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 inquirybased 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.
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Vol. 79 • No. 8