Investigative Learning in an Undergraduate Biology Laboratory: an Investigation into Reform in Science Education

This study examined an innovative, project-based curriculum in a freshman biology laboratory by focusing on how students developed their conceptual understanding of a biological species. A model for learning was posed based on learners working in small groups. This model linked a sociocultural approach to teaching and learning to conceptual change theory. Qualitative research methods were employed to collect a variety of data. Documentation of this innovative curriculum is provided. This investigative curriculum incorporated the research practices that scientists use. A wide range of dynamic interactions with students actively investigating problems and sharing both their findings and thoughts during this time occurred. This essentially modeled the authentic practices of scientists. A direct comparison was made with this learning environment and the model for learning. Peer tutoring, cooperative learning, and most importantly, peer collaboration were observed when students grappled with difficult problems for which there was no single right answer. Teachers served as guides in learning, shifting responsibility to the students. Analysis of student writing revealed richer, more complex definitions of species after the experience of the laboratory project. Several of the students used knowledge gained directly from their experiences during the laboratory project to help elaborate their definitions. The electronic discussions showed a range of social interactions and interactivity. High quality discussions were found to be rich in scientific thought, engaging discussants by offering information, questioning, and actively hypothesizing. Mediating and facilitating discussions by the participants was found to be an important factor in their success. Groups exhibiting high quality discussions also had a lower response time than other groups, indicating that more substantive dialogues which are rich in thought proceed at a slower pace. Significantly, an important connection has been made between the socio-cultural approach to learning and conceptual change theory. A closer examination of how small groups of learners develop conceptual understanding is needed. This approach also needs to be extended into other settings where reform in science education is taking place.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Career Services

Department dc:contributor.department

Career Services

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

1996

Author dc:creator

• McKenzie, Woodrow L.

Chair dc:contributor.committeechair

• Glasson, George E.

Committee members dc:contributor.committeemember

• Taylor, C. David
• Nespor, Jan K.
• Clowes, Darrel A.
• Buikema, Arthur L. Jr.

• science education reform
• socio-cultural
• concept learning
• computer mediated communication
• undergraduate biology
• authentic assessment

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language.iso

en

Dc Identifier Other

etd-1026203169632121

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/29381