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1 January 2013 Scaffolded Instruction Improves Student Understanding of the Scientific Method & Experimental Design
Allison R. D'Costa, Mark A. Schlueter
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Abstract

Implementation of a guided-inquiry lab in introductory biology classes, along with scaffolded instruction, improved students' understanding of the scientific method, their ability to design an experiment, and their identification of experimental variables. Pre- and postassessments from experimental versus control sections over three semesters showed that most students improved in their understanding of the scientific method and experimental design skills. Students exhibited improvement in their ability to create hypotheses and correctly identify controls and dependent variables. However, students in both groups struggled with the identification of independent variable and controlled variables.

©2013 by National Association of Biology Teachers. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.
Allison R. D'Costa and Mark A. Schlueter "Scaffolded Instruction Improves Student Understanding of the Scientific Method & Experimental Design," The American Biology Teacher 75(1), 18-28, (1 January 2013). https://doi.org/10.1525/abt.2013.75.1.6
Published: 1 January 2013
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KEYWORDS
experimental design
guided inquiry
scientific method
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