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Research at Sea

SSV Corwith Cramer. Madden Center. Research at Sea. Research at Sea. Provide an authentic research experience in oceanography for teachers Instill teacher confidence in using inquiry-based science Deliver practical and content knowledge. Research at Sea. GENERAL DESIGN:. Components

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Research at Sea

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  1. SSV Corwith Cramer Madden Center Research at Sea

  2. Research at Sea • Provide an authentic research experience in oceanography for teachers • Instill teacher confidence in using inquiry-based science • Deliver practical and content knowledge

  3. Research at Sea GENERAL DESIGN: • Components • Shore I • Sea • Shore II • Courses • Oceanography • Nautical Science • Curriculum Design

  4. Research at Sea • Shore component I • Salt Marsh Survey • Oceanography research proposal MULTIPLE RESEARCH EXPERIENCES: • Sea component • Oceanography research sampling • Shore component II • Oceanography research presentation

  5. Research at Sea A Program For Teachers in Using Observations to Develop Research Questions OUTLINE: • Curriculum design for onshore research experience • Relationship between types of observation and quality of research questions • Onshore research experience prepared teachers for authentic research experience at sea

  6. Research at Sea • Salt Marsh Survey #1 • Initial observation and questions • Aided observation and questions RESEARCH ONSHORE:

  7. Research at Sea • Salt Marsh Survey #2-3 • Comparative observation and questions GENERAL DESIGN:

  8. Research at Sea • Salt Marsh Summary and Presentation • Analytic observation and questions GENERAL DESIGN:

  9. Research at Sea • Post-Intervention • Question Evaluation GENERAL DESIGN: Marbach-Ad, G. and P. G. Sokolove 2000. Good science begins with good questions JCST v30(3):192 **** Method to evaluate and rank the quality of questions Low quality to  High quality

  10. Research at Sea X = 5.4 N = 15 X = 2.8 N = 45 X = 4.0 N = 17 X = 6.7 N = 15 Observation – Question Relationship RESULTS:

  11. Research at Sea Initial NS * Aided * NS * Comparative NS Analytic • Observation – Question Relationship • Power of comparison • Power of analysis and reflection RESULTS: Observation Experiences - Observe w/ senses - Observe w/ equipment - Observe multiple systems - Observe data and summarize

  12. Research at Sea Post-Intervention Question Evaluation RESULTS: • As we learned more about the marsh our questions became more advanced and in depth. This came from our growing knowledge that we obtained through observations and experiments. • The change in question quality indicates a higher awareness and knowledge of salt marshes. As the group spent more time in the field questions that could be potentially be used to form a hypothesis arose. • The final questions…indicate a progressively widening base of knowledge from which to propose testable questions.

  13. Research at Sea HOW RESEARCH ON SHORE INFORMED RESEARCH AT SEA: • High quality questions for research at sea • Study design shows scientific rigor • Personal experience informed work at sea • Confidence in the scientific process Does proximity to point and non-point nutrient sources result in differences in phytoplankton biodiversity and abundance between Stellwagen and Georges Bank? As N/P ratios change with depth in the water column will that influence the abundance of photosynthetic bacteria?

  14. Research at Sea A teacher is best when students barely know they exist. Not so good when students obey and acclaim them… But of a good teacher who talks little, when their work is done, their aim fulfilled, the students will say, “We did this ourselves”. Adapted from Lao-Tzu

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