Despite numerous calls for science education to be driven by authentic investigation, many laboratory experiences continue to consist of disconnected weekly units during which students carry out instructions that lead to some predetermined finding. This study developed and evaluated a pedagogical design for introductory biology labs where students designed, carried out, analyzed, and presented their own experiments.
Details
Type Journal ArticlePub Date 5/1/2017Stock # jcst17_046_05_14Volume 046Issue 05