1 / 5

Research Problem

Research Problem . In one sentence, describe the problem that is the focus of your classroom research project about student learning: I have not introduced primary literature to my introductory biology students and would like to do so in a manner that engages them. Research Question.

jack
Download Presentation

Research Problem

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Research Problem In one sentence, describe the problem that is the focus of your classroom research project about student learning: I have not introduced primary literature to my introductory biology students and would like to do so in a manner that engages them.

  2. Research Question • What is your research question? Does student attitude to science and ability to think scientifically increase in a course where (1) primary literature is used to teach science concepts and (2) does student choice influence any shift? • What is the context (e.g. class setting, student audience) in which you will conduct your research? Introductory Biology course with mostly non-majors and our small group of majors.

  3. Research Methods Introduce scientific thinking concepts by using data from primary literature on topics Year 1: chosen by the instructor (establish baseline) Year 2: chosen by the student I will collect these data in both year 1 and year 2 Attitude to Science -Survey data on student attitudes to science pre and post course (CLASS ?) -Ask students questions such as whether choice mattered to them -Student evaluations? Science thinking -Concept inventory data on pre and post course (instrument?) -Summative assessment (lab exam) -Formative assessments on concepts throughout the semester I will analyze the data by: -Compare pre vs. post for attitude/ability throughout the semester (paired t test)? -Compare difference in both attitude/ability year 1 vs. year 2 (independent t test)? -Descriptive-What proportion of students liked, did not like or were indifferent to choice?

  4. Alignment of Research Question and Methods This is why I think it aligns: -I will know whether their attitude to science and ability to think scientifically has stayed the same/improved/decreased in a context where they have no choice in topic of primary literature used in teaching compared to one where they have. The data will help me answer my question by: • I will know whether any shift in students’ science attitudes and science thinking abilities are different when choice is there or not • I will know whether • using primary literature as a source to teach science concepts is doable • using student-generated topics as a teaching tool is doable.

More Related