Science Literacy & Self-Confidence in Doing Biology: Inquiry Versus Traditional Labs
Cara Gormally & Brittan Hallar
Tested Studies in Laboratory Teaching, 2008, Volume 29
Abstract
In making the change from traditional cookbook laboratory activities to inquiry-based lab work, our goals have been to increase students’ science literacy and science process skills. Through the change to an inquiry-based curriculum, we had the opportunity to study both traditional and inquiry labs of the same course, taught during the same semesters. This allowed us to assess both methods of instruction simultaneously. During Fall 2006 and Spring 2007, pre and post assessments were administered to students in both traditional and inquiry labs to measure differential change in the acquisition of science literacy and science process skills as well as students’ self confidence in doing biology. The non-science major introductory biology labs at the University of Georgia serve a diverse group of approximately 700 students each semester. The anticipated outcomes of this study were to gain perspective on the relationship between inquiry-based learning, science literacy and science process skills, student self-confidence in doing science, and provide valuable information for future laboratories.
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