Project Investigator(s): Gabrielle Lam, Instructor, School of Biomedical Engineering
Project Description
Inquiry-based learning is a constructivist, student-centered approach that can be used to engage students in the scientific process of discovery. However, its implementation in a first-year engineering laboratory course presents unique challenges, because students have had little prior exposure to unstructured learning, and are in the early stages of developing domain-specific knowledge. This project will investigate the effect of modulating student progression from guided- to open-inquiry on their perception and development of self-regulated learning skills. Results from this study will inform teaching practices, and be used to develop an instructional model for IBL implementation in introductory-level laboratory courses.
Research Questions
What is the effect of modulating student progression from guided- to open-inquiry laboratory activities on their development of self-regulated learning skills (ability to create a strategic plan, manage time, monitor metacognition, and identify adaptive strategies)? How do students’ perception of their self-regulated learning skills (ability to create a strategic plan, manage time, monitor
metacognition, and identify adaptive strategies) change, as they progress from guided- to open-inquiry laboratory activities?
Impact on teaching and learning at UBC
This project presents a model of modulating student progression from guided- to open-inquiry laboratory activities in a first-year engineering laboratory course. While others have investigated the effect of IBL on student achievement of learning outcomes, with particular focus on concept comprehension, and development of technical and critical thinking skills, there has been little work on student perception and development of self-regulated learning skills. In particular, this study will demonstrate the effect of scaffolding and modulation of IBL activities on students’ ability to create a strategic plan, manage time, monitor metacognition, and identify adaptive strategies, over the length of the course. These metrics can therefore be adapted to assess the efficacy of scaffolding strategies in semi-structured IBL courses at UBC and beyond.