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RESEARCH PAPER
Efficacy of Inquiry-Based and “Cookbook” Labs at Human Physiology Lessons at University Level - Is There an Impact in Relation to Acquirement of New Knowledge and Skills?
1
University of South Bohemia in Ceske Budejovice, Faculty of Education, Department of Biology, CZECH REPUBLIC
Publication date: 2020-10-29
EURASIA J. Math., Sci Tech. Ed 2020;16(12):em1909
KEYWORDS
ABSTRACT
The main objective of this study is to evaluate the efficacy of inquiry-based science education in
Human biology lessons at the university level and compare this efficacy with traditional laboratory
works using “cookbook” manuals written by teachers. Pre-tests and post-tests were used to
measure the level of students’ knowledge and scientific skills before the set of laboratory works
and after. By knowledge, we understand the content knowledge of Human physiology, e.g.,
understanding of terms and phenomena, and by scientific skills, we understand operations
students need to know to be able to design their own experiments, interpret their findings and
set final conclusions. Biology major (N = 53) and non-biology major (N = 115) students of the
University were involved in this study. They attended a one-term course and were divided into
two groups, an experimental one (N = 98) with an inquiry-based science education (IBSE)
approach and a control group (N = 70) based on traditional laboratory works where students
follow step-by-step the instructions by the teacher.
We found that IBSE led to a similar or slightly higher acquirement of knowledge in comparison to
traditional labs, but this effect was not statistically different. A significant change was found in
relation to the level of new skills acquirement of students where students from the experimental
group with IBSE approach achieved better results. We also compared efficacy among non-biology
and biology major students and no differences in IBSE efficacy based on the type of the study
programme were found there.
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