NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1211477
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9266
Student Engagement in Direct Instruction, Undergraduate Microbiology Laboratories
Nyutu, Eva N.; Cobern, William W.; Pleasants, Brandy A. S.
Journal of Biological Education, v53 n3 p250-264 2019
Introductory laboratory courses are a standard component of undergraduate science programmes and historically taught using direct instruction/confirmatory lab models. Previous studies have shown that inquiry-based labs enhance student engagement in science courses. However, research on how direct instruction introductory lab courses effectively engage undergraduate students is lacking. This study, therefore, using a mixed model design, examined student engagement in an introductory direct instruction microbiology lab. Data was collected through self-report surveys, classroom observations, and interviews at a Midwestern, post-secondary institution in the USA. The findings suggest that students found the lab activities engaging. This study provides baseline data which describes student engagement and student perspectives in a direct instruction undergraduate microbiology lab course. This baseline data can be used in further research against which comparisons can be made when studying other types of lab teaching interventions.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A