Teaching Scientific Method and Literacy Through Scaffolded at-Home Experiments

Video Presentation

Authors:

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• Megan Schwartz, Science and Mathematics, UW Tacoma
• Erin Fein, Science and Mathematics, UW Tacoma
• Ryan Miller, Science and Mathematics, UW Tacoma
• Katie Mitzelfelt, Science and Mathematics, UW Tacoma
• Vasudha Sundaravaradan, Science and Mathematics, UW Tacoma
• Jack Vincent​, Science and Mathematics, UW Tacoma

Abstract:

Concerns over the loss of lab-based instruction on the process of science and scientific literacy prompted us to develop a quarter-long, at-home research investigation and writing lab. The at-home lab project centered around the fast growing, hardy aquatic plant, duckweed, Lemna minor, in a controlled population dynamics experiment. Introductory biology 1 students, most of whom are STEM majors, were introduced to experimental design and hypothesis testing by creating and performing their own experiments in a series of three labs over the course of 4-5 weeks. Students were given a minimal amount of equipment including duckweed, cups to serve as culture vessels, nutrient-enriched pond water, and pH strips, promoting their creative thinking and improvisational skills to carry out their at-home experiments. Individual innovation is an important part of doing science that is difficult to replicate in a group-designed in-person lab. Following approved experimental design, students maintained cultures, collected data, and performed data analysis, providing them experience with the scientific method, while allowing them to identify more confidently as a scientist engaged in the process of science. As a culmination of their projects, students undertook an iterative writing approach to present their Materials and Methods and Results sections, including peer review, reflection, and revision, simulating the process of science. The study of duckweed and population dynamics supported connections to other parts of the course, opening discussions on human and viral population growth, as well as the study of evolution, adaptation, functional morphology, plant biology and ecology. Students reported that they enjoyed having something to care for, the independence to try on their own within a framework, and the experience of doing science. Perhaps the greatest success of our approach was supporting student’s transformation into scientists by having them practice the process of science in a time when in-person laboratory experience is limited.

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