To test the idea that course-based mini research experiences would improve scientific literacy, we developed inquiry-based modules, for both Introductory Biology laboratory courses. In each 4-week module, students learn a measurement technique, analyze published experiments, design their own experiments, collect data, and present their results. The summary written or oral presentations are designed to build students’ graphing, analytical, and data presentation skills. Students improve at some skills after one 3-module course (paired pre- and post-test scores on the validated Test of Scientific Literacy Skills), but they improve at all nine assessed skills after completing 5 modules over two courses. Analyzing and discussing experimental design in a scientific paper was the most challenging activity for teaching assistants to lead and for undergraduate students to complete. The purpose of the guided paper discussions is for students to identify the authors’ hypothesis, explain their experimental design, practice verbally summarizing results shown in a figure or table, identify the authors’ inferences, and evaluate whether the results support these. This activity is intended to provide students an example of how to design their own experiments. Participants will engage in a role-play activity illustrating the discussion of primary literature in a laboratory session and will discuss and troubleshoot options to improve this type of activity.
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