Using a module-based laboratory to incorporate inquiry into a large cell biology course

Area of Science:

• Cell Biology
• Undergraduate Science Education

Background:

• Cell biology knowledge is rapidly expanding, challenging educators to integrate foundational knowledge with scientific process engagement.
• Undergraduate science students require updated curricula that foster both deep understanding and active participation in scientific discovery.

Purpose of the Study:

• To revise the Cell Biology Lab course to foster student involvement in experimental design and data analysis.
• To enhance student interest in cell biology and improve their understanding of the scientific process.
• To implement and evaluate a multiweek laboratory module format for inquiry-based learning.

Main Methods:

• Developed multiweek laboratory modules with a progression from guided to open-ended student investigations.
• Integrated relevant laboratory techniques within fictional contexts to explore biological questions.
• Created an assessment tool to evaluate student attitudes towards their laboratory experience over five semesters.

Main Results:

• Analysis of five semesters of data indicates the module format successfully increased student interest and improved attitudes toward learning.
• Student performance on inquiry-based assignments showed improvement throughout each semester.
• The inquiry-based approach fostered enhanced student engagement in experimental design and data analysis.

Conclusions:

• The revised Cell Biology Lab course utilizing multiweek modules is an effective model for inquiry-based science education.
• This pedagogical approach significantly enhances undergraduate students' interest and attitudes towards learning cell biology.
• The module format demonstrably improves students' inquiry-related skills and performance in experimental design and data analysis.