•  
  •  
 

Journal of Undergraduate Research

Keywords

student resistance, inquiry method, instruction

College

Life Sciences

Department

Biology

Abstract

The purpose of this study was to test student resistance to the inquiry method of instruction in tertiary introductory biology classes. Proven to be beneficial, the “inquiry” method differs from confirmatory “cookbook” laboratory experiences in that students explore phenomena and solve problems (Prince & Felder, 2007). This research was sparked by evidence that students tend to show resistance to student-centered instruction (of which inquiry is a part) (Felder, 2011; Prince & Felder, 2007). This research began with three specific aims: to define resistance based on learning theory, to quantify that resistance, and to test our hypotheses that reasoning ability, learning style, and preconceived notions and attitudes are correlated to resistance. The intended outcome of this research was to identify a possible cause of why students resist and then to propose a causal mechanism to be manipulated in the future in order to overcome this resistance.

Download

Included in

Biology Commons

Share

COinS