Reconstructing the Introductory Biology Curriculum
Using Inquiry Based Approaches 

Funded By:
National Science Foundation DUE-CCLI A&I


Four colleagues and I are working to enhance learning by our biology majors through reconstruction of our introductory biology curriculum.  The project has five major objectives: (1) combining broad exposure of students to basic scientific concepts with significant opportunities for in-depth understanding through direct investigation, (2) placing a greater emphasis on concepts, processes, and active scientific inquiry, (3) developing the tools needed by students to grasp and explore new scientific topics at the outset of their undergraduate curriculum, (4) providing a supportive  cstudent centeredurriculum that facilitates that transition of students from a high school to an undergraduate level of study, and (5) enhancing the ability of faculty to adapt and introduce newly developed materials, pedagogical methods, and technologies into their courses.  The curriculum will be based on adaptation and implementation of exemplary teaching practices and laboratory investigations that are inquiry-based.  As a result of our new curriculum, we expect students will develop the intellectual tools and knowledge of content necessary for enhanced learning in advanced courses, while increasing their confidence and interest in biological study.


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During their first semester students take two new courses, one of which is Biological Inquiry and Analysis.  Students complete three research modules during the course.  In the first module all students conduct a guided inquiry, with all groups testing the same hypothesis.  Once they have collected their data, each student writes the experiment and its results in the form of a research article.  Drafts of each student's paper are peer reviewed prior to submission of the final draft.
During the second module the students conduct an ecology experiment of their own design in the field.  Students make observations from which they develop a testable hypothesis.  They learn various sampling methods, and the proceed to conduct their research over a two week period.  Students again submit their final report in the form of a scientific article after receiving reviews from their peers.
During the final module of the course students conduct an experiment on the responses of organisms in the laboratory.  Students make observations of a variety of species, develop a testable hypothesis using one of the species, and then complete their research investigation.  Each group presents their research in the form of a poster following peer reviews.
In addition to their research investigations, students complete a series of web based activities which focus on understanding science as a process of inquiry and the Theory of Evolution.  Through these activities and readings, students develop a knowledge and understanding necessary to gain an in-depth understanding of the research activities.