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- Title
Integrating Inquiry-Based Field Investigations into an Environmental Science Curriculum.
- Authors
Richards, S. M.; Adsit, K. I.; Ford, D. M.
- Abstract
The present study describes our development, incorporation, and assessment of student-driven, field-based, active-learning laboratory modules into a university Environmental Science curriculum. Our primary goal was to provide students with active, cooperative, collaborative, problem-based learning opportunities that could improve their understanding of the hypothesis-testing nature of science. Students were tested via a battery of questions preceding and then following exposure to field-based active-learning modules. Those answers were then compared against control populations (α = 0.01) that were not exposed to the learning modules. Results indicate that implementation of the modules improved the students' understanding of the scientific method and their ability to conduct science. Although a field-based laboratory approach to teaching environmental science was a more laborious and expensive process than the process used fr the control approach, the students' scientific proficiency was improved as a result.
- Subjects
ENVIRONMENTAL sciences education; FIELD research; PROBLEM-based learning; INQUIRY-based learning; CURRICULUM; SCIENTIFIC method; SCIENCE students
- Publication
Journal of the Tennessee Academy of Science, 2012, Vol 87, Issue 2, p105
- ISSN
0040-313X
- Publication type
Article