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Time-restricted inquiry-based learning promotes active student engagement in undergraduate zoology laboratory <sup>†</sup>

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dc.contributor.authorThitinun Sumranwanichen_US
dc.contributor.authorKanpong Boonthawornen_US
dc.contributor.authorSombat Singhakaewen_US
dc.contributor.authorPuey Ounjaien_US
dc.contributor.otherThailand Ministry of Educationen_US
dc.contributor.otherMahidol Universityen_US
dc.date.accessioned2020-01-27T07:28:45Z
dc.date.available2020-01-27T07:28:45Z
dc.date.issued2019-01-01en_US
dc.description.abstract©2019 Author(s). Organizing a zoology laboratory for an undergraduate course is often a challenge, particularly in a limited-resource setting, due to the vast variety of topics to cover and the limited numbers of preserved specimens and permanent slides. In zoology, the class structure generally takes the form of a lecture demonstration followed by sample exhibition stations. This setting often fails to actively engage the majority of students in exploring the specimens. Here we propose an alternative organization of a zoology class lab format comprised of short guided-inquiry, time-restricted lab stations, and a freely structured follow-up project intended to increase attention and conceptual understanding of the lab topic. The lab is designed in two parts: a 10-min-ute in-class rotation portion, where small groups of students take turns investigating specimens following an instructor demonstration, and an after-class group assignment. We implemented the strategy for two years, and it is clear that our approach significantly increased students’ active engagement in the class. The time-restricted scheme ensures all students participate despite limited resources, while the guided instructions keep the students focused on the topic. Furthermore, the team assignment portion, in particular the media creation aspect, promoted teamwork among group members.en_US
dc.identifier.citationJournal of Microbiology and Biology Education. Vol.20, No.1 (2019)en_US
dc.identifier.doi10.1128/jmbe.v20i1.1571en_US
dc.identifier.issn19357885en_US
dc.identifier.issn19357877en_US
dc.identifier.other2-s2.0-85070573875en_US
dc.identifier.urihttps://hdl.handle.net/20.500.14594/49877
dc.rightsMahidol Universityen_US
dc.rights.holderSCOPUSen_US
dc.source.urihttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85070573875&origin=inwarden_US
dc.subjectAgricultural and Biological Sciencesen_US
dc.subjectBiochemistry, Genetics and Molecular Biologyen_US
dc.subjectImmunology and Microbiologyen_US
dc.titleTime-restricted inquiry-based learning promotes active student engagement in undergraduate zoology laboratory <sup>†</sup>en_US
dc.typeArticleen_US
dspace.entity.typePublication
mu.datasource.scopushttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85070573875&origin=inwarden_US
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