Implementing Inquiry-Based Learning in Lab Settings

Facilitating Laboratory Activities Series: Topic Intro | Part 1 | Part 2 | Part 3

Facilitating Laboratory Activities Series
Part 3:
Implementing Inquiry-Based Learning in Lab Settings

Overview

Much of the research in the last few decades on inquiry- or problem-based learning in science and engineering education has been favorable (Ciocanel & Elahinia, 2008; French & Russell, 2002; Minner, Levy, & Century, 2010). By presenting students with a realistic problem or challenge that they must solve, inquiry-based projects allow students to be more involved in their own learning process, and helps them develop a more transferrable understanding of foundational concepts and theories (Nilson, 2010). In addition to the benefits for undergraduate students, research has shown that teaching inquiry-based laboratory activities can also help graduate students internalize important concepts (French & Russell, 2002). 

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Implementing inquiry-based projects

Suggestions on how to implement inquiry-based projects in your own laboratory sections: 

Strategies Teaching Suggestions 
Consider the learning outcomes of your class Consider how an inquiry-based project might help your students achieve the learning outcomes of your course. For example, if one of the goals of your course is to introduce students with a particular scientific process, an inquirybased project could allow students to actively experience that process through an investigative task. 
Consider the level of guidance you want to provide your students According to Lantz & Fairfield, there are four main levels for guided-inquiry in laboratory classes: controlled, where students are given a problem, procedure, and outcome (i.e., traditional “cookbook” labs); structured, where students are given a problem and procedure, but not the outcome; guided, where students are given a problem, but not the procedure nor the outcome; and finally, open, where students determine their own problem, procedure, and outcome. It is important to note that each of the levels above demands increasing amount of preparation by TAs and instructors, as well as increasing support for students completing the task.  
Include opportunities for collaboration 

While laboratory activities are generally well-suited for group work between students, the increased conceptual demands of inquiry-based projects make collaboration an important aspect of these types of projects. Through group work, students learn how to effectively collaborate with colleagues in both lab activities and in the resulting writing/reporting tasks. An important 

consideration to make is whether you want to establish permanent groups or have students vary partners throughout the term.  

Have students practice “authentic” science writing, rather than just reporting While many students are familiar with the traditional the “lab report,” the structured nature of this genre can make it difficult for students to learn how to compose in more the realistic science writing genres they may experience in the future. An example of an “authentic” science writing task could be learning to write an effective “results” section for an article on empirical research. Hood-DeGrenier (2015) provides a step-by-step explanation on how to teach students to write a results section: see her article here. Additionally, consider having your students practice peer review by exchanging written projects with colleagues from other groups.   

Adapted from: Lantz & Fairfield, 2016 & Nilson, 2010

  • Additional Resources
  •  
    • PhET Interactive Simulations Project
      Interactive simulations for science and mathematics learning.
    • The ChemCollective
      Virtual chemistry labs, scenarios, and concept-building activities.
    • BioInteractive
      Biology-focused educational resources, media, and interactive activities.
    • Virtual Courseware for Earth and Environmental Sciences
      Virtual lab and simulation resources for earth and environmental science instruction.
    • Johns Hopkins University Virtual Laboratory
      Online virtual laboratory activities and simulations.
  • Citation
  • Center for Educational Effectiveness (CEE). (2018). Facilitating Laboratory Activities Series: Just-in-Time Teaching Resources. https://cee.ucdavis.edu/JITT
  • References
  • Ciocanel, C., & Elahinia, M. (2008). Teaching engineering laboratories based on a problem solving approach. Paper presented at the annual conference of the American Society for Engineering Education Pacific Southwest, Flagstaff, AZ.

    Hood-DeGrenier, J. K. (2015). A strategy for teaching undergraduates to write effective scientific results sections. CourseSource. https://doi.org/10.24918/cs.2016.13

    Lantz, V., & Fairfield, A. (2016). Re-envisioning introductory biology labs: Progressive attainment of inquiry-based biology lab skills by biology students. https://cms.montgomerycollege.edu/oit/oitdownloadasset.aspx?id=93322

    Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—What is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496.

    Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors. Jossey-Bass.