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Integrated Lab-Lecture in Introductory Biology Preferred by non-STEM Majors, but Leads to Similar Learning Outcomes.

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Title: Integrated Lab-Lecture in Introductory Biology Preferred by non-STEM Majors, but Leads to Similar Learning Outcomes.
Authors: Merricks, Jessica1 (AUTHOR) jmerricks@elon.edu, Gammon, Dave1 (AUTHOR), Gallucci, Kathy1 (AUTHOR)
Source: Journal of College Science Teaching. Mar/Apr2025, Vol. 54 Issue 2, p128-136. 9p.
Subject Terms: *Educational outcomes, *Student engagement, *Learning, *Students, Biology
Abstract: Traditional lab courses separate lectures from lab work, whereas integrated lab-lecture courses (also known as studio courses) combine both in a single session under one instructor. Previous studies suggest that integrated lab-lecture courses may have the potential to enhance the learning experience for introductory-level students. In this article, we compared the perceptions and learning outcomes of students concurrently enrolled in either traditional or integrated sections of introductory biology for nonmajors. Despite initial perceptions of increased difficulty, students favored the integrated format due to its convenience, interactive nature, and cohesive content delivery. However, students' learning gains did not differ significantly between the two structures. We discuss important considerations at the instructor, course, and institutional levels that are relevant to improving the learning experience of non-stem majors in biology lab courses. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Traditional lab courses separate lectures from lab work, whereas integrated lab-lecture courses (also known as studio courses) combine both in a single session under one instructor. Previous studies suggest that integrated lab-lecture courses may have the potential to enhance the learning experience for introductory-level students. In this article, we compared the perceptions and learning outcomes of students concurrently enrolled in either traditional or integrated sections of introductory biology for nonmajors. Despite initial perceptions of increased difficulty, students favored the integrated format due to its convenience, interactive nature, and cohesive content delivery. However, students' learning gains did not differ significantly between the two structures. We discuss important considerations at the instructor, course, and institutional levels that are relevant to improving the learning experience of non-stem majors in biology lab courses. [ABSTRACT FROM AUTHOR]
ISSN:0047231X
DOI:10.1080/0047231X.2024.2399838