title: Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry.
abstract: In this study, we compared gains in student content learning over a 10-yr period in which the introductory biology laboratory curriculum was changed in two ways: an increase of inquiry and a reduction of content. Three laboratory formats were tested: traditional 1-wk-long cookbook laboratories, two 7-wk-long inquiry laboratories, and one 14-wk-long inquiry laboratory. As the level of inquiry increased, student learning gains on content exams trended upward even while traditional content coverage taught decreased. In a quantitative assessment of content knowledge, students who participated in the 14-wk-long inquiry laboratory format outscored their peers in both 7- and 1-wk-long lab formats on Medical College Admissions Test exam questions (scores of 64.73%, 61.97%, and 53.48%, respectively, P < 0.01). In a qualitative study of student opinions, surveys conducted at the end of semesters where traditional 1-wk laboratories (n = 167 students) were used had low response rates and predominately negative opinions (only 20% of responses were positive), whereas those who participated in 7-wk (n = 543) or 14-wk (n = 308) inquiry laboratories had high response rates and 71% and 96% positive reviews, respectively. In an assessment of traditional content coverage in courses, three indexes were averaged to calculate traditional forms of coverage and showed a decrease by 44% over the study period. We believe that the quantitative and qualitative data support greater student-driven inquiry in the classroom laboratory, which leads to deeper learning in fewer topic areas (less teaching) and can reap gains in scientific thinking and fundamental understanding applicable to a broader range of topic areas (more learning) in introductory biology.
authors.affiliation: Lyman Briggs College, Michigan State University, East Lansing, USA. luckie@msu.edu
authors.forename: Douglas B
authors.initials: DB
authors.lastname: Luckie
authors.forename: Jacob R
authors.initials: JR
authors.lastname: Aubry
authors.forename: Benjamin J
authors.initials: BJ
authors.lastname: Marengo
authors.forename: Aaron M
authors.initials: AM
authors.lastname: Rivkin
authors.forename: Lindsey A
authors.initials: LA
authors.lastname: Foos
authors.forename: Joseph J
authors.initials: JJ
authors.lastname: Maleszewski
mesh_terms: D003479:Curriculum; D004521:Educational Measurement / Q000379:methods; D006801:Humans; D007858:Learning; D010827:Physiology / Q000193:education* / Q000379:methods; D013334:Students; D013663:Teaching / Q000379:methods*; D013997:Time Factors