What does active learning look like in the laboratory? And which students benefit most? In this episode of the Teaching Lab, Drs. Chris Beck (Emory University) and Larry Blumer (Morehouse College) share their findings regarding the impact of guided inquiry on the scientific reasoning and experimental design skills of their least prepared students.

References:

Blumer, L.S. and Beck, C.W. (2019). Laboratory courses with guided-inquiry modules improve scientific reasoning and experimental design skills for the least-prepared undergraduate students. CBE Life Sciences Education 18: 1-13. https://www.lifescied.org/doi/pdf/10.1187/cbe.18-08-0152

Sirum, K. and Humburg, J. (2011). The Experimental Design Ability Test (EDAT). Bioscene, 37:8-16.

Lawson, A.E. (1978) The development and validation of a classroom test of formal reasoning. Journal of Research in Science Teaching 15:11-24.

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