(Download) "Section Vii: Science Education" by Anil Banerjee # Book PDF Kindle ePub Free
eBook details
- Title: Section Vii: Science Education
- Author : Anil Banerjee
- Release Date : January 22, 2010
- Genre: Engineering,Books,Professional & Technical,
- Pages : * pages
- Size : 48 KB
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3:00 PERFORMING INQUIRY-BASED LABS USING BEAN BEETLES HELPS STUDENTS UNDERSTAND THE SCIENTIFIC METHOD, Mark Schlueter and Allison D'Costa, Georgia Gwinnett College, Lawrenceville, GA 30043. Since very little is known about the physiology of the bean beetle, Callosobruchus maculatus, they are an excellent model organism for inquiry-based labs at the undergraduate level. Several inquiry-based labs were conducted with Introductory Biology students to help them understand and apply the scientific method. Following an introduction to bean beetles, students analyzed data from a "staged" experiment, to get them accustomed to observing and handling the beetles. After this, the students were posed two questions: (1) Which senses do beetles use to mate? (2) Do adults need food to survive? Following some on-line research, student groups had to create hypotheses and design experiments to test their hypotheses. During the following two weeks, students conducted their experiments and analyzed their data. Based on student evaluations after the completion of the project, 95% indicated that their knowledge of the scientific method significantly increased. Approximately 80% of the students indicated that they enjoyed developing their own hypothesizes and creating their own experiments. Written feedback indicated that students enjoyed learning the scientific method in this hands-on fashion compared to memorizing definitions or performing a step-by-step experiment from a laboratory manual. Overall, we conclude that students both learn more about the scientific method and enjoy science when performing inquiry based labs. 3:20 QUALITATIVE ASSESSMENT OF AN INTRODUCTORY SCIENCE COURSE, Randal L. N. Mandock, Department of Physics, Clark Atlanta University, Atlanta, GA 30314, Two assessment surveys in two forms, preliminary and exit, have been developed and used in an introductory science course at Clark Atlanta University. Although the subject of the course is earth science, the surveys are general enough to be adapted for use in any science discipline. The lecture survey was introduced in the Spring 2003 semester and has been used every semester thereafter. The laboratory survey was developed and first used in the Fall 2009 semester. The lecture preliminary survey probes student expectations for the course on the first day of class. The laboratory survey investigates the student's notions about the purpose of laboratory science for a non-science major. The exit surveys are given on the day of the final exam. Both surveys measure the degree to which expectations for the course were met. The results of recent surveys can be used to compare strengths and weaknesses in instruction among the faculty who taught the course. These results show qualitative improvements in technical knowledge and abilities and in computer skills. Changes are revealed when comparing survey results from the beginning to the end of the semester in personal preference for teaching styles, the desirability of working in a team, the approach to the subject taught and to lifelong learning, and personal definitions of science. Preliminary and exit laboratory survey results show the qualitative level of improvement in laboratory skills and abilities from the beginning to the end of the semester. These results also show how the student's perceived purpose for laboratory science changed from the beginning to the end of the semester. Significant improvements are seen in the areas of critical thinking, analytical thinking, and measurement skills.