Traditionally, science and art are not combined as an instructional method in the undergraduate biology laboratory. This research examined the differences in the construction of biology content knowledge in student work in an inquiry-based lab and in an inquiry- and arts-based lab. The qualitative research findings indicated that the students developed deeper understanding of the content knowledge when an arts-based instructional method (storytelling) was included as part of the inquiry-based instruction.
Skip Nav Destination
Research Article| October 01 2017
An Analysis of Storytelling on Student Content Acquisition
Chrissy J. Cross
The American Biology Teacher (2017) 79 (8): 628–634.
- Views Icon Views
- Share Icon Share
- Search Site
Chrissy J. Cross; An Analysis of Storytelling on Student Content Acquisition. The American Biology Teacher 1 October 2017; 79 (8): 628–634. doi: https://doi.org/10.1525/abt.2017.79.8.628
Download citation file: