Department of Geological and Atmospheric Sciences
Incorporating a research module
into an introductory geology lab:
Successes and challenges
Elizabeth Moss and Cinzia Cervato
November 7th, 2012
Acknowledgements
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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
Department of Geological and Atmospheric Sciences
Outline
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Geology 100L overview
Student project overview
Research question
Results
Department of Geological and Atmospheric Sciences
Geology 100L
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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
Department of Geological and Atmospheric Sciences
Curriculum reform to improve student
engagement
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Develop an authentic research project
Design inquiry-based labs
Department of Geological and Atmospheric Sciences
Geology 100L: Before and after
Before
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
Department of Geological and Atmospheric Sciences
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
Department of Geological and Atmospheric Sciences
Research project
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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
Department of Geological and Atmospheric Sciences
Geology 100L: Now
Week 1
Introduction + NOS tubes activity
Week 2
Introductory Field Activity
Learn how to use equipment
Week 3
Streams and Groundwater (practice investigation)
Week 4
Streams and Groundwater (practice investigation)
Practice writing a research
proposal
Week 5
Mineral Identification
Week 6
Rock Identification
Week 7
Rock Identification
Week 8
Rock Cycle
Week 9
Field Day
Iterate proposal with TA
Collect data
Methods submitted to TA
Week 10 Plate Tectonics
Week 11 Pangea
Abstract Peer Review and
past poster evaluation
Week 12 Research Day
Week 13 Topographic Maps
Week 14 Poster Presentations + Virtual Volcano Activity
Week 15 Geologic Time Activity
Evening poster session with
faculty judges
Department of Geological and Atmospheric Sciences
Equipment
Item
Water-level tape
Handheld pH meter
Pocket colorimeter
Nitrate reagents
Phosphate reagents
Bailer (PVC pipe)
Well key
Wells--not outfitted
Wells--outfitted with
continuous pH,
temperature and
conductivity probes
Stream gauges
Quantity
Available
2
2
2
As needed
As needed
4
3
4
4
2 (1 USGS, 1
ours)
Department of Geological and Atmospheric Sciences
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?”
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Department of Geological and Atmospheric Sciences
Our research hypothesis
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An authentic research project will be an
effective tool in increasing students’
understanding of the nature of science and selfefficacy toward science
Department of Geological and Atmospheric Sciences
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)
Department of Geological and Atmospheric Sciences
Self-efficacy
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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)
Department of Geological and Atmospheric Sciences
Results: Nature of Science
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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
Normalized
change
118.4
117.7
117.6
11.5%
8.6%
7.3%
Department of Geological and Atmospheric Sciences
Results: Nature of Science
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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
Department of Geological and Atmospheric Sciences
Results: Self-efficacy
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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
Pre
Post
Normalized
change
Spring 12
63
64.5
68.3
66.1
62.2
67.2
11.8%
-0.9%
5.9%
Department of Geological and Atmospheric Sciences
Results: Self-efficacy
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STEM students impacted more positively than
Non-STEM students
S11
F11
S12
Non-STEM 11.1%
-1.9%
2.8%
STEM
1.5%
10.6%
13.4%
Department of Geological and Atmospheric Sciences
Conclusions
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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
Department of Geological and Atmospheric Sciences
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 selfefficacy 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
Department of Geological and Atmospheric Sciences