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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 - PowerPoint PPT Presentation
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Department of Geological and Atmospheric Sciences
Incorporating a research module into an introductory geology lab: Successes and
challengesElizabeth Moss and Cinzia Cervato
November 7th, 2012
Department of Geological and Atmospheric Sciences
Acknowledgements
• Bill Simpkins, Kristie Franz, Chris Rehman, Jake Smokovitz, Craig Ogilvie
• Josh O’Brien, Sarah Feiner, Jake Smokovitz, Maddie Mette, Sarah Day, Ning Zhang
• Funding from the Howard Hughes Medical Institute, Iowa Math and Science Education Program, Iowa State University
Department of Geological and Atmospheric Sciences
Outline• Geology 100L overview• Student project overview• Research question• Results
Department of Geological and Atmospheric Sciences
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
Department of Geological and Atmospheric Sciences
Curriculum reform to improve student engagement• Develop an authentic research project • Design inquiry-based labs
Department of Geological and Atmospheric Sciences
Geology 100L: Before and afterBefore After
Week 1 Introduction to Earth processes Introduction + NOS tubes activity
Week 2 Plate Tectonics Introductory Field ActivityWeek 3 Earthquakes Streams and Groundwater (practice investigation)
Week 4 Mineral Identification Streams and Groundwater (practice investigation)
Week 5 Mineral Identification Mineral Identification
Week 6 The Rock Cycle +Igneous Rocks Rock Identification
Week 7 Sedimentary Rocks Rock Identification
Week 8 Metamorphic Rocks Rock Cycle
Week 9 Geologic Time Field DayWeek 10 Stream Processes Plate Tectonics
Week 11 Groundwater Processes Pangea
Week 12 Geologic Structures and Maps Research DayWeek 13 Topographic Maps Topographic Maps
Week 14 Glacial Processes and Climate Change Poster Presentations + Virtual Volcano Activity
Week 15 Quiz Geologic Time + Capstone Activity
Department of Geological and Atmospheric Sciences
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
Department of Geological and Atmospheric Sciences
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
Department of Geological and Atmospheric Sciences
Geology 100L: NowWeek 1 Introduction + NOS tubes activity
Week 2 Introductory Field ActivityWeek 3 Streams and Groundwater (practice
investigation)Week 4 Streams and Groundwater (practice
investigation)Week 5 Mineral Identification
Week 6 Rock Identification
Week 7 Rock Identification
Week 8 Rock Cycle
Week 9 Field DayWeek 10 Plate Tectonics
Week 11 Pangea
Week 12 Research DayWeek 13 Topographic Maps
Week 14 Poster Presentations + Virtual Volcano Activity
Week 15 Geologic Time Activity
Learn how to use equipmentPractice writing a research proposal
Iterate proposal with TA
Collect data
Methods submitted to TA
Abstract Peer Review and past poster evaluationEvening poster session with faculty judges
Department of Geological and Atmospheric Sciences
Equipment
Item Quantity Available
Water-level tape 2Handheld pH meter 2Pocket colorimeter 2Nitrate reagents As neededPhosphate reagents As neededBailer (PVC pipe) 4Well key 3Wells--not outfitted 4Wells--outfitted with continuous pH, temperature and conductivity probes 4
Stream gauges2 (1 USGS, 1
ours)
Department of Geological and Atmospheric Sciences
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?”
Department of Geological and Atmospheric Sciences
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
Department of Geological and Atmospheric Sciences
Nature of scienceNature 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)
Department of Geological and Atmospheric Sciences
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)
Department of Geological and Atmospheric Sciences
Results: Nature of Science
• Positive normalized changes each semester
• Pre-test and post-test means not statistically different
Spring 11 Fall 11 Spring 12
Pre 114.2 116.6 117.2
Post 118.4 117.7 117.6Normalized change 11.5% 8.6% 7.3%
Department of Geological and Atmospheric Sciences
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
Department of Geological and Atmospheric Sciences
Results: Self-efficacy
• Positive normalized changes Spring 2011 and 2012
• Slight loss Fall 2011 semester• Pre-test and post-test means not
statistically different Spring 11 Fall 11 Spring 12
Pre 63 64.5 68.3
Post 66.1 62.2 67.2Normalized change 11.8% -0.9% 5.9%
Department of Geological and Atmospheric Sciences
Results: Self-efficacy
• STEM students impacted more positively than Non-STEM students
S11 F11 S12
Non-STEM 11.1% -1.9% 2.8%
STEM 13.4% 1.5% 10.6%
Department of Geological and Atmospheric Sciences
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
Department of Geological and Atmospheric Sciences
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. In McComas, 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