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ERIC Number: ED463967
Record Type: RIE
Publication Date: 2002-Apr
Pages: 24
Abstractor: N/A
Environmental Inquiry by College Students: Original Research and Peer Review Using Web-Based Collaborative Tools. Preliminary Quantitative Data Analysis.
Cakir, Mustafa; Carlsen, William S.
The Environmental Inquiry (EI) program (Cornell University and Pennsylvania State University) supports inquiry based, student-centered science teaching on selected topics in the environmental sciences. Texts to support high school student research are published by the National Science Teachers Association (NSTA) in the domains of environmental toxicology, watershed dynamics, biodegradation, and the ecology of invasive species. The first of these publications, "What's the Risk?" was published in 2001 and includes bioassay protocols for assessing the toxicity of substances. Secondary school science students can post the results of their bioassays on a Web server and participate in a process of anonymous peer review and "publication" of their research. Teachers and secondary students who have participated in the process reported finding it interesting and useful; however, we recognized that many teachers are unfamiliar with both the underlying science (toxicology) and the process and importance of peer review in scientific method. In Spring 2001, the protocol and peer review process was pilot tested with prospective science teachers in a secondary science methods course at Penn State, using a companion Web site set up specifically for college-level students. The results of that pilot test suggested that the research and peer review protocols could be adapted for use by introductory level college science students, including prospective science teachers. This paper reports the results of a multi-site expansion and test of that pilot work, undertaken in Fall 2001. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).