From experimentation to publication: Challenging students’ perceptions of scientific research

1. SummaryA research-based practical class was developed to challenge the students’ perceptions that science was a set of irrefutable facts and that any anomalies observed during their practical experiences were due to their lack of technical abilities (Samarapungavan & Bodner, 2006). Students recorded how they overcame technical difficulties and explained experimental anomalies. Student laboratory notes and manuscripts indicated that the experience increased their confidence in questioning the dependability of the methods rather than their own technical abilities and increased their appreciation for the subject matter.

2. ContextThis work is a tentative first step in developing an evidence-based inquiry to challenge the perceptions reported above by immersing the students into a research-based practical experience (Jenkins et al., 2003).

3. Methods•At the end of the course students completed a survey which required responses on a Likert scale (1 to 5) from strongly agree (1) to strongly disagreeing (5) (Kelly et al., 2006)

•Laboratory books were read for evidence of a critical approach to the methods

6. Synopsis

•To complete tasks students prefer to talk with the lecturer/group members or seek out other resources rather then rely on the method book.

•The experience increased students’ ability to think through a problem and identify relationships between fundamental concepts and experimental observations.

• Student notes in laboratory books indicated that they were beginning to question the dependability of the methods and developed their own solutions to overcome any difficulties .

7. References

Ala Samarapungavan, E. L. W. & Bodner, G. M. 2006. Contextual epistemic development in science: A comparison of chemistry students and research chemists. Science Education, 90, 468-495

Kelly, T. Reid, J. & Valentine. 2006. Enhancing the utility of science: exploring the linkages between a science provider and their end users in New Zealand. Australian Journal of Experimental Agriculture, 46, 1425-1432

Jenkins, A Breen, R. Lindsay, R. & Brew, A. 2003. Reshaping Teaching in Higher Education. Linking Teaching with Research. Kogan Page, London

4. Student surveysQuestion 1. How much did each of the following aspects help you to complete the laboratory tasks?

Question 2. Has this learning experience add to your skills in the following?

Stage 1 Collection of soil samples from the a farm located at Camden, NSW

Stage 1 Collection of soil samples from the a farm located at Camden, NSW

Damien J. Field & Markus GräfeFaculty of Agriculture, Food and Natural Resources, The University of Sydney, NSW, 2006.

Stage 2 Process samples using the suggested laboratory procedures in method book

Stage 2 Process samples using the suggested laboratory procedures in method book

Stage 4 Producing a manuscript suitable for publication in Australian Journal of Soil Research, with assessment and feedback partly aligned with the guide to authors given by the journal

Stage 4 Producing a manuscript suitable for publication in Australian Journal of Soil Research, with assessment and feedback partly aligned with the guide to authors given by the journal

5. Selected Quotes

Some examples of notes recorded in laboratory note books from 4 different student groups;

1.) “…instructions unclear in the manual. It would help (make sense) to split samples into halves rather then treating as a whole….”

2.) “…adding CaCl2 to sample 3 times and centrifuging after with washing with DDI water did not settle. Solution would be to add CaCl2 2 more times before washing. This time it settled..”

3.) “…Particle Size Analysis techniques confusing??? Using the American standard for particle size analysis. Need to find out more about this.

4.) “…disaster strikes. The first trials results in clay gunk down the bottom of the container. Start over again with less soil in the container, reduce revolution speed and more initial soil then stated in the methods to allow for wastage….”

Overview of the protocol students followed Overview of the protocol students followed in their research-based practical experiencein their research-based practical experience

Stage 3 Record observations and explanations of anomalies in their personal laboratory book

Stage 3 Record observations and explanations of anomalies in their personal laboratory book

Part Mean ±

1. The way in which the method book was presented?

3.11 1.05

2. The pace at which you worked? 2.67 0.71

3. Interacting with other group members? 2.44 1.74

4. Talking to the lecturer/lab coordinator? 1.89 1.05

5. Seeking out other resources not given in the course?

2.67 0.71

Part Mean ±

1. Selecting appropriate solutions to solve problems?

3.00 1.00

2. Ability to think through a problem? 2.67 1.00

3. Confidence to address problems identified in experiments?

2.89 0.93

4. Identify relationships between concepts and observations in the experiments?

2.22 0.97

5. Enthusiasm for further experience in research? 2.78 1.30

Tutorials

Critical reflection on a variety of soil chemistry journal publications and

abstract writing

Laboratory Book

Name: Team Bravo

Examples of publication titles produced by each student group

“Dithionite-citrate-bicarbonate free iron extraction process effects on clay minerals as detected by mid-infrared spectroscopy”

“Investigating the adsorption/desorption potential of soil for lead”

“An investigation into the affect of lead exposure in a Red Dermosol used for mixed farming systems