K2P 11 Inquiry Learning in the Lab

Introduction to Teaching Science in the Lab

The brief aims to:
- Describe the key roles of lab teaching.
- Provide guidance on inquiry-based lab teaching.
- Offer tips for lab teaching assistants on effective lab introductions.

Why Inquiry-Based Teaching?
- Prioritizes evidence and critical evaluation of data.
- Prepares students for a world where fake news is prevalent.
Challenges of Inquiry Learning:
- Instructors must cede some control over investigations.
- Accept varied results; there is no single correct answer.
- Essential to include discussion and reflection at the learning process's end.

Lab teaching connects:
- Course lectures with hands-on experiences, enhancing understanding of abstract concepts.
- Students can practice technical skills (e.g., using microscopes).
- Experience the scientific process: observing, hypothesizing, choosing materials, and evaluating evidence.
Inquiry Learning:
- Active learning based on questions or problems.
- Involves gathering evidence, experimenting, and evaluating results collaboratively.

Traditional Labs vs. Inquiry-Based Labs:
- Traditional: Students follow specific protocols to verify known results.
- Inquiry-based: Students engage in research-like processes to explore questions.
Levels of Lab/Inquiry Work:
- Demonstrations and Exercises:
  - Instructor-led presentations of concepts. Results are predetermined.
  - Purpose is skill practice and lab familiarization.
- Transitioning toward Inquiry:
  - Substitute factual statements with problems or research questions (Kolb, 1984).

Tips for Lab Assistants:
- Organize labs with an "informative introduction" (5-minute presentation) that includes:
  - Research question identification.
  - Acknowledgment of students' prior knowledge.
  - Clarity on student learning outcomes and their importance.
  - Simplified lab overview, highlighting tricky aspects.
  - Motivation and real-world relevance.
Roles of Lab Teaching Assistants:
- Educators and motivators—highlight lab importance.
- Timekeepers—manage lab duration to encourage discussion.
- Safety monitors—ensure knowledge of safety equipment.
- Tutors—ask open-ended questions, connecting lab activities with lecture content.

Structured Inquiry:
- Instructor provides aims and research questions.
- Students select methods from provided options, leading to varying results.
- Purpose: Mimic scientific research while providing guidance.
Open-Ended Inquiry:
- Instructors provide only the aims of the lab task.
- Students choose methods and materials freely, leading to diverse results.
- Purpose: Fully replicate the scientific research process.

Before:
- Focused on factual knowledge of C. elegans.
After:
- Encouraged observation and hypothesis about worm activities based on their biology. Students asked to draw hypothetical organ structures supporting their proposed activities.