BLC 11 March 15, 2014 Applying Primary Research in the
Classroom Ruth Buskirk The University of Texas at Austin
Slide 2
Core Competencies from Vision & Change 1.Ability to apply
the process of science 2.Ability to use quantitative reasoning
3.Ability to use modeling and simulation 4.Ability to tap into the
interdisciplinary nature of science 5. Ability to communicate and
collaborate with other disciplines 6. Ability to understand the
relationship between science and society.
Slide 3
Core Competencies from Vision & Change 1.Ability to apply
the process of science 2.Ability to use quantitative reasoning
3.Ability to use modeling and simulation 4.Ability to tap into the
interdisciplinary nature of science 5. Ability to communicate and
collaborate with other disciplines 6. Ability to understand the
relationship between science and society. Link research and
teaching
Slide 4
My priorities for the student experience: Work with some data
Learn how to ask questions Link research and teaching
Slide 5
Some of the expertise here in the room: Authentic,
inquiry-based labs Jean Heitz Wisconsin Kathy Marrs IUPUI Tom Owens
Cornell and more
Slide 6
Some of the expertise here in the room: Quantitative reasoning
skills Clarissa Dirks Evergreen Annika Moe Minnesota Randy Phillis
U Mass
Slide 7
Potential goals for having your students read primary
literature? learn about the process of science be able to read
graphs, interpret data Why not these goals as well? appreciate that
people do science group work in solving problems practice
explaining science to others These are harder skills: be able to
evaluate/critique a scientific paper be able to suggest the next
step in the research
Slide 8
Getting students to read primary literature How do you begin? I
dont even understand the title. This is too hard. I cant do it.
Dont call on me Joe knows the answer
Slide 9
A research report (original data; full methods, results,
discussion) A review article A brief research note Editors note
introducing article in Nature, Cell, Science An editorial letter A
popular article Online publication PLoS vs a web site Train
students to see the differences, for example:
Slide 10
Train students to search for who sponsored the research.
Explain conflict of interest. Have students distinguish pure and
applied aspects of science. Teach them about funding sources, how
they differ in priorities, and why that makes a difference.
Slide 11
Ways to introduce students to the author or author team of the
paper [this scientist is a person!] Before, online search by
students - Go to the authors faculty web page. Search Pub Med for
some paper titles. Before, a short video of interview with author
briefly introducing the paper and setting context After reading the
paper, students email questions to the author (arranged in advance)
After students read the paper, author visits class and answers
questions that students have prepared Note anonymous faceless
scientists!
Slide 12
Can encourage student evaluation of paper with instructor
guidance questions like: What are the controls in this experiment?
How could authors have presented this result a little more clearly?
Whats an alternate hypothesis that could have been tested here?
What is missing that would have helped tell the story?
Slide 13
Hoskins et al 2011: C.R.E.A.T.E. (Consider, Read, Elucidate
hypotheses, Analyze and interpret data, Think of the next
Experiment) method. A constructivist model, pays attention to
student attitudes and confidence level
Slide 14
Hoskins et al 2011: C.R.E.A.T.E. (Consider, Read, Elucidate
hypotheses, Analyze and interpret data, Think of the next
Experiment) method. A constructivist model, pays attention to
student attitudes and confidence level Get real! I dont have time
for all that in my class.
Slide 15
So, how could you use primary research data in brief in-class
exercises? e.g., just one figure at a time What skills are
important? What training is needed? Be transparent to your
students. What do I need to do to succeed? Will this be on the
test? P. S. The answer is yes.
Slide 16
Make a checklist of student skills (clear goals) students can
self assess 4 I can state alternate hypotheses 4 I can define
experimental controls 4 I can read graphs but I need practice on...
x, y, z
Slide 17
Make a checklist of student skills (clear goals) students can
self assess 4 I can state alternate hypotheses 4 I can define
experimental controls 4 I can read graphs but I need practice on...
x, y, z from Robin - A badge is evidence of learning in a
competency-based system
Slide 18
Todays task Work in small groups to design a lesson in which
students access and apply basic research data. Choose your goals
for the lesson. What will students do? How can you assess whether
they have met the competency?
Slide 19
Core Competencies from Vision & Change 1.Ability to apply
the process of science 2.Ability to use quantitative reasoning
3.Ability to use modeling and simulation 4.Ability to tap into the
interdisciplinary nature of science 5. Ability to communicate and
collaborate with other disciplines 6. Ability to understand the
relationship between science and society.
Slide 20
Course map Intro Bio II based on concepts
Slide 21
Relate to Student Learning Outcomes: Human activities have
disrupted ecosystems and greatly accelerated the rate of species
extinction. Identify human activities such as habitat destruction
or nutrient enrichment that threaten biodiversity and ecosystems.
Give an example of the process of bio-magnification, and tell why
it results from food chain dynamics. Explain the relationship
between the increase in atmospheric carbon dioxide and global
temperatures, and describe how global warming will impact species
and ecosystems. Give an example of a successful effort to preserve
a species, a habitat or an ecosystem.
Slide 22
What kind of in-class exercise would you like to design?