Evidence within the bioeducation literature indicates that student engagement in inquiry-driven, investigative scientific practices enhances development of reasoning and process skills in the discipline. Likewise, aspects of the affective domain of learning are influenced as students within this population report an increased interest in pursuing STEM careers and desire to conduct scientific research. While this is the case, few studies have explicitly examined the extent to which faculty introduce and discuss various experimental design concepts within the context of their classrooms.
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Melissa Goldsmith- Rowland