摘要：In this research, we developed a process that helped students connect cell and molecular biology concepts with problems in context of their lives. Specifically, we supplemented traditional teaching with problem, project and inquiry based laboratories, without changing the structure of the mandated biology curriculum. We ran the process twice, following the classroom based action research model. Our initial foray exhibited better student-developed projects and a modest improvement of test grades. Second time we compared changes in problem solving skills, attitude toward reading, writing and problem solving and improvement of traditional test grades from the beginning and end of the school year. This process made the biological concepts so interesting that by the end of the year nearly all students significantly ( t (55) = -8.95, p ≤ 0.05) improved problem-solving skills and some students went further to develop and solve independent inquiries. They also exhibited improved attitude towards reading, writing and problem solving. However, we didn’t observe any causal relationship between improvement of problem solving skills and test grade, since its trend showed little difference between first and second trial.
关键词：Biology Learning;Cell and Molecular Biology;Standardized Curriculum;Problem;Project and Inquiry Based Laboratories;Learning and Problem-Solving Skills;Test Grades
