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"At Least We Could Give Our Input": Underrepresented Student Narratives on Conventional and Guided Inquiry-Based
Tess Hernandez1, Dermot F Donnelly-Hermosillo1, Eric Person1
1College of Science and Mathematics, California State University, Fresno, CA 93740, USA.
Integrative and Comparative Biology
|March 22, 2021
Summary
Redesigning introductory chemistry labs using a zoo-context guided-inquiry approach can enhance student interest in science. This method fosters stronger classroom relationships, perceived relevancy, and ownership of experiments, benefiting diverse learners.
Area of Science:
- Chemistry Education Research
- Science Pedagogy
- Inquiry-Based Learning
Background:
- Policy initiatives emphasize developing a scientifically literate and diverse workforce.
- Redesigning introductory science courses is a key strategy to boost student interest.
- Evidence-based strategies like inquiry and context-based learning center students in the educational process.
Purpose of the Study:
- To explore female students' experiences in a zoo-context guided-inquiry chemistry laboratory.
- To understand how these experiences can inform future laboratory design.
- To compare student perspectives in guided-inquiry versus conventional laboratory formats.
Main Methods:
- Interviews were conducted with 10 female students in an introductory chemistry laboratory.
- Participants included students new to the lab (first-experience) and those repeating the course (second-experience).
- Inductive thematic analysis was used to identify key themes in student experiences.
Main Results:
- Three main themes emerged: classroom relationships, relevancy of the work, and ownership of experiments.
- Student experiences varied across both conventional and guided-inquiry laboratory settings.
- Guided-inquiry labs tied to zoo exhibits showed potential for increasing student engagement.
Conclusions:
- Laboratory structure significantly impacts student interest and engagement in science.
- Fostering positive classroom relationships, perceived relevancy, and student ownership are crucial for effective science education.
- Guided-inquiry and context-based approaches offer promising avenues for improving introductory science laboratories.
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