A guided inquiry methodology to achieve authentic science in a large undergraduate biology course

Abstract

University instructors are challenged to involve large student populations with varying pre-existing knowledge in authentic inquiry. We present a model in which students collaborate to design and run their own experiment and engage in peer evaluation. In the model, students in different lab sections of a multi-section course explore alternative interconnected hypotheses based around a common theme. A pooled data set from the multiple sections then forms the basis for discussion during an interactive lecture session. This experience has a significant impact on student confidence towards participation in science, and establishes a model for enhanced skill development. To demonstrate the approach, we provide a case study that explores the relationships between leaf degradation, microbial colonisation and macroinvertebrate feeding in a stream ecosystem.

Keywords:

• guided inquiry
• student-centred
• students as producers
• differentiated instruction
• peer sharing
• stream ecology

Acknowledgements

Financial support was provided by the Department of Biological Sciences at DePaul University. We would like to thank the numerous students, faculty and teaching assistants who have helped to develop this exercise over the last several years, as well as anonymous reviewers for providing valuable insights on an earlier version of the manuscript.