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Research Problem Christy MacKinnon, Univ. Incarnate Word

Research Problem Christy MacKinnon, Univ. Incarnate Word . The President’s Council of Advisors on Science and Technology (PCAST) says authentic research is important to STEM education, but authentic research is challenging to implement, and is it effective for improving student learning? .

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Research Problem Christy MacKinnon, Univ. Incarnate Word

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  1. Research ProblemChristy MacKinnon, Univ. Incarnate Word The President’s Council of Advisors on Science and Technology (PCAST) says authentic research is important to STEM education, but authentic research is challenging to implement, and is it effective for improving student learning?

  2. Research Question • Do students learn more about genetics after completion of an authentic research project or a traditional lab project? • Research Context: Three sections, 24 students per section, in an integrated lecture and lab course (16 weeks) for junior/senior students in a required course for Biology Major.

  3. Research Methods Quasi Experimental Design (modified #12) Tx a = traditional project—Modern Biology Gel Electrophoresis of homozygous normal hemoglobin protein, heterozygous, and homozygous recessive sickle cell hemoglobin protein. Tx b = authentic project—Genomics Education Partnership annotation of a gene from a Drosophila sp. • Group 1(TR section): pre-tests, Tx a, [time] post-tests, [time], Tx b [post-test]s • Group 2 (MW section): -pre-tests, Tx b, [time], post-tests, [time], Tx a [post-tests]

  4. Schedule of Topics • 1st week: Introduction/practice concept map/pre-tests • 2nd week: Mendelian Genetics Hb/Annotation labs • 3rd week: Genetic/Code Mutations Hb/Annotation labs • 4th week: Chromosomes Hb/Annotation labs • 5th week: Group work/exam 1 • 6th week: Concept map/post-tests • 7th week: Gene Expression Hb/Annotation labs • 8th week: Gene Regulation Hb/Annotation labs • 9th week: Gene Regulation Hb/Annotation labs • 10th week: Group work/exam 2 • 11th week: Concept map/post-tests • 12th week: Genome Structure Case Study/Literature • 13th week Epigenomics Case Study/Literature • 14th week Cancer Genomics Case Study/Literature • 15th week Group work/exam 3

  5. Course Schedule: Comparable Activities • Tx A = traditional lab • Hemoglobin Analysis • Wet lab (protein gel electrophoresis) • Database—OMIM • Project report • Tx B = authentic lab • Gene Annotation • Wet lab (enzyme spectrophotometry) • GEP Annotation • Project report

  6. Research Methods (Con’t) Data Collection: • Implement in Fall; repeat in Spring. • Chi-square of pre-test to demonstrate two groups start as the same knowledge base before interventions. • Analysis of embedded exam questions. • Pre/post test: • Genetics Concept Inventory--paired t test. • Concept Maps—rubric analysis.

  7. Alignment of Research Question and Methods This is why I think it aligns: Pre/post test/concept maps/embedded questions will assess genetics knowledge resulting from an authentic research project vs. traditional lab project. The data will help me answer my question: Through experimentation, these data will demonstrate that an authentic research experience increases student knowledge of genetics compared to traditional lab experience.

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