Inquiry-Based Learning in Immunology: Analysis of Scientific Argument Construction by Undergraduate Students in Biological Science and Health Care Classes

Autor/inn/en	Seixas Mello, Paula; Cotta Natale, Caio; Marzin-Janvier, Patricia; Vieira, Leda Quercia; Manzoni-de-Almeida, Daniel
Titel	Inquiry-Based Learning in Immunology: Analysis of Scientific Argument Construction by Undergraduate Students in Biological Science and Health Care Classes
Quelle	In: Journal of Biological Education, 57 (2023) 1, S.68-82 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seixas Mello, Paula) ORCID (Cotta Natale, Caio) ORCID (Marzin-Janvier, Patricia) ORCID (Vieira, Leda Quercia) ORCID (Manzoni-de-Almeida, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2021.1877778
Schlagwörter	Active Learning; Inquiry; Biology; Persuasive Discourse; Undergraduate Students; Science Education; Health Education; Foreign Countries; Instructional Effectiveness; Brazil + Suchen Sie Ihr Suchwort? Aktives Lernen; Biologie; Persuasion; Persuasive Kommunikation; Naturwissenschaftliche Bildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Ausland; Unterrichtserfolg; Brasilien
Abstract	This study is a follow-up to the analysis of an inquiry-based learning activity applied to students in a public university in Brazil. We advocate that an effective education in immunology must incorporate elements that are essential to research in the area, such as generating and analysing data. These elements would empower students to apply science reasoning to face professional challenges. Our protocol included two of these elements: experimentation and abstraction. The utmost aim was to examine the production of argument by groups engaged in three different activities: 1) performing experiments and analysing the data generated; 2) reading papers on the subject (activation of complement) prior to the activities in (1), and 3) reading papers on the subject and analysing data generated by others. Our analysis reveals that guided scientific paper presentation was more influential than performing an experiment in terms of production of complex arguments. Additionally, we found that some groups merely described the data rather than relating the obtained data to the original question that led to the experiments. The findings described herein show the importance of engaging students in procedures that actually generate knowledge and thus incorporate scientific reasoning and discourse in higher immunology education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01