Successful implementation of inquiry-based physiology laboratories in undergraduate major and nonmajor courses

Casotti, Giovanni; Rieser-Danner, Loretta A.; Knabb, Maureen

doi:10.1152/advan.00100.2007

Cited by 42 publications

(43 citation statements)

References 9 publications

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“…Similar to Brickman et al, 2009;Casotti et al, 2008;Dochy et al, 2003;Gilardi and Lozza 2009;and Mergendoller et al, 2006, the students in the current study significantly gained content knowledge. Similar to Healey and Jenkins, 2000;Healey, 2005;Justice et al, 2009, the student engagement level was also high.…”

Section: Resultssupporting

confidence: 84%

“…Graduate assistants also reported a greater comprehension of the scientific process. Casotti, Rieser-Danner, and Knabb (2008) noted that inquiry-based physiology laboratories "improve students' critical-and analytical-thinking skills" (p. 286). The authors implemented an IBL approach with three courses: Comparative Vertebrate Physiology (majors), Human Physiology (majors), and Human Anatomy and Physiology (nonmajors).…”

Section: Introductionmentioning

confidence: 99%

“…Brickman et al (2009) note that IBL is being promoted to increase skill development among science students. Numerous studies (Brickman et al, 2009;Casotti et al, 2008;Dochy et al, 2003;Mergendoller et al, 2006) find significant content knowledge gains in comparison to traditional curriculums and IBL appears to be a promising teaching method in terms of level of student engagement, increases in student knowledge, and increases in student outcomes as measured by pre-and posttest scores. Given the disparity between fields of thought, a first introduction to IBL with undergraduates might yield the most profound results.…”

Section: Introductionmentioning

confidence: 99%

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The Efficacy of Inquiry-based Learning in Undergraduate Physiology

DePaepe¹,

Campion²

2012

NWJTE

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Section: Resultssupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

The Efficacy of Inquiry-based Learning in Undergraduate Physiology

DePaepe¹,

Campion²

2012

NWJTE

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“…Some explain shortly what they used. When designing a new physiology course, Casotti et al (2008) adopted a 'modified version of an inquiry-based curriculum'. Swain and Swan (2009) incorporated research-based principles for teaching mathematical concepts and supportive recourses which were developed in earlier projects.…”

Section: Participants and Their Rolesmentioning

confidence: 99%

“…(Barnes et al 2008;Casotti et al 2008;Hadjerrouit 2008;Swain and Swan 2009;Schwarz 2009;Gu et al 2009). Second, learning gains like test scores provide information about the effectiveness of the design for learning (Barnes et al 2008;Casotti et al 2008;Cheung 2009;Choi and Lee 2009;Hickey et al 2009;Tatar et al 2008;). Third, data are gathered to study the teaching/ learning practices, e.g.…”

Section: Theoretical Understanding Produced and Disseminated Through mentioning

confidence: 99%

Research–practice interactions as reported in recent design studies: still promising, still hazy

Ormel

Roblin

McKenney

et al. 2012

Education Tech Research Dev

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This study portrays recent research-practice connections found in 18 design research reports focusing on the creation of instructional solutions. Solutions in different stages of development varied greatly in duration, ranging from one lesson to a whole year curriculum, spanned all levels of education, many subjects (science, math, language, culture, teacher education, etc.). Close collaboration between researchers and practitioners was prominent in all of the 18 projects studied. Participants in primary and secondary education projects have quite distinct roles regarding the teaching and researching, but they design their instruction solutions often collaboratively. Nearly all projects reported on how designed solutions were anchored in research, either from literature or from in-house project data. All articles indicated that research fed (re-)design, but few specified how. Based on our findings, we call for increased research and reporting on the specific strategies employed by design research participants to facilitate the production of new theoretical understanding through design of instructional solutions.Keywords Design research Á Research practice gap Á Research and development All may be contacted through the University of Twente.

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Integrating digital literacies and scientific communication in a multimedia anatomy group assignment to advance contextual learning

Xiao

2023

Anatomical Sciences Ed

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Anatomists are facing a new generation of learners who will study and work in a technology‐rich environment. Indeed, digital technologies are tremendously changing how information and knowledge are communicated and retrieved. However, it remains unclear whether an anatomy assessment can be designed to promote contextual learning through integrating a digital communication strategy. To investigate this, assessment methods were diversified in the first‐year neuroanatomy and third‐year regional anatomy curricula through implementing a multimedia human anatomy group assignment integrating digital literacies and scientific communication. Through completing this multimedia assignment, students demonstrated their anatomy knowledge transfer using a range of approaches. The main mode of presentations chosen in the two anatomy units were non‐animated video presentations (~50%), animated video presentations (~30%), storyboards (~10%), podcasts (~3%), and filmed videos (~3%). A 5‐point Likert scale learning and teaching survey was conducted for a total of 195 undergraduate health science students to evaluate students' perception of this group assignment. The majority of students (70–80%) strongly agreed or agreed that the multimedia group assignment helped their teamwork skills. Students who produced animated videos significantly outperformed those who adopted the non‐animated presentations during the end‐of‐semester theory examination (p < 0.05). This study demonstrates that an anatomy group assignment integrating digital literacy and scientific communication is an effective assessment strategy associated with a positive learning experience and outcome. This inquiry‐based assignment promotes learning through assessment, allowing students to not only consolidate and extend anatomy knowledge but also developing effective digital communication skills, providing new insights into non‐didactic anatomy assessments.

show abstract

Successful implementation of inquiry-based physiology laboratories in undergraduate major and nonmajor courses

Cited by 42 publications

References 9 publications

The Efficacy of Inquiry-based Learning in Undergraduate Physiology

The Efficacy of Inquiry-based Learning in Undergraduate Physiology

Research–practice interactions as reported in recent design studies: still promising, still hazy

Integrating digital literacies and scientific communication in a multimedia anatomy group assignment to advance contextual learning

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