Selected Readings and References

• Buck, L. B., Bretz, S. L., & Towns, M. H. (2008). Characterizing the level of inquiry in the undergraduate laboratory. Journal of college science teaching, 38(1), 52-58.
• Chatterjee, S., Williamson, V. M., McCann, K., & Peck, M. L. (2009). Surveying students' attitudes and perceptions toward guided-inquiry and open-inquiry laboratories. Journal of Chemical Education, 86(12), 1427.
• Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of educational research, 82(3), 300-329.
• Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students' science literacy skills and confidence. International journal for the scholarship of teaching and learning, 3(2), n2.
• Grissom, A. N., Czajka, C. D., & McConnell, D. A. (2015). Revisions of physical geology laboratory courses to increase the level of inquiry: Implications for teaching and learning. Journal of Geoscience Education, 63(4), 285-296.
• Luckie, D. B., Maleszewski, J. J., Loznak, S. D., & Krha, M. (2004). Infusion of collaborative inquiry throughout a biology curriculum increases student learning: a four-year study of "Teams and Streams". Advances in Physiology Education, 28(4), 199-209.
• Luckie, D. B., Aubry, J. R., Marengo, B. J., Rivkin, A. M., Foos, L. A., & Maleszewski, J. J. (2012). Less teaching, more learning: 10-yr study supports increasing student learning through less coverage and more inquiry. Advances in physiology education, 36(4), 325-335.
• Ryker, K., & McConnell, D. (2014). Can graduate teaching assistants teach inquiry-based geology labs effectively?. Journal of College Science Teaching, 44(1), 56-63.
• Ryker, K. D., & McConnell, D. A. (2017). Assessing inquiry in physical geology laboratory manuals. Journal of Geoscience Education, 65(1), 35-47.
• Wilson, C. D., Taylor, J. A., Kowalski, S. M., & Carlson, J. (2010). The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(3), 276-301.