How did this collaboration start?
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Transcript of How did this collaboration start?
Improving scientific thinking and experimental design skills in undergraduate studentsAngela Hodgson, North Dakota State UniversityFiona Rawle, University of Toronto at Mississauga.
How did this collaboration start? Talked at BLC Emailed each other after BLC Applied for and received catalytic grant
THANK YOU Jane Reece, the family of Neil Campbell, and Pearson for your support!
Rationale – Science Process Skills What are science process skills?
Experimental Design Graphing and visualizing data Statistical analysis and hypothesis testing Scientific communication
Why are science process skills important?
Comparison of ClassesUTM NDSU
Class Intro to Evolution
General Biology I
Size 2 x 380 2 x 350-400
Lab Size
24; weekly 1.5 hr lab
24; weekly 2 hr lab
Semester Length
12 weeks 16 weeks
Learning Outcomes
1. Explain what a hypothesis is.2. Identify good vs bad
hypotheses.3. Identify elements of good
experimental design.4. Identify independent and
dependent variables in an experimental design.
5. Explain the importance of replication in experimental design.
6. Critique an experiment.7. Improve upon a prior
experimental design.8. Design an experiment to test
a hypothesis.
1. Write a good hypothesis2. Identify independent and
dependent variables in an experimental design
3. Design an experiment to test a hypothesis.
4. Record and analyze scientific data in a spreadsheet
5. Perform a statistical hypothesis test
6. Create graph that correctly represents scientific data
7. Interpret and synthesize results from a scientific experiment
UTM intervention NDSU Intervention
UTM – Course Design
Introductory Biology
Course Re-Design
1. “Thinking
Like a Scientist” Introductory Module
2. Case Study Based Tutorial
Sessions3. Inquiry
Based Labs
4. “Science
vs. Pseudosci
ence” Lecture
Examples5.
Scientific Literacy
Assignment
6. Active Learning Exercises in Lecture
1.
12.
Module: Thinking Like a Scientist
Module: Critiquing Scientific Literature
Lecture Intervention
Lab Intervention
Assessment
Module: Experimental
Design
EDATWorksheets on hypothesis Testing and
experimental design included
in every lab
EDAT, Final Exam
Science Process Skills Concept
Assessment
Group EDAT
Science vs Pseudoscience
Clicker Case Studies
Group Experimental
Design Brainstorming
Session
In class example - UTM
“You should take chlorophyll supplements because your need to oxygenate your bowel”
(See “Bad Science” by Ben Goldacre)
Week #
1.
16.
Lab Intervention Assessment
EDAT pretest
EDAT, SPARST 2nd Lab Practical
1st Lab Practical
Inquiry Lab – Optimization of ethanol production(Yeast respiration)
Inquiry Lab: Optimization of commercial osmotic dehydration
(Diffusion and osmosis)Inquiry Lab: Optimize greenhouse
photosynthetic rate(Spectrophotometry and Photosynthesis
Inquiry Lab: Does race exist?From Peggy Brickman
(ABLE proceedings Vol. 32)(DNA electrophoresis)
NDSU – Example Inquiry Lab
QuestionAgri-gas is a company currently producing ethanol by yeast fermentation of a 5% sucrose solution at 20°C. The company would like to increase the metabolic rate of the yeast in order to maximize ethanol production. Would changing any aspect of the current production system increase the rate of yeast fermentation?Materials Incubators that can be set at 40 degrees C and 60 degrees C, refrigerator (4 degrees C), carbohydrates- sucrose(table sugar), glucose, brown sugar, powdered sugar, lamps with different color light bulbs, dark cabinets, HCl (acid), base (NaOH)
Experimental Design Aptitude Test(Sirum, 2011 Bioscience)
• Students taking the EDAT are given the following prompt:
• Advertisements for a herbal product, ginseng, claim that it promotes endurance. To determine if the claim is fraudulent and prior to accepting this claim, what type of evidence would you like to see? Provide details of an investigative design.
EDAT Scoring Rubric 1 pt. is awarded for each of the following rubric items
that are included in the student answer.1.Recognition that an experiment can be done to test the claim2.Identification of what variable is manipulated3.Identification of what variable is measured4.Description of how dependent variable is measured5.Realization that there is one other variable that must be held
constant6.Understanding of the placebo effect7.Realization that there are many variables that must be held
constant8.Understanding that the larger the sample size or number of
subjects, the better the data.9.Understanding that the experiment needs to be repeated.10. Awareness that one can never prove a hypothesis, that one can
never be 100% sure.
UTM: Pre and Post EDAT
UTM: Pre and Post Rubric Item Score
NDSU: Pre and Post EDAT
N=517
NDSU: Pre and Post Rubric Item Score
N=517
Learning Outcomes
1. Write a good hypothesis2. Identify independent and dependent
variables in an experimental design 3. Design an experiment to test a hypothesis.4. Record and analyze scientific data in a
spreadsheet5. Perform a statistical hypothesis test6. Create graph that correctly represents
scientific data7. Interpret and synthesize results from a
scientific experiment
NDSU: Additional Rubric Items11. Identified that a hypothesis is needed/wrote a hypothesis. 12. Identified that a null hypothesis is needed for hypothesis testing, or wrote a null hypothesis. 13. Stated that treatment means need to be significantly different to reject the null hypothesis.
NDSU: Additional Pre and Post Rubric Item Scores
What we learned?
Future Directions Combine the NDSU (inquiry labs) and
UTM (lecture modules) interventions Use an expanded rubric for
assessment. Use the Science Process and Reasoning
Skills Test (SPARST) developed by Clarissa Dirks and Mary Pat Wenderoth.
Acknowledgements This project was funded by a Catalytic
Grant. We thank Jane Reece, the family of Neil Campbell, and Pearson for this opportunity.
Clarissa Dirks and Mary Pat Wenderoth gave us access to SPARST, which we also used as a post-test.
We also thank our students that took part in this study, and our teaching assistants.
Science Process and Reasoning Skills Test
Learning Outcome Identify a hypothesis Identify a controlling variable Evaluate the quality of the experiment to test the hypothesis Choose a supporting hypothesis Analyze treatments and controlling for variables Apply knowledge of appropriate controls Select prediction Evaluate experimental design to determine if the conclusion is
warranted Evaluate experimental designs to determine which will yield valid
results Compare and identify the variables for which one should control Compare and identify the variables for which one should control