Casotti,G.; Rieser-Danner,L.; Knabb,T.M. (2008). Successful Implementation of Inquiry-Based Physiology Laboratories in Undergraduate Major and Nonmajor Courses. Advances in Physiology Education, 32(4) 286-296.
Chapman,Barbara S. (2001). Emphasizing Concepts and Reasoning Skills in Introductory College Molecular Cell Biology. International Journal of Science Education. 23(11), 1157-1176. STROZIER 370.5 E892
Shows results of a 2-year plan to incorporate critical thinking skills into introductory science classes.
Derting,Terry L.; Ebert-May,Diane. (2010). Learner-Centered Inquiry in Undergraduate Biology: Positive Relationships with Long-Term Student Achievement. CBE-Life Sciences Education. 9(4), 462-472. DOI: 10.1187/cbe.10-02-0011
Studies the short-term & long-term benefits of moving biology students from lecture-based introductory courses to. learner-centered, inquiry-based courses that focus more on critical thinking & collaborative work. Found that inquiry-based course led to students receiving higher level profiles on the Views About Science Survey for biology as well as a higher score on the standardized Biology Field Test.
Kolber,Benedict J. (2011). Extended Problem-Based Learning Improves Scientific Communication in Senior Biology Students. Journal of College Science Teaching. 41(1), 32-39.Upper level undergraduate students were instructed through extended problem-based learning in order to improve critical thinking, presentation, and scientific-writing skill by focusing on a single biological problem. Encouraged students to learn about internet & library research of primary-scientific literature, reading literature strategies, presentation skills, and hypothesis development.
Quitadamo, I. J., Faiola, C. L., Johnson, J. E., & Kurtz, M. J. (2008). Community-based inquiry improves critical thinking in general education biology. CBE - Life Sciences Education, 7(3), 327-337. DOI: 10.1021/ed080p899
Encouraged students to learn about internet & library research of primary-scientific literature, reading literature strategies, presentation skills, and hypothesis development. This study compared a research-focused teaching method called community-based inquiry (CBI) with traditional lecture/laboratory in general education biology to discover which method would elicit greater gains in critical thinking.
Regassa, L. B., & Morrison-Shetlar, A. I. (2007). Designing and implementing a hands-on, inquiry-based molecular biology course. Journal of College Science Teaching, 36(6), 36-41.
Inquiry-based learning was used to enhance an undergraduate molecular biology course by using a long-term, in-class project to accelerate higher-order thinking, thereby enabling students to problem solve and apply their knowledge to novel situations