DRAFT: This module has unpublished changes.

Pedagogy

The lab in this study involves one week of introduction on scientific experimentation followed by four 3-week lab modules, each corresponding with one of the four major sections of the course.  During the first week of class and/or lab, students participate in a discussion on characteristics of good experiments and read a 20-page guide to scientific experimentation.  The discussion and written guide explain the process of scientific investigations including coming up with a topic, asking a scientific question, developing a hypothesis, designing an experiment, observing and recording data, analyzing data, making conclusions, and presenting results.

For the rest of the semester, students complete four 3-week lab modules.  In each module, students work in small groups to design, implement, analyze, and present their own experiments.  In the first week of each module, students are given a handout with general instructions, hints related to the sampling tools available, and a reminder of what constitutes a good experiment.  Students are also given tools which are appropriate for a given topic.

 

DRAFT: This module has unpublished changes.

 

For example, for the “Ecological Change” module, student groups are given a bucket with measuring tape, rope, scales, hand shovels, collecting bags, stakes, orange flags, protractors, etc.  The goal for the first week is for each group to ask a question, make a hypothesis, design a proper experiment, and get the instructor’s approval.  For homework, student groups find background information on their topic and make any other preparations for their experiments.  

In the second week of each module, students collect data for their various experiments and begin analysis.  Computers are available to students so that they can immediately begin using spreadsheets, making graphs, drafting lab reports, etc.

 

DRAFT: This module has unpublished changes.

The goal for the second week is for students to complete data collection and begin analysis.  For homework, students must complete a full lab report (in the traditional format with an Abstract, Introduction, etc.).  They are encouraged to work on analysis and graphing in groups, but each student is required to turn in their own lab report in their own words.

During the third week of each module, students turn in written lab reports (individually) and make short, informal presentations to the class (in groups).  Students are given 15 minutes to talk within their group before presentations begin.  After each presentation, other students in the class are encouraged to ask questions.  The instructor and TAs use this time to emphasize experimental methods, different strategies for finding answers to questions, and any notable results.  Instructors wrap up the session by inviting self-reflections on what groups are doing well and how they could improve their experimental approaches.

 

Research Methods

Student-designed experimentation was studied using several different techniques, including pre- and post-surveys of entire classes, videotaping of individual student groups as they worked through the multi-week labs, videotaped exit interviews, and the evaluation of lab reports from experiment to experiment.

DRAFT: This module has unpublished changes.