We present a model for the process of redesigning the laboratory curriculum in Introductory Organismal Biology to increase opportunities for meaningful inquiry and increase student recognition of their scientific skill development. We created scaffolded modules and assignments to allow students to build and practice key skills in experimental design, data analysis, and scientific writing. Using the Tool for Interrelated Experimental Design, we showed significantly higher gains in experimental design scores in the redesigned course and a more consistent pattern of gains across a range of initial student scores compared with the original format. Students who completed the redesigned course rated themselves significantly higher in experimental design, data collection, and data analysis skills compared with students in the original format. Scores on the Laboratory Course Activity Survey were high for both formats and did not significantly differ. However, on written course evaluations, students in the redesigned course were more likely to report that they engaged in “real science” and their “own experiments.” They also had increased recognition of their specific analytical and writing skill development. Our results demonstrate that intentional, scaffolded instruction using inquiry modules can increase experimental design skills and sense of scientific ability in an introductory biology course.

中文翻译：

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入门生物学实验室中更多的脚手架和询问增强了实验设计技能和科学能力意识†

我们提出了一个模型，用于重新设计《有机生物学入门》实验室课程，以增加进行有意义的探究的机会并提高学生对其科学技能发展的认可。我们创建了脚手架模块和作业，以使学生建立和练习实验设计，数据分析和科学写作中的关键技能。使用相关实验设计工具，与原始格式相比，我们在重新设计的课程中显示了实验设计得分显着更高的收益，并且在一系列初始学生得分中，收益的模式更加一致。与采用原始格式的学生相比，完成重新设计课程的学生在实验设计，数据收集和数据分析技能方面的得分要高得多。两种课程在实验室课程活动调查中的得分都很高，并且没有显着差异。但是，在书面课程评估中，重新设计过的课程的学生更有可能报告他们从事“真实科学”和“自己的实验”。他们还对他们特定的分析和写作技能发展有了更多的认识。我们的结果表明，使用探究模块进行有目的的脚手架教学可以提高生物学入门课程的实验设计技能和科学能力。他们还对他们特定的分析和写作技能发展有了更高的认识。我们的结果表明，使用探究模块进行有目的的脚手架教学可以提高生物学入门课程的实验设计技能和科学能力。他们还对他们特定的分析和写作技能发展有了更高的认识。我们的结果表明，使用探究模块进行有目的的脚手架教学可以提高生物学入门课程的实验设计技能和科学能力。