PARENT SESSION
Thursday, August 10, 5:00-6:30 pm
Poster Session 25 - Ecological and science education
Exhibit Hall, Ballroom Level, Cook Convention Center

Inquiry-based field course improves students' skill and interest in research.

Bigler, Wendy^*,,

ABSTRACT- As part of the Teaching Issues and Experiments in Ecology (TIEE) research practitioner program, I examined the impact of an inquiry-based field methods class on student learning. Using a case-study approach incorporating both qualitative and quantitative assessment, I assessed changes in specific research-related skills in an undergraduate upper-division geography course with 19 geography majors. The Field Methods in Geography course is designed around a series of class-based research exercises and culminates with small-group original research projects which may explore human, physical or environmental geography. Specific skills addressed include defining and refining a research question, choosing appropriate data collection strategies and instruments, collecting and organizing appropriate data, analyzing data, drawing appropriate conclusions, and oral and written communication of the results. Surveys conducted before, mid-term, and after the semester indicate students' self-assessment of skill level increase through the semester, and may be linked to the timing of specific exercises in the class. Formal and informal assessments of specific research skills in the form of class assignments show similar improvement in research skills. In some cases, self-assessment scores differ from instructor-assessed skills. Involving students in class-based as well as student-driven research increases student interest and ability in field-based research.

Key words: education, field work, TIEE