An Evaluation of Two Hands-On Lab Styles for Plant Biodiversity in Undergraduate Biology

Abstract

Two formats of plant biodiversity labs were evaluated: a learning cycle format and an expository format. Each had a prelab, a hands-on lab, and a write-to-learn postlab. Bloom's lower- and higher-order cognition and attitudes were assessed. Results showed that the two styles had different costs and benefits. Evidence indicates that a blended style may be best.

Abstract

We compared learning cycle and expository formats for teaching about plant biodiversity in an inquiry-oriented university biology lab class ( n = 465). Both formats had preparatory lab activities, a hands-on lab, and a postlab with reflection and argumentation. Learning was assessed with a lab report, a practical quiz in lab, and a multiple-choice exam in the concurrent lecture. Attitudes toward biology and treatments were also assessed. We used linear mixed-effect models to determine impacts of lab style on lower-order cognition (LO) and higher-order cognition (HO) based on Bloom's taxonomy. Relative to the expository treatment, the learning cycle treatment had a positive effect on HO and a negative effect on LO included in lab reports; a positive effect on transfer of LO from the lab report to the quiz; negative impacts on LO quiz performance and on attitudes toward the lab; and a higher degree of perceived difficulty. The learning cycle treatment had no influence on transfer of HO from lab report to quiz or exam; quiz performance on HO questions; exam performance on LO and HO questions; and attitudes toward biology as a science. The importance of LO as a foundation for HO relative to these lab styles is addressed.