Confronting Scientific Misconceptions by Fostering a Classroom of Scientists in the Introductory Biology Lab

2014 ◽  
Vol 76 (8) ◽  
pp. 518-523
Author(s):  
Matthew L. Holding ◽  
Robert D. Denton ◽  
Amy E. Kulesza ◽  
Judith S. Ridgway
Keyword(s):  
Scientific Inquiry ◽  
Scientific Community ◽  
Introductory Biology ◽  
Fundamental Component ◽  
Hands On ◽  
Education Levels ◽  
Recent Trends ◽  
Science Curricula ◽  
Biology Lab ◽  
Student Inquiry

A fundamental component of science curricula is the understanding of scientific inquiry. Although recent trends favor using student inquiry to learn concepts through hands-on activities, it is often unclear to students where the line is drawn between the content and the process of science. This activity explicitly introduces students to the processes of science and allows the classroom to become a scientific community where independent studies are performed, shared, and revised. We designed this activity to be relatively independent of the chosen content, allowing instructors to utilize the presented framework for classes of various disciplines and education levels.

Networked Physics Curriculum: From Static Web to Dynamic Java

1997 ◽  
Vol 08 (01) ◽  
pp. 79-95 ◽  
Author(s):  
G. D. Bothun ◽  
S. D. Kevan ◽  
S. Micklavzina ◽  
D. Mason
Keyword(s):  
Resource Constraints ◽  
Physical Reality ◽  
Web Based ◽  
Virtual Experiments ◽  
Experimental Apparatus ◽  
Course Material ◽  
The University ◽  
Interactive Exercises ◽  
Physics Curriculum ◽  
Student Inquiry

We describe our efforts at the University of Oregon to use Web-based Instructional Technology (IT) supplemented with interactive Java virtual experiments to change the standard pedagogy associated with large, introductory undergraduate classes in physics and astronomy. We begin by examining some of the problems associated with the standard pedagogy in these classes and how these problems motivated our development of networked courseware. Although we identify and describe five empirical positive outcomes associated with IT, we conclude that the use of HTML-based course material and assignments does not substantially alter the standard pedagogy as this medium alone is not conducive to interactive exercises. To build interactivity into our courseware, we have undertaken a vigorous effort of creating Java-based experiments which are grounded in physical reality and duplicate the kinds of experiments that are done in the physical lab. In so doing, we build experimentation into a curriculum for large lecture-based classes in which the standard pedagogy and resource constraints normally preclude lab sections. The main goal is to create a networked environment where the student can easily retrieve the notes and the demonstrations that were done in class as well as to engage in experiments that are designed to illustrate basic principles. In so doing, we hope to move to a more learner-centered environment which is driven by student inquiry. Five specific Java experiments are described here and each is accompanied by a snapshot of the experimental apparatus and controls. An appendix contains the relevant URLs of the experiments, courseware, and animation described herein.

Cross-cultural simulation to advance student inquiry

2004 ◽  
Vol 35 (4) ◽  
pp. 476-487 ◽  
Author(s):  
Sue Inglis ◽  
Sheila Sammon ◽  
Christopher Justice ◽  
Carl Cuneo ◽  
Stefania Miller ◽  
...  
Keyword(s):  
Cross Cultural ◽  
Advance Student ◽  
Student Inquiry

Environmental Microbiology: Tannins & Microbial Decomposition of Leaves on the Forest Floor

2010 ◽  
Vol 72 (8) ◽  
pp. 506-512 ◽  
Author(s):  
M. Brian Traw ◽  
Nancy Gift
Keyword(s):  
Scientific Inquiry ◽  
Forest Floor ◽  
Bacterial Culture ◽  
White Oak ◽  
Decomposition Rates ◽  
Microbial Decomposition ◽  
Simple Question ◽  
Leaf Tissues ◽  
Student Inquiry ◽  
Tulip Poplar

Tannins are plant chemicals that humans find useful in products as diverse as tea and leather. Why do plants produce these compounds? One possible answer is defense against pathogens and herbivores. In this series of laboratory exercises, student inquiry begins with a simple question: What happens to the multitude of leaves that drop each autumn? This inquiry brings students from the outdoors to the laboratory, where they observe differences in leaf decomposition rates and the natural abundance of bacteria and tannin concentrations in leaf tissues of red oak, white oak, and tulip poplar. In the process, students increase their understanding of plant chemistry, bacterial culture, graphing, and natural history, while experiencing the iterative nature of scientific inquiry.

Teacher Candidates' Perceptions of Technology Used to Support Literacy Practices

2017 ◽  
pp. 1950-1973
Author(s):  
Donna Glenn Wake
Keyword(s):  
Teacher Education ◽  
Literacy Development ◽  
Teacher Candidates ◽  
Digital Storytelling ◽  
Literacy Practices ◽  
Teacher Education Candidates ◽  
K 12 ◽  
Student Inquiry

This study explores teacher education candidates' perceptions of technologies used to support K-12 student literacy development. Candidates selected technologies for future adoption based on impressions of each technology's ability to support student literacy development. Technologies included broad-based applications (blogs, wikis, podcasts, digital storytelling) as well as more specific applications (Prezi, Glogster, Voicethread). Results indicate that candidates selected first those technologies they saw as useful in presenting content in a teacher-directed paradigm. They then considered technologies that allowed for student authoring and manipulation representing more student inquiry-based approaches. Data were disaggregated for secondary versus elementary candidate populations.

Investigating Modes of Student Inquiry in Second Life as Part of a Blended Approach

2012 ◽  
pp. 184-200
Author(s):  
Sheila Webber
Keyword(s):  
Learning Environments ◽  
Second Life ◽  
First Year ◽  
Inquiry Skills ◽  
Inquiry Based Learning ◽  
Research And Teaching ◽  
Programme Design ◽  
Undergraduate Programme ◽  
Student Inquiry ◽  
Development Of Students

This article discusses activities carried out in the virtual world of Second Life (SL) as part of a compulsory class in the first year of an undergraduate programme. The paper identifies the contribution of SL to the students’ learning environment and an Inquiry Based Learning (IBL) approach to programme design. The reasons for taking an IBL approach are explained in relation to institutional and disciplinary goals. The paper reflects on the contribution of the three key learning environments—the classroom, WebCT and SL—to students’ learning. SL is evaluated in relation to a conceptual framework of IBL. It is concluded that SL has made a contribution to students’ achievement of learning outcomes from the class, and has facilitated the development of students’ inquiry skills. In conclusion, further avenues for developing research and teaching are identified.

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