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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
Language: English
Authors: Jessica Merricks, Dave Gammon, Kathy Gallucci
Source: Journal of College Science Teaching. 2025 54(2):128-136.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 9
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Introductory Courses, Biology, Nonmajors, Integrated Activities, Science Laboratories, Student Attitudes, Outcomes of Education, Lecture Method, Undergraduate Students, Achievement Gains, Science Achievement, Conventional Instruction, College Science, Science Instruction
Geographic Terms: North Carolina
DOI: 10.1080/0047231X.2024.2399838
ISSN: 0047-231X
1943-4898
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.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470582
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  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.
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      – SubjectFull: Nonmajors
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