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Using a Virtual Field trip to teach Quantitative Methods

to First-Year Biology Students

Gerry Rayner & Gordon SansonSchool of Biological Sciences

Monash University

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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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The ‘species’

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The ‘site’

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Sampling module

• D:\meas_sampling\sampling\sampling.htm

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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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0

20

40

60

80

100

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

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Then there are some days when…..