Biochemistry learning in higher education not only aims to allow students to remember the concepts learned, but also to achieve meaningful learning. This study examines the implementation of the multilevel inquiry approach in order to achieve meaningful biochemistry learning. Such as approach begins with a structured inquiry, leading to a guided inquiry, and ending with an open inquiry on topics that are connected to each other. A posttest‐only control group design was employed, with a total sample of 87 students taking biochemistry courses. The control class consisted of 43 students, with 44 students in the experimental class. The variables tested were learning outcomes, practical skills, and attitudes toward biochemistry, while the effect of the implementation of multilevel inquiry on these three variables was analyzed using multivariate analysis of variance (MANOVA). The results show that the class that applied the multilevel inquiry approach achieved higher scores in all three variables than the control class. The MANOVA test shows that the implementation of this approach has a positive effect on the three variables, which represent the cognitive, psychomotor, and affective domains, and that multilevel inquiry was able to foster meaningful learning in biochemistry courses. © 2019 International Union of Biochemistry and Molecular Biology, 48(1):28–37, 2020.

中文翻译：

---

生物化学课程中实现有意义学习的多层次探究法

高等教育中的生物化学学习不仅旨在让学生记住所学的概念，而且要实现有意义的学习。本研究考察了多层次探究方法的实施，以实现有意义的生物化学学习。此类方法以结构化查询开始，引导式查询，并以对相互关联的主题的公开查询结束。采用仅后测控制组设计，共有 87 名学生参加生物化学课程。控制班43人，实验班44人。测试的变量是学习成果、实践技能和对生物化学的态度，而采用多变量方差分析（MANOVA）分析了实施多层次调查对这三个变量的影响。结果表明，应用多层次探究方法的班级在所有三个变量上的得分都高于控制班级。MANOVA 测试表明，这种方法的实施对代表认知、心理运动和情感领域的三个变量产生积极影响，并且多层次探究能够促进生物化学课程中有意义的学习。© 2019 国际生物化学与分子生物学联盟，48(1):28–37，2020。MANOVA 测试表明，这种方法的实施对代表认知、心理运动和情感领域的三个变量产生积极影响，并且多层次探究能够促进生物化学课程中有意义的学习。© 2019 国际生物化学与分子生物学联盟，48(1):28–37，2020。MANOVA 测试表明，这种方法的实施对代表认知、心理运动和情感领域的三个变量产生积极影响，并且多层次探究能够促进生物化学课程中有意义的学习。© 2019 国际生物化学与分子生物学联盟，48(1):28–37，2020。