Using an inquiry-based, constructivist learning approach for an introductory Entomology class

The constructivist theory states that learning occurs by building onto or editing pre-existing knowledge. Inquiry-based teaching techniques, in which students conduct experiments to answer questions and learn concepts, can complement the constructivist theory by encouraging students to test their initial assumptions and intuitions with real data. At our university many non-Entomology majors are required to take the General Entomology class. These students often have limited enthusiasm for Entomology and misconceptions about insects, including that all insects are harmful or useless. To motivate students and challenge these assumptions, we devised an inquiry-based lab exercise that focused on using aquatic macroinvertebrate assemblages as bioindicators of river health. Students characterized the macroinvertebrate communities collected from different locations along a local river by using a pictorial key to identify the organisms. They calculated diversity indices and an index of biotic integrity, and used this information to determine the river’s health at each location. Students then discussed whether their conclusions matched their initial impressions solely based on visual assessments of water clarity and the general river environment. We collected pedagogical data from students by administering a pre- and post-activity test, soliciting written feedback, and including relevant questions on a lab practical. The exercise enabled students to recognize aquatic insects, made students appreciate the value of indicator species in assessing habitat health, and gave students a more positive perception of the relationship between humans and insects. Our data suggest an inquiry-based, constructivist teaching strategy can increase student’s appreciation for Entomology and contribute to student learning.