Investigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science

Area of Science:

• Biology Education
• Science Education Research

Background:

• Student academic experiences shape their understanding of science.
• Expert scientists possess distinct attitudes often lacking in undergraduates.
• Developing expert-like views correlates with enhanced engagement, critical thinking, and academic success.

Purpose of the Study:

• Investigate shifts in student attitudes toward science.
• Analyze the impact of guided-inquiry lab courses on these shifts.
• Examine variations in student attitudes based on course enrollment, support, and performance.

Main Methods:

• Comparative analysis of four biology classes with varying structures.
• Assessment of student attitudes and views toward science.
• Correlation of academic performance and course enrollment with attitude shifts.

Main Results:

• Enrollment in guided-inquiry lab courses significantly improved expert-like attitudes.
• Academic performance was positively associated with expert-like views.
• Student confidence and interest in scientific inquiry increased, particularly in lab courses.
• Low academic performance or limited English proficiency did not hinder short-term gains in confidence and interest.

Conclusions:

• Guided-inquiry lab courses foster more expert-like scientific attitudes.
• Experiential learning and academic support are crucial for developing expert perceptions, especially for struggling students.
• Targeted interventions can enhance student engagement and understanding in science.