Module 3: Thinking Like a Scientist – Inquiry-Based Labs
Introduction to Inquiry-Based Labs
Introduction to Inquiry-based Labs (3.1.0)
Dr. Cynthia Brame from Vanderbilt University introduces the concept of inquiry-based labs.
Examples of Inquiry-Based Labs
Example of Inquiry-Based Lab in Introductory Astronomy (3.2.1)
Dr. Cynthia Brame presents an example of Inquiry-based labs in an introductory astronomy class at Vanderbilt University taught by Dr. Erika Grundstrom.
Example of Inquiry-Based Lab in Biological Sciences (3.2.2)
Dr. Cynthia Brame presents an example of Inquiry-based labs in a biological sciences class at Vanderbilt University Instructed by Charles Sissom.
Principles and Definitions of Inquiry-Based Labs
Elements of Inquiry (3.3.1) (slides)
Dr. Cynthia Brame outlines the elements of inquiry that you can use when developing a lesson plan for an inquiry-based lab.
Types of Thinking (3.3.2) (slides)
Dr. Cynthia Brame discusses several levels/kinds of thinking that students undergo during an inquiry-based lab.
Benefits and Limitations (3.3.3) (slides)
Dr. Cynthia Brame outlines the benefits and limitations of implementing inquiry-based labs from the student and instructor perspective.
Key Elements and Challenges (3.3.4) (slides)
Dr. Cynthia Brame discusses the key elements and challenges involved in creating and implementing inquiry-based labs.
Discussion: As suggested by the Principles of Inquiry-based Lab Instruction video and the robust list of references and resources available around inquiry-based lab instruction, inquiry-based lab pedagogy can be very effective in promoting learning.
One of the objectives for this module is for you to be able to link inquiry-based lab pedagogy to larger learning contexts—for you to see for yourself why inquiry-based lab pedagogy has such strong potential. You have already considered how inquiry-based lab approaches can build on principles of learning, and in the video you just watched, we considered the cognitive activities that inquiry-based approaches can promote in students.
Now, we want you to consider this question from another angle. Specifically, certain classroom practices have been shown to be effective in STEM education. Which, if any, of these practices are readily incorporated into inquiry-based lab instruction?
Discuss which of these practices from the reading are readily incorporated into inquiry-based lab approaches and how you might do so in your lab.
Summative Assessment in Biological Sciences Example (3.4.1)
Dr. Cynthia Brame provides examples of summative assessment in biological sciences inquiry-based labs and interviews faculty that are have significant experience assessing students in the inquiry-based lab setting.
Summative Assessment in Astronomy Example (3.4.2)
Dr. Cynthia Brame provides examples of summative assessment in Astronomy inquiry-based labs and interviews faculty that are have significant experience assessing students in the inquiry-based lab setting.
Example Assessment Tools (3.4.3) (slides)
Dr. Cynthia Brame provides examples of effective assessment tools you can use when planning and implementing inquiry-based labs.