000			nab a22 7a 4500
999			_c86804 _d86804
008			190619b xxu||||| |||| 00| 0 eng d
082			_a574.07
100			_aNyutu, Eva N.
245			_aStudent engagement in direct instruction, undergraduate microbiology laboratories
300			_ap.250-264
520			_aIntroductory laboratory courses are a standard component of undergraduate science programmes and historically taught using direct instruction/confirmatory lab models. Previous studies have shown that inquiry-based labs enhance student engagement in science courses. However, research on how direct instruction introductory lab courses effectively engage undergraduate students is lacking. This study, therefore, using a mixed model design, examined student engagement in an introductory direct instruction microbiology lab. Data was collected through self-report surveys, classroom observations, and interviews at a Midwestern, post-secondary institution in the USA. The findings suggest that students found the lab activities engaging. This study provides baseline data which describes student engagement and student perspectives in a direct instruction undergraduate microbiology lab course. This baseline data can be used in further research against which comparisons can be made when studying other types of lab teaching interventions.
650			_aDirect instruction labs
650			_astudent engagement
650			_abiological education undergraduate
650			_amicrobilogy
650			_aintroductory laboratory courses
650			_astudent perceptions
700			_aCobern, William W.
700			_aPleasants, Brandy A. S.
773	0		_080467 _dInstitute Of Biology _oS703 _tJournal of Biological Education, 53(3), June 2019 _x0021-9266
856			_uhttps://www.tandfonline.com/doi/full/10.1080/00219266.2018.1469535
942			_2ddc _cAR