Efficacy of Inquiry-Based and “Cookbook” Labs at Human Physiology Lessons at University Level - Is There an Impact in Relation to Acquirement of New Knowledge and Skills?

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F20%3A43901643" target="_blank" >RIV/60076658:12410/20:43901643 - isvavai.cz</a>

Result on the web

<a href="https://www.ejmste.com/download/efficacy-of-inquiry-based-and-cookbook-labs-at-human-physiology-lessons-at-university-level-is-9124.pdf" target="_blank" >https://www.ejmste.com/download/efficacy-of-inquiry-based-and-cookbook-labs-at-human-physiology-lessons-at-university-level-is-9124.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.29333/ejmste/9124" target="_blank" >10.29333/ejmste/9124</a>

Result language

angličtina

Original language name

Efficacy of Inquiry-Based and “Cookbook” Labs at Human Physiology Lessons at University Level - Is There an Impact in Relation to Acquirement of New Knowledge and Skills?

Original language description

The main objective of this study is to evaluate the efficacy of inquiry-based science education in Human biology lessons at the university level and compare this efficacy with traditional laboratory works using “cookbook” manuals written by teachers. Pre-tests and post-tests were used to measure the level of students’ knowledge and scientific skills before the set of laboratory works and after. By knowledge, we understand the content knowledge of Human physiology, e.g., understanding of terms and phenomena, and by scientific skills, we understand operations students need to know to be able to design their own experiments, interpret their findings and set final conclusions. Biology major (N = 53) and non-biology major (N = 115) students of the University were involved in this study. They attended a one-term course and were divided into two groups, an experimental one (N = 98) with an inquiry-based science education (IBSE) approach and a control group (N = 70) based on traditional laboratory works where students follow step-by-step the instructions by the teacher. We found that IBSE led to a similar or slightly higher acquirement of knowledge in comparison to traditional labs, but this effect was not statistically different. A significant change was found in relation to the level of new skills acquirement of students where students from the experimental group with IBSE approach achieved better results. We also compared efficacy among non-biology and biology major students and no differences in IBSE efficacy based on the type of the study programme were found there.

Czech name

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Czech description

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Type

J_SC - Article in a specialist periodical, which is included in the SCOPUS database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

EURASIA Journal of Mathematics, Science and Technology Education

ISSN

1305-8215

e-ISSN

1305-8223

Volume of the periodical

16

Issue of the periodical within the volume

12

Country of publishing house

GB - UNITED KINGDOM

Number of pages

13

Pages from-to

1-13

UT code for WoS article

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EID of the result in the Scopus database

2-s2.0-85117361183