The Effect of Guided-Inquiry Instruction on Undergraduates’ Attitudes Toward Bioscience and Experimental Design Ability

  • 黃 欣瑋

Student thesis: Master's Thesis


This study investigated the effectiveness of a guided-inquiry integrated with the topic of environmental microbial volatiles targeting the first-year college students The participants were 49 students (average age 18 years) in a southern university in Taiwan Students were assigned to experimental (N=22) and control groups (N=27) The experimental group was taught using seven-weeks Guided-inquiry and Environmental Microbial Volatiles Laboratory Module Course developed by the researchers and the control group was instructed using traditional laboratory activities We used pre- and post-attitude surveys pre- and post-Experimental Design Abilty Test (EDAT) and selective interviews to collect data and provide us a deeper understanding of students’ experiences with the lab course The results indicated that students’ significantly improved their self-efficacy in executing lab tasks data interpretation and experimental design ability The primarily positive outcomes suggested that the innovative module course can be a educational platform for engaging students in guided-inquiry instruction In our future steps include analysing the effects of repeated module course exposure on student learning to increase our pedagogical impact during implementation Thus this context could be useful for the design of next inquiry teaching program
Date of Award2018 Apr 20
Original languageEnglish
SupervisorHao-Jen Huang (Supervisor)

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