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Research Problem

This research project investigates how introducing primary literature in an introductory biology course affects students’ attitudes toward science and their ability to think scientifically. The study will compare two approaches: one where topics are chosen by the instructor and another where students select their own topics. Pre- and post-course surveys and assessments will evaluate changes in student attitude and scientific thinking skills. The ultimate goal is to determine whether student choice enhances engagement and understanding of scientific concepts, thereby improving overall learning outcomes.

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Research Problem

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Presentation Transcript

  1. Research Problem In one sentence, describe the problem that is the focus of your classroom research project about student learning: I have not introduced primary literature to my introductory biology students and would like to do so in a manner that engages them.

  2. Research Question • What is your research question? Does student attitude to science and ability to think scientifically increase in a course where (1) primary literature is used to teach science concepts and (2) does student choice influence any shift? • What is the context (e.g. class setting, student audience) in which you will conduct your research? Introductory Biology course with mostly non-majors and our small group of majors.

  3. Research Methods Introduce scientific thinking concepts by using data from primary literature on topics Year 1: chosen by the instructor (establish baseline) Year 2: chosen by the student I will collect these data in both year 1 and year 2 Attitude to Science -Survey data on student attitudes to science pre and post course (CLASS ?) -Ask students questions such as whether choice mattered to them -Student evaluations? Science thinking -Concept inventory data on pre and post course (instrument?) -Summative assessment (lab exam) -Formative assessments on concepts throughout the semester I will analyze the data by: -Compare pre vs. post for attitude/ability throughout the semester (paired t test)? -Compare difference in both attitude/ability year 1 vs. year 2 (independent t test)? -Descriptive-What proportion of students liked, did not like or were indifferent to choice?

  4. Alignment of Research Question and Methods This is why I think it aligns: -I will know whether their attitude to science and ability to think scientifically has stayed the same/improved/decreased in a context where they have no choice in topic of primary literature used in teaching compared to one where they have. The data will help me answer my question by: • I will know whether any shift in students’ science attitudes and science thinking abilities are different when choice is there or not • I will know whether • using primary literature as a source to teach science concepts is doable • using student-generated topics as a teaching tool is doable.

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