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ERIC Number: ED503776
Record Type: Non-Journal
Publication Date: 2007
Pages: 252
Abstractor: As Provided
The GIST Model for Selection and Modification of Scientific Research for the College Teaching Laboratory Based on Root Competition Investigations
Elliott, Shannon Snyder
Online Submission
The purpose of this study is to first develop an 8-week college teaching module based on root competition literature. The split-root technique is adapted for the teaching laboratory, and the Sugar Ann English pea (Pisum sativum var. Sugar Ann English) is selected as the species of interest prior to designing experiments, either original or modified, from scientific research. In each experiment, above-ground parameters, such as the number of leaves, are recorded and graphed for each treatment, and dried root, shoot, and flower/fruit weights are statistically analyzed. The Hotelling's T2 test and the paired t-test are the statistical tests employed. After instructor-testing of the experiments, instruction is planned using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) Model and the 2 prominent theories of knowledge in science education, objectivism and constructivism. Next, 2 small and unreplicated field trials, using either objectivism or constructivism as an instructional strategy, are carried out in upper-division botany courses at the University of West Florida (UWF) with the instructor taking detailed fieldnotes. In the objectivist-trial, 5 students initially perform an experiment already instructor-tested as feasible. Students in the constructivist-field trial (24 students, 5 groups) are challenged in groups to design and test a root competition. Students in both trials are assessed through oral and written reports. In addition, students are asked to complete an evaluation form at the end of the lesson. The information gained through creation and teaching of the root competition product and the steps taken are used to create the GIST (Goals, Investigation, Selection, and Tests) Model for selecting and modifying scientific research for the college teaching classroom. In the first stage, the instructor composes goals for the laboratory experiment. The second step involves investigation of student experiences, skill level, and coursework. The selection of a research topic and corresponding journal articles is guided by a list of criteria. The last stage, testing by the instructor, includes the time-consuming task of modifying, testing, and revising experiments from the literature. The instructor must also select an instructional design model for the remaining steps of instruction. The GIST Model needs further testing to determine its strengths and applications. (Contains 30 tables, 64 figures, and 15 appendixes.) [Ed.D. Dissertation, The University of West Florida.]
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A