Effectiveness of Incorporating Inquiry-Based Learning into Pre-Laboratory Exercises

To incorporate a greater level of inquiry-based learning into our Introduction to Biomaterials course, we have designed several pre-laboratory exercises that not only serve the purpose of familiarizing students with the concepts, equipment, and methods that will be introduced in the laboratory, but also actively engages students in the learning process. Students are presented with a biomaterials problem related to the laboratory activity and are asked to generate knowledge through a scientific literature review, synthesize and interpret their findings, and propose a potential solution to the problem. After receiving instructor’s feedback on their proposed ideas, the students implement these ideas in the laboratory exercise. It is hypothesized that this approach allows students to take greater ownership of the laboratory exercises, increases motivation, and allows them to develop a deeper understanding of the concepts taught in the laboratory. Through a student survey, we study the effectiveness of this inquiry-based approach on the learning outcomes and learning experiences of the students. The results of the survey suggest that incorporation of the pre-laboratory activities enhances student learning; however, its effect on student motivation and interest in research is less conclusive.