village in Southern Crete, Greece, which I later called Pousos. This was after several returns as a traveling anthropologist and after the place had become my primary field site for studying the transnational and turbulent social and cultural relations created by both tourism and migration in the Greek-Mediterranean border zones of the European Union (EU) (Römhild, 2002, 2008, 2009, 2010). At that time, in the late 1990s, Yorgos was running a tavern right across the small town square and opposite the small complex of restored stone houses in which my family and I had rented an apartment for our stay. He shared the work with Amie, his girlfriend, who served the meals and chatted with the guests while Yorgos would spend much time in the kitchen.

Recent publications, including Vision and Change in Undergraduate Biology Education (American Association for the Advancement of Science, 2009) and A New Biology for the 21st Century (National Research Council, 2009), highlight needed changes for undergraduate science education. These include a shift away from traditionally structured lab courses toward more authentic scientific inquiry experiences in undergraduate science laboratories. The aim of these reform initiatives is for students to develop not only conceptual understanding of the big ideas of science but also the skills required to conduct an investigation and an understanding of science as a human process of constructing scientific knowledge (National Research Council, 2011). The work that we describe here examines the challenges and successes of engaging nonscience majors in a large introductory university-level science course in conducting scientific inquiry. To understand the course structure and the nature of the laboratory experiences, we describe two different lab experiences. In both cases, students engaged in guided inquiry and then were asked to engage in a more open-ended inquiry experience. Our findings suggest that students need significant scaffolding to make the transition from more guided inquiry to more open-ended inquiry.