Integrated Lab-Lecture in Introductory Biology Preferred by non-STEM Majors, but Leads to Similar Learning Outcomes.
Saved in:
| 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] |
| Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 183197243 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Integrated Lab-Lecture in Introductory Biology Preferred by non-STEM Majors, but Leads to Similar Learning Outcomes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Merricks%2C+Jessica%22">Merricks, Jessica</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jmerricks@elon.edu</i><br /><searchLink fieldCode="AR" term="%22Gammon%2C+Dave%22">Gammon, Dave</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gallucci%2C+Kathy%22">Gallucci, Kathy</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+College+Science+Teaching%22">Journal of College Science Teaching</searchLink>. Mar/Apr2025, Vol. 54 Issue 2, p128-136. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=183197243 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0047231X.2024.2399838 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 128 Subjects: – SubjectFull: Educational outcomes Type: general – SubjectFull: Student engagement Type: general – SubjectFull: Learning Type: general – SubjectFull: Students Type: general – SubjectFull: Biology Type: general Titles: – TitleFull: Integrated Lab-Lecture in Introductory Biology Preferred by non-STEM Majors, but Leads to Similar Learning Outcomes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Merricks, Jessica – PersonEntity: Name: NameFull: Gammon, Dave – PersonEntity: Name: NameFull: Gallucci, Kathy IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar/Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0047231X Numbering: – Type: volume Value: 54 – Type: issue Value: 2 Titles: – TitleFull: Journal of College Science Teaching Type: main |
| ResultId | 1 |
