Laboratory pedagogy is moving away from step‐by‐step instructions and toward inquiry‐based learning, but only now developing methods for integrating inquiry‐based writing (IBW) practices into the laboratory course. Based on an earlier proposal (Science 2011;332:919), we designed and implemented an IBW sequence in a university bioinformatics course. We automatically generated unique, double‐blinded, biologically plausible DNA sequences for each student. After guided instruction, students investigated sequences independently and responded through IBW writing assignments. IBW assignments were structured as condensed versions of a scientific research article, and because the sequences were double blinded, they were also assessed as authentic science and evaluated on clarity and persuasiveness. We piloted the approach in a seven‐day workshop (35 students) at Perdana University in Malaysia. We observed dramatically improved student engagement and indirect evidence of improved learning outcomes over a similar workshop without IBW. Based on student feedback, initial discomfort with the writing component abated in favor of an overall positive response and increasing comfort with the high demands of student writing. Similarly, encouraging results were found in a semester length undergraduate module at the National University of Singapore (155 students).

中文翻译：

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通过实验室课堂探究式写作培养 STEM 教育的批判性思维

实验室教学法正在从循序渐进的指导转向基于探究的学习，但现在才开发将探究式写作 (IBW) 实践整合到实验室课程中的方法。根据较早的提案 (Science 2011;332:919)，我们在大学生物信息学课程中设计并实施了 IBW 序列。我们为每个学生自动生成独特的、双盲的、生物学上合理的 DNA 序列。在指导指导后，学生独立调查序列并通过 IBW 写作作业做出回应。IBW 作业被构造为科学研究文章的精简版本，并且由于序列是双盲的，因此它们也被评估为真实的科学，并在清晰度和说服力方面进行评估。我们在马来西亚 Perdana 大学的为期 7 天的研讨会（35 名学生）中试用了该方法。我们观察到，与没有 IBW 的类似研讨会相比，学生参与度显着提高，间接证据表明学习成果有所改善。根据学生的反馈，最初对写作部分的不适感有所减轻，有利于整体积极的回应，并增加对学生写作高要求的舒适度。同样，在新加坡国立大学（155 名学生）的一学期本科课程中也取得了令人鼓舞的结果。最初对写作部分的不适感有所减轻，有利于整体积极的回应，并增加了对学生写作高要求的舒适度。同样，在新加坡国立大学（155 名学生）的一学期本科课程中也取得了令人鼓舞的结果。最初对写作部分的不适感有所减轻，有利于整体积极的回应，并增加了对学生写作高要求的舒适度。同样，在新加坡国立大学（155 名学生）的一学期本科课程中也取得了令人鼓舞的结果。