Authentic Ecological Inquiries Using BearCam Archives

Wu, X. Ben; Knight, Shirley; Schielack, Jane F.; Robledo, Denise C.; Jaime, Xavier; Peterson, Carrie Y.; Griffing, Lawrence R.

doi:10.24918/cs.2016.22

Cited by 7 publications

(8 citation statements)

References 7 publications

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“…Using a web-based program for peer review, students assessed three reports of their peers using a rubric and self-assessed their own report. Details regarding the authentic inquiry project are available in a previous publication [27].…”

Section: Contextmentioning

confidence: 99%

Impact of Authentic Inquiry on Undergraduate Students’ Self-Reported Understanding of Scientific Practices

Macik

Sandoval

2022

Education Research International

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Science literacy, and specifically the understanding of scientific practices, has been identified as an important outcome for college students. Educational researchers have investigated various instructional strategies in search of effective methods for fostering students’ understanding of scientific practices. One such instructional practice that can be implemented in large-enrollment science courses is authentic inquiry. To explore the effects of authentic inquiry projects on students’ learning of scientific practices, we analyzed qualitative data from a student survey over several semesters of an introductory ecology course. The qualitative data gave insight into the mechanisms which influenced students’ learning and skill acquisition. Qualitative results support the finding that the authentic inquiry project contributed to students’ learning of scientific practices, and students identified several aspects of the inquiry project that contributed to their interest and learning. Findings of this study contribute to filling the research gap on the relationship between scientific practices and students learning and can be useful for instructors seeking practical strategies for implementing authentic inquiry into their large-enrollment science courses.

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Section: Contextmentioning

confidence: 99%

Impact of Authentic Inquiry on Undergraduate Students’ Self-Reported Understanding of Scientific Practices

Macik

Sandoval

2022

Education Research International

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“…One main challenge for student learning outcomes when transferring from on‐campus to online teaching, is to include inquiry‐based active learning, and let students apply their knowledge in the virtual setting (Hines et al., 2020). Virtual laboratories are one option, and these already exist for some STEM disciplines such as microbiology (Makransky et al., 2019), human anatomy (Sorgo et al., 2008), molecular biology (White et al., 2002), physics (Finkelstein et al., 2005; Olympiou & Zacharia, 2012), chemistry (Guarracino, 2020), and ecology (Wu et al., 2016). Virtual laboratories can be a good option for off‐campus teaching, as they seem to give students the same learning outcomes if they do them at home, as in class with teacher supervision (Faulconer & Gruss, 2018; Makransky et al., 2019).…”

Section: Experiential Learning Off‐campusmentioning

confidence: 99%

Taking practical learning in STEM education home: Examples from do‐it‐yourself experiments in plant biology

Gya

Bjune

2021

Ecology and Evolution

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“…Animal behaviour courses are therefore well suited to meet calls for increased active learning activities that target higherorder synthesis and application skills in undergraduate biology (e.g., critical thinking, reading and interpreting the primary literature, science communication) (1,2). Laboratory activities allow students to observe animals, collect and analyze their own data, and analyze video, audio, and behavioural data available online (e.g., (3,4)). The availability of course-based research experiences (e.g., Squirrel-Net; see (5)), and community science platforms (e.g., i-Naturalist) also allow students to engage deeply in the process of science and contribute valuable research data through animal behaviour courses.…”

Section: Introductionmentioning

confidence: 99%

Animal Behaviour Case Study Lessons in Communication, Migration, and Parental Care Using the Jigsaw Approach

Phillips

Duclos

Summers

2022

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Animal behaviour courses integrate concepts across biological disciplines and are particularly well suited for collaborative, student-focused teaching strategies. Case Studies can positively impact students by placing their learning in context while providing an opportunity to do quick research and have rich discussions with both their peers and instructional team. Case Studies can also enrich the learning environment and help to produce a safe, collaborative space for asking questions and developing critical thinking skills. Here we describe three Case Study lesson plans using the Jigsaw approach that allows students to explore animal communication, migration, and parental care. Each Case Study includes 16 primary literature summaries on four different animal groups. In the Jigsaw approach, students are first sorted into four "expert groups" where they receive primary literature summaries exploring proximate and ultimate approaches to a specific animal's behaviour (e.g., neurobiology, physiology, genetics, and evolution). One student from each "expert group" (e.g., ants, birds, etc.) then joins and shares their group's knowledge in a "jigsaw group." By the end of each lesson, students will have read one primary literature article summary, prepared and delivered an oral brief, and summarized and then presented their expert group's findings to the new Jigsaw group members. Through this collaborative peer-to-peer learning activity, students gain skills in interpreting, analyzing and synthesizing scientific literature. They also have the opportunity to practice communicating scientific findings effectively and concisely, sharing how animal behaviour is studied, and explaining how behaviour is influenced by both proximate and ultimate factors

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Authentic Ecological Inquiries Using BearCam Archives

Cited by 7 publications

References 7 publications

Impact of Authentic Inquiry on Undergraduate Students’ Self-Reported Understanding of Scientific Practices

Impact of Authentic Inquiry on Undergraduate Students’ Self-Reported Understanding of Scientific Practices

Taking practical learning in STEM education home: Examples from do‐it‐yourself experiments in plant biology

Animal Behaviour Case Study Lessons in Communication, Migration, and Parental Care Using the Jigsaw Approach

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