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Incorporating a research module into an introductory geology lab: Successes and challenges

Incorporating a research module into an introductory geology lab: Successes and challenges. Elizabeth Moss and Cinzia Cervato November 7 th , 2012. Acknowledgements. Bill Simpkins, Kristie Franz, Chris Rehman , Jake Smokovitz , Craig Ogilvie

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Incorporating a research module into an introductory geology lab: Successes and challenges

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  1. Incorporating a research module into an introductory geology lab: Successes and challenges Elizabeth Moss and CinziaCervato November 7th, 2012

  2. Acknowledgements • Bill Simpkins, Kristie Franz, Chris Rehman, Jake Smokovitz, Craig Ogilvie • Josh O’Brien, Sarah Feiner, Jake Smokovitz, MaddieMette, Sarah Day, Ning Zhang • Funding from the Howard Hughes Medical Institute, Iowa Math and Science Education Program, Iowa State University

  3. Outline • Geology 100L overview • Student project overview • Research question • Results

  4. Geology 100L • Introductory physical geology lab • 2/3 of students are non-STEM majors • 3-4 sections of up to 25 students • Weekly for 2 hours • Taught by graduate student TAs

  5. Curriculum reform to improve student engagement • Develop an authentic research project • Design inquiry-based labs

  6. Geology 100L: Before and after

  7. What is an authentic research project? Modeled after CASPiE (Center for Authentic Science Practice in Education) modules for chemistry (Weaver et al. 2008) • Students design procedure or project • Students do not know the results beforehand • Students contribute to real research • Unlike chemistry, geoscience research is often non-experimental

  8. Research project • Students design a research project that investigates local groundwater and surface water issues • Projects and questions are open-ended • Student data contribute to a growing database of water quality measurements

  9. Geology 100L: Now Learn how to use equipment Practice writing a research proposal Iterate proposal with TA Collect data Methods submitted to TA Abstract Peer Review and past poster evaluation Evening poster session with faculty judges

  10. Equipment

  11. Students’ research questions • “How will precipitation affect phosphorus levels in the stream and the wells?” • “How does temperature affect nitrate and phosphorus levels?” • “How do river discharge and depth to water in wells correspond?” • “How do chemical levels vary midstream and at the confluence of Squaw Creek and Skunk River?” • “Does an Iowa State football game at Jack Trice Stadium, in addition to commuter traffic, parking, and tailgating, have a short term effect on specific pollutant levels of nearby Squaw Creek?”

  12. Our research hypothesis • An authentic research project will be an effective tool in increasing students’ understanding of the nature of science and self-efficacy toward science

  13. Nature of science Nature of science: • What science is, how it works, what scientists are like, how society influences science(McComas et al., 1998) • Scientific knowledge is tentative, observations are influenced by theories, science requires creativity • Misconceptions about nature of science can prevent students from entering STEM fields (Tobias, 1990) • Modified version of the Student Understanding of Science and Scientific Inquiry (SUSSI) (Liang et al., 2005; Clough, 2010)

  14. Self-efficacy • Belief in one’s ability to successfully complete a task(Bandura, 1977) • Can be increased by “performance accomplishments” (successfully doing a task)(Campbell and Hackett, 1986) • Influences career decisions(Luzzo et al., 1999) • Used a modified vocational self-efficacy survey (Riggs et al., 1994)

  15. Results: Nature of Science • Positive normalized changes each semester • Pre-test and post-test means not statistically different

  16. Results: Nature of Science • Non-STEM students impacted more than STEM students • One-way ANOVA analysis of normalized changes of Non-STEM majors versus STEM majors. A: Spring 2011, n=47, p=0.037 B: Fall 2011, n=46 C: Spring 2012, n=50, p=0.029

  17. Results: Self-efficacy • Positive normalized changes Spring 2011 and 2012 • Slight loss Fall 2011 semester • Pre-test and post-test means not statistically different

  18. Results: Self-efficacy • STEM students impacted more positively than Non-STEM students

  19. Conclusions • An authentic research project is not sufficient to increase overall students’ understanding of the nature of science and their self-efficacy • Improvement in understanding of the nature of science is significantly higher in Non-STEM students • Improvements in science self-efficacy are higher in STEM students than Non-STEM students

  20. Questions? Bandura, A. 1977. Social Learning Theory. New Jersey: Prentice Hall. Campbell, N. K., and Hackett, G. 1986. The effects of mathematics task performance on math self-efficacy and task interest. Journal of Vocational Behavior, 28: 149-162. Clough, M. P., Herman, B. C. and Smith, J. A. R. 2010. Seamlessly teaching science content and the nature of science: Impact of historical short stories on post-secondary biology students. Association for Science Teacher Education (ASTE) National Conference, Sacramento, CA, January 14-16. Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., and Ebenezer, J. 2005. Student understanding of science and scientific inquiry (SUSSI): Development and validation of an assessment instrument. Paper presented at the International History and Philosophy of Science Teaching Conference. Leeds, UK. Luzzo, D.A., Hasper, P., Albert, K.A., Bibby, M.A., and Martinelli, E.A. Jr. 1999. Effects of Self-Efficacy-Enhancing Interventions on the Math/Science Self-Efficacy and Career Interests, Goals, and Actions of Career Undecided College Students. Journal of Counseling Psychology, 46: 233-243. McComas, W.F., Clough, M.P., and Almaroza, H. 1998. The role and character of the nature of science in science education. InMcComas, W.F. ed, The Nature of Science in Science Education. Netherlands: Kluwer Academic Publishers, p. 3-39. Riggs, M., Warka, J., Babasa, B., Betancourt, R., and Hooker, S. 1994. Development and validation of self- efficacy and outcome expectancy scales for job-related applications. Educational and Psychological Measurement, 54: 793-802. Tobias, S. 1990. They're Not Dumb, They're Different: Stalking the Second Tier. Tucson, AZ: Research Corporation. Weaver, G., Wink, D., Varma-Nelson, P., Lytle, F., Morris, R., Fornes, W., Russell, C., and Boone, W. 2006. Developing a New Model to Provide First and Second-Year Undergraduates with Chemistry Research Experience: Early Findings of the Center for Authentic Science Practice in Education (CASPiE). The Chemical Educator,11:125-129

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