Terry L. Derting

1
Reconstructing the Introductory Biology
Curriculum Using Inquiry-based Approaches

• Terry L. Derting

2
Motivators
Dissatisfaction with student performance in upper
level biology courses
3
Motivators
Dissatisfaction with student performance in upper
level biology courses Student difficulties with t
he transition from a high school to an
undergraduate level of study
4
GOALS
Enhance student learning by
broad exposure to basic concepts direct
investigation emphasize concepts, processes, and
active inquiry develop abilities to grasp and exp
lore new scientific topics provide a student-cent
ered curriculum professional development of facul
ty
5
INTRODUCTORY CURRICULUM
Original
Revised
Semester 1 Biological Inquiry Analysis The Cel
lular Basis of Life
Semester 1 Zoology or Botany
Semester 2 3 Plant Form and Function Animal F
orm and Function
Semester 2 Zoology or Botany
6
INTRODUCTORY CURRICULUM
Original
Revised
Semester 1 Biological Inquiry Analysis The Cel
lular Basis of Life
Semester 1 Zoology or Botany
Semester 2 3 Plant Form and Function Animal F
orm and Function
Semester 2 Zoology or Botany
7
Course Format
Biological Inquiry Analysis
Research Modules Science as a way of knowing
Guided inquiry
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Course Format
Biological Inquiry Analysis
Research Modules Science as a way of knowing
Guided inquiry Ecological Interactions Open-ende
d inquiry
9
Course Format
Biological Inquiry Analysis
Research Modules Science as a way of knowing
Guided inquiry Ecological Interactions Open-ende
d inquiry Community Issues Open-ended inquiry C
ollaborative inquiry
10
Biological Inquiry Analysis
Course Format
Content Key concepts
Science as a process of inquiry
Evolutionary theory natural selection
11
Active Learning Cooperation in the College
Classroom

• Informal Cooperative Learning Groups
• Formal Cooperative Learning Groups
• Cooperative Base Groups

12
The Cellular Basis of Life
Course Format
Terminology Basic concepts of cell biology
13
Project Assessment

• Retention of majors
• Attitudes toward science
• Views about science literacy
• Faculty professional development

IRB Approved
14
Research Question
Can just one semester of change make a
significant and sustained difference in student
learning?
15
Student Characteristics Studied
Student self-efficacy (Baldwin et al., 1999)
Understanding of science (Halloun, 1996)
Knowledge gains
16
Factor 1 Perceived confidence in writing and
critiquing his/her biological ideas through
research reports, and using analytical skills to
conduct experiments in biology.
BIO 115/116

160
Paired t-test, P 17
Factor 2 Perceived confidence in generalizing
skills learned to other biology/science courses
and using a scientific approach to solve problems.
BIO 115/116


160
157
Paired t-test, P 18
Factor 3 Perceived confidence in his/her
ability to apply biological concepts and skills
to everyday events.
BIO 115/116



154
160
157
Paired t-test, P 19
Self-Efficacy at the 200 level



82
78
82
78
82
78
t-test P 20
Student Characteristics Studied
Student self-efficacy (Baldwin et al., 1999)
Understanding of science (Halloun, 1996)
Knowledge gains
21
Views of Science Survey
Scientific Dimensions
Cognitive Dimensions
22
Learning GainsBiological Inquiry Analysis (BIO
116)Cellular Basis of Life (BIO 115)
B
B
C
A
A
B
A
A
23
44
35
19
42
50
37
19
ANOVA, P 23
Learning Gains 200 level (Zoology)
B
B
AB
A
B
B
AB
A
21
26
18
12
18
12
20
25
ANOVA, P 24
Learning Gains 300 level (Anatomy, Physiology,
Genetics)
B
AB
AB
A
13
29
26
11
ANOVA, P 25
VASS Profiles Are Indicative Of The
Performance Of Seniors
C
B
A
A
ANOVA, P 26
End-of-the-Semester Profiles300-level courses
(Anatomy, Ecology, Genetics)
27
Student Characteristics Studied
Student self-efficacy (Baldwin et al., 1999)
Understanding of science (Halloun, 1996)
Knowledge gains
28
Effect of the New Curriculum at the 200 Level
(Zoology)
64
119
64
108
108
151
121
193
29
Effect of the New Curriculum at the 300 Level
(Physiology, Anatomy, Genetics)


22
35
23
68
t-test, P 30
Seniors - Field Biology Test (ETS)


t-test, P 31
Professor Effectiveness Consequences of Formal
Training

(n3)

(n5)

99
88
155
87
156
47

t-test, P 32
Question
Can just one semester of change make a
significant and sustained difference in student
learning?