Www.monash.edu.au Using a Virtual Field trip to teach Quantitative Methods to First-Year Biology...
Transcript of Www.monash.edu.au Using a Virtual Field trip to teach Quantitative Methods to First-Year Biology...
www.monash.edu.au
Using a Virtual Field trip to teach Quantitative Methods
to First-Year Biology Students
Gerry Rayner & Gordon SansonSchool of Biological Sciences
Monash University
www.monash.edu.au
Gordon Sanson
Gerry Quinn
Martin Predavec
Bronwyn Burton - storyboards and videos
Tony Hayes (CleverBits Pty Ltd) - programming
Monash University - SIF Funding
Acknowledgements
Concept and design
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Statistical literacy in biology (and other sciences) important for:
• design of biological experiments
• analysis of experimental data
• reading and evaluation of scientific papers
• presentation of results
Rationale
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Modes of instruction
Previous lab-based exercise based on an appropriate theoretical question
– Sampling shells from ‘rough’ / ‘calm’ shores
– Shells previously collected
– Measure dimensions
– Collate data, analyse and plot
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Modes of instruction
– Very static interaction
– No skills acquisition in field design and sampling
– No use of Excel for analysis & presentation
= damp squid
However:
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Modes of instruction
A ‘real’ field trip is the best method,
BUT…..negated by
Costs
Inflexibility – work commitments
Logistics – high student numbers
Time spent en-route
Safety issues
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Solution
Develop an on-line, interactive module incorporating:
– A hypothetical question – scenario, decision making and data gathering
– Use of excel for analysis and presentation
– Assessment
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Solution
Interactivity - incorporates Tapscott’s (1998) “shifts in interactive learning”, including:
• linear to hypermedia learning;
• instruction to construction & discovery;
• one-size-fits-all to customized learning;
• teacher-centered to student (learner)-centered;
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SolutionStudent-centered:
– Multiple use
– Accessible
– Augments other learning experiences, and is built on in subsequent exercises
– Multiple tools – video, audio, animation.
– Facilitates peer learning
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The Virtual Field trip
Operates from School of Biological Sciences homepage or a Web-CT Unit page etc.
System check, Student name and ID
Introduction - Examining the effects of a sewage outfall on local fauna
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Background (terms, definitions, etc.)
target species
key questions
taking samples - replicationthe outfall
decision-making
scenario
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Learning & skills development
• Experimental design, hypothesis testing, data acquisition and analysis and presentation of results.
• A suitable leader to 2nd year units in the Biological and Medical sciences.
• Life-long skills acquisition.
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ResultsStudent feedback (agree / strongly agree):
• easy to follow and well-structured - 59%
• developed skills in Excel - 57%
• improved understanding of how research design and execution - 57%
• improved understanding of data analysis and presentation - 66%
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Module Miniquizzes Other pracs Essay
Assessment type
Mean %
gra
de a
aa a
Results
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Results
Strong correlations (P < 0.05) between module scores and other components (n = 420):
– final grade (r = 0.55)
– prac mean (r = 0.44)
– exam grade (r = 0.41)
– miniquizzes (r = 0.37)
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Limitations
– will never replace a real field trip
– Time-consuming
– demanding for students without expertise in Excel®
= not a saviour, but…….
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Future developments1. Database student delivery and tracking
2. Quiz questions re:
- understanding of design and sampling;
- competency in the use of spreadsheet software
- skills in generating graphs of descriptive statistics
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Future developments
3. Development of ‘sister’ modules investigating other biological questions,
- differential impacts of forest clearing on birds and small mammals
- simulating use of laboratory animals in experiments