Research at SeaMadden Center

SSV Corwith Cramer

• Provide an authentic research experience in oceanography for teachers

• Instill teacher confidence in using inquiry-based science

• Deliver practical and content knowledge

Research at Sea

Components• Shore I• Sea• Shore II

GENERAL DESIGN:

Research at Sea

Courses• Oceanography• Nautical Science• Curriculum Design

MULTIPLE RESEARCH EXPERIENCES:

Research at SeaShore component I

• Salt Marsh Survey• Oceanography research proposal

Sea component • Oceanography research sampling

Shore component II• Oceanography research presentation

A Program For Teachers in Using Observations to Develop Research Questions

• Curriculum design for onshore research experience

• Relationship between types of observation and quality of research questions

• Onshore research experience prepared teachers for authentic research experience at sea

Research at Sea

OUTLINE:

RESEARCH ONSHORE:

Research at SeaSalt Marsh Survey #1

• Initial observation and questions

• Aided observation and questions

GENERAL DESIGN:

Research at SeaSalt Marsh Survey #2-3

• Comparative observation and questions

GENERAL DESIGN:

Research at SeaSalt Marsh Summary

and Presentation

• Analytic observation and questions

GENERAL DESIGN:

Research at Sea

Rank 1 2 3 4

Type of Question

Illogical Single factor Single factor, complex

Ethical, moral,

etc.

Rank 5 6 7 8

Type of Question

Functional, evolutionar

y

Pattern, single factor

Relationship, multiple factors

Hypothesis

Post-Intervention

• Question EvaluationMarbach-Ad, G. and P. G. Sokolove 2000. Good science begins with good questions JCST v30(3):192**** Method to evaluate and rank the quality of questions

Low quality to

High quality

RESULTS:

Research at SeaObservation – Question

RelationshipInitial

0

25

50

75

1 2 3 4 5 6 7 8

Question Rank

Rel

ativ

e P

erce

nt

Aided

0

25

50

75

1 2 3 4 5 6 7 8

Question Rank

Rel

ativ

e P

erce

nt

Comparative

0

25

50

75

1 2 3 4 5 6 7 8

Question RankR

elat

ive

Per

cent

Analytic

0

25

50

75

1 2 3 4 5 6 7 8

Question Rank

Rel

ativ

e P

erce

nt

X = 2.8

N = 45

X = 4.0

N = 17

X = 5.4

N = 15

X = 6.7

N = 15

RESULTS:

Research at SeaObservation – Question

Relationship

• Power of comparison

• Power of analysis and reflection

Initial

Aided

Comparative

Analytic

NS

NS

NS

*

*

*

Observation Experiences

- Observe w/ senses- Observe w/ equipment

- Observe multiple systems

- Observe data and summarize

RESULTS:

Research at SeaPost-Intervention

Question Evaluation• As we learned more about the marsh our questions became more advanced and in depth. This came from our growing knowledge that we obtained through observations and experiments.

• The change in question quality indicates a higher awareness and knowledge of salt marshes. As the group spent more time in the field questions that could be potentially be used to form a hypothesis arose.

• The final questions…indicate a progressively widening base of knowledge from which to propose testable questions.

HOW RESEARCH ON SHOREINFORMED

RESEARCH AT SEA:

Research at Sea

Does proximity to point and non-point nutrient sources result in differences in phytoplankton biodiversity and abundance between Stellwagen and Georges Bank?

As N/P ratios change with depth in the water column will that influence the abundance of photosynthetic bacteria?

• High quality questions for research at sea • Study design shows scientific rigor• Personal experience informed work at sea• Confidence in the scientific process

Research at SeaA teacher is best when students barely know

they exist.

Not so good when students obey and

acclaim them…

But of a good teacher who talks little, when

their work is done, their aim fulfilled, the

students will say,

“We did this ourselves”.

Adapted from Lao-Tzu