department of geological and atmospheric sciences incorporating a research module into an...

Department of Geological and Atmospheric Sciences

Incorporating a research module into an introductory geology lab: Successes and

challenges

Elizabeth Moss and Cinzia CervatoNovember 7th, 2012


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


Outline

• Geology 100L overview• Student project overview• Research question• Results


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


Curriculum reform to improve student engagement

• Develop an authentic research project • Design inquiry-based labs


Geology 100L: Before and afterBefore After

Week 1 Introduction to Earth processes Introduction + NOS tubes activity

Week 2 Plate Tectonics Introductory Field Activity

Week 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 Day

Week 10 Stream Processes Plate Tectonics

Week 11 Groundwater Processes Pangea

Week 12 Geologic Structures and Maps Research Day

Week 13 Topographic Maps Topographic Maps

Week 14 Glacial Processes and Climate Change Poster Presentations + Virtual Volcano Activity

Week 15 Quiz Geologic Time + Capstone Activity


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


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


Geology 100L: NowWeek 1 Introduction + NOS tubes activity

Week 2 Introductory Field Activity

Week 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 Day

Week 10 Plate Tectonics

Week 11 Pangea

Week 12 Research Day

Week 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 evaluation

Evening poster session with faculty judges


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)


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?”


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


Nature of science

Nature 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)


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)


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%


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


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%


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%


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


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

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