A comparison of online pre-laboratory simulations to traditional text methods in an inquiry-based high school biology course

The purpose of this study was to compare the effect of web-based computer simulation activities to traditional text methods in preparing inquiry-based laboratory activities in high school biology classes. Students' attitudes were evaluated as well as their knowledge of material and understanding of the scientific method. Ease of implementation of the wet-laboratory was evaluated with both methods. Seventy-six sophomore students in four biology classes from a small rural Michigan high school participated in the study. Subjects were assigned to either web-enhanced instruction or a text-based handout with the same information. The web-enhanced instruction group used the commercial web site Biology.com to develop constructivist-based laboratories patterned after the Advanced Placement Biology Laboratory Manual. The control group received the same information on text-based handouts. Both groups were assessed using the Process of Biological Inquiry Test (PBIT) and a comparison of pretest/posttest results were used to determine the effectiveness of each method.;This study showed that on average there was an eight percent higher increase in post-test scores of the web-based group when comparing the two methods. The findings suggest that students, while initially hesitant to engage in the constructivist web-enhanced instructional method, prefer the web-based approach to the traditional text method. Web enhanced instruction (WEI) is using computers and web-based courseware to enhance the traditional face-to-face classroom environment by exposing students to content-specific information delivered over the internet.