Bioscience Education Research Group

PeopleGraham Scott (NTF, UTF)Chris Murphy (UTF)Ray GoulderPhil Wheeler (UTF)Julie FurnellMargaret Boyd

InterestsStudent managed learningValue of fieldworkAssessment and FeedbackStudent autonomyEmployability

http://www2.hull.ac.uk/science/biological-sciences/research/functional-ecology/bioscience-education-group.aspx

Current collaborationsHull: Modern Languages; Physical Sciences; GeographyUCLAN; Birmingham; Tasmania; Bangor

Session outline Briefly describe some

past/current projects and methodologies

Outline some works in progress

Discuss some ideas for further work

Two key themes1) Student managed learning2) Value of fieldwork

Linking to Student autonomy project

Student managed learning

OwnershipProblem solvingProtocol designSite selectionSetting own learning

targetsReflective practiceSelf and Peer

assessmentCurriculum content

Value of Fieldwork

What is the value of fieldwork?

What is its relative cost?Is it equally valuable to

all?Do we have/need a

pedagogy of fieldwork?Is it a vehicle for

multiple pedagogies?

Whales, Dolphins and SharksSML in a class-room setting

Marine Biology students tend to want to learn about whales, dolphins and sharks

This motivation can be harnessed to encourage them to move beyond their comfort zone

Triggers to stimulate engagement

Short articles to trigger discussionstudents bring own prior

knowledge to group

themes of interestare identified

Whales, Dolphins and Sharks. 14 September 2010 | 8

Whistling Killer Whales

Hunting

Diet

Sonar

Confilict with

fishing

Senses

Biology

Communication

Social behaviour

Signature Whistles

Self awareness

Military

Noise pollution

beaching

where is it a

problem

when is it a

problem

Evolution Anatomy

Physiology

Sound in

water

baleen/toothed

Bubble curtains

Conservation

Legislation

reproduction

IndustryShipping

seismic tests

statistics/data/

evidence

What species

do it

Which individuals

do it

Depth and temperature

Transients/residents

Traditional practice

Whaling

Season

Geography

Play

Learning process

Triggerarticle

Sharinginformation

Setting own goals

Research & discussions

Reportsubmission

Self/peerassessment

Self feed-forward

Feedback from tutor

Reflection

Planning

Sharinginformation

Setting own goals

Research & discussions

Reportsubmission

Self evaluation and planning

5 weeks

4 weeks

1. 2.

Initial reaction of peers

Colleagues were initially scepticalHow could students decide what to learn?How could I assess their knowledge acquisition if I didn’t

decide what they would learn?How could students be expected to manage their own time?How can all members of a group get the same mark?

Impact on studentsImproved student attendanceHigher than average module marksIncreased awareness that skills developed in this module

can be used in others and in life after graduation:e.g. research skills, listening & communication skills, time

management, proof reading, group work, understanding that content is perhaps more important than appearance, understanding marking criteria, ability to reflect, confidence in ones-self.

Maw, 2010

Current view of peers

The SML approach is now used by a number of them

pre-certificate and final year projects and fieldtrips, level 5 group based core module, Biomedical Sciences professional studies, modules in other departments

Module recognised as good practice within institution (and has led in part to a UTF, an NTF and an HEA award)

Practice is informing curriculum re-design

But can we have too much of a good thing?

SML and fieldwork

Link to employabilityAllow the group to

determine their own learning goals

Enable students to find relevance in their learning

Stimulate linkages between modules

Student managed learning:People Biology and the Environment

http://www2.hull.ac.uk/science/pdf/Community_Resources_compressed.pdf

Evaluation

Statement 1 2 3 4 5 Mean

I am more aware of community resources in the Hull area

6 4 1 0 1 1.8

I am more likely to visit/use community resources in the Hull area

2 6 3 0 1 2.3

I am more likely to visit/use community resources where I live after graduation

2 5 2 2 1 2.6

I am likely to use community resources to support my learning in final year

0 0 2 7 3 4.1

I expect to use community resources in connection with my employment after graduation

0 1 5 2 4 3.8

Strongagreement

Strong disagreement

N = 12(Goulder & Scott, 2010)

Allowing the individual some control over what is learned

e.g. 52 students in Dalby forest:

Total n of tree species identifiedConifers 18Broad-leaved trees & shrubs 27

Total n of tree species drawn, labelled and annotatedConifers 12Broad-leaved trees & shrubs 12

Extending whole class knowledge

Extending whole class knowledge Outcomes

Many students listed/drew more plants than we anticipated.Their collective knowledge led them to undertake a wider range of

projects.

Student perceptionIn terms of enjoyment, this [fieldwork] is definitely preferable – to be

able to view the organisms in their environment first hand and then apply that to what we see in the lab.

This helped me as I could choose the plants that interested meBUT

Field study is in a way more interesting but it’s far easier to learn in the lab when you have everything in front of you and there aren’t hours wasted in the day.

Goulder & Scott (2009)

The value of fieldwork

Literature supports affective benefit of fieldwork and suggests a cognitive benefit

Pilot Study for the objective evaluation of the value of field work for learning about biological diversity

Using volunteers to assess the impact of fieldwork through a comparison of two tasks.

The value of fieldwork

Comparison of two tasks

1. Freshwater invertebrates from a stream at Dalby Forest were collected in the field by the students and sorted, identified and drawn in the forest classroom.

2. Marine invertebrates from a sandy shore were collected by staff and preserved. Sorting, identification and drawing was done by students in a laboratory on campus.

3. After 1 month students were asked to describe the collection method and to annotate diagrams of organisms that had been encountered

Evaluation of cognitive impactShort term - Students were better able to achieve the learning

outcomes in the task involving fieldwork (but N.S.)

Longer term – Students were better able to describe the sampling method that they had practiced (P<0.05 (Wilcoxon matched pairs test)

Longer term – Students were better able to annotate diagrams of organisms encountered as part of the fieldwork session (but N.S.)

Evaluation of affective impact: student perceptions of the tasks

Aimed to investigate potential shifts in attitude pre/post task but – all of the volunteers were already converted to the teaching methods!

Reflecting upon recent experiences the students did enjoy fieldwork more than laboratory work (p= 0.02, Wilcoxon matched pairs test)

Survey tool adapted from Boyle et al (2007)

Student opinions

Field day was best….fun…..valued social dimension…Lacked motivation in Scarborough….Scarborough was harder….field day was more valuable – I acquired real skills…fieldwork links to my career aims…..fieldwork made me think about safety

The fieldwork had greater value, it showed me that people work together, meet new people and enjoy themselves when they are having fun and doing something they find interesting

BUTthe day [was] quite long, this made the whole process quite tiring

Negative views of fieldworkThe literature focuses upon those students who like

fieldwork, but:

People Biology and environment83% unlikely to use the “field” in final year

Dalby tree practicalField study is in a way more interesting but it’s far easier to learn in

the lab when you have everything in front of you and there aren’t hours wasted in the day.

Value of Fieldworkthe day [was] quite long, this made the whole process quite tiring

Fieldwork for all?

50% cite opportunities for field work in top 3 reasons to choose Hull

We found that mature students have a better perception of fieldwork

Students who report a negative experience of pre-university fieldwork have a poorer perception of fieldwork at university

Survey of 52 Biology students

Two types of student?Do we have two types of student: Those preferring

fieldwork and those preferring laboratory work?Should all students have an opportunity to learn in the

field?

Fieldwork is something that I enjoy*

I would rather have lectures than do fieldwork†

I lose interest in fieldwork if the weather is poor†

I always feel well prepared for fieldwork*

Time in the field is time wasted†

Fieldwork teaches me valuable skills*

I learn most about the fieldwork topic in the field*

I learn most about the fieldwork topic in the post-trip write-up†

It would be better to work on material brought into the classroom rather than have to go into the field†

I would recommend fieldwork to others*

I feel safe whilst undertaking fieldwork*

*Statements agreement to which indicates a positive attitude to fieldwork.†Statements agreement to which indicates a negative attitude to fieldwork.

Student perception of field work (Ifield)

30 40 50 60 70 80 90 100

Stu

de

nt

pe

rce

ptio

n o

f la

bo

rato

ry w

ork

(Ila

b)

50

60

70

80

90

100

Relationship between the students’ perception of biology fieldwork and laboratory work (rs = .0.44, n = 48 but some points are superimposed, P = 0.002).

Fieldwork or Lab-work?

Sharing results to encourage engagement

Explaining pedagogy and module design to participating students

Including pedagogical research alongside “Science” in a range of modules

Switching on the skills for lifelong learning: understanding how programmes and modules contribute to the development of learning autonomy

Project Aims

Understand staff and students’ views on learner autonomy and independent learning

Identify opportunities for and barriers to learner autonomy and independent learning

Inform curriculum development

Methodology

Quantitative approach Qualitative approach

Questionnaire distributed to students at all levels (94 responses)

(Autonomy, learning preferences, transition to university, plans for future etc.)

Semi-structured interviews with Staff (n= 15)

Semi-structured interviews withIndividual students and focus groups(n= 29)

Statistical analysis Thematic analysis

Synthesis

Why is learner autonomy important?

Developing the skills necessary for self-managed and lifelong learning (QAA Biosciences Benchmark Statement, 2007).

We will provide a framework that enables and encourages students to personalise their learning, developing them to become independent, confident, responsible, enterprising and ethical graduates, with a life-long commitment to learning (University of Hull, Strategic Plan 2011-2015). (My emphasis)

Why is learner autonomy really important?

Its my responsibility and at the end of the day I have to push myself to do it.

You’re given certain tasks to do and often because of people’s workloads you can’t rely on other people to help you and you have to [be independent] when you go out in the big wide world, you have to get on and have the confidence to get it done. 

quotes from student interviews

Staff value student independence and autonomy

We want:

• [students] able to go and research it better with the appropriate guidance. 

• [students with] confidence in their abilities to use transferrable skills

• [students] to be independently thinking, independently doing, independently working and independently writing it and independently submitting it. 

quotes from staff member interviews

Do staff encourage autonomy?Yes we do

encourage questioning, provide opportunities for extra work, encourage critical thinking, encourage study groups, enquiry based learning

ALL students should be independent learners by graduation

With the caveatsautonomy progression 1st year to final yearno good just telling them to F-off and find out (FOFO),

“that’s just being lazy in your teaching”

Do staff always encourage it?Not always

“probably not because I just give them information”“students should be independent anyway”

Butif students perform poorly in their final year it’s a reflection

on our teaching rather than their ability“I’ve found them [finalists] incredibly reliant on me for

even the simplest things”

Autonomous learning scale

12 statements linked to learning autonomy

Rated on 5pt scaleVery like me Not like me at all

3 factorsSkillsAttitudesDesire

Macaskill & Taylor (2010)

Autonomous learning scale

Mature students perceive themselves to be more autonomous than those coming straight from A-levels (t-test, p0.001).

Female students perceive themselves to be more autonomous than male students (t-test, p0.001).

Finalists do not perceive themselves to be more autonomous than first years (t-test, p0.054).

“making further notes to your lectures and doing extra reading”“working by yourself” - “self motivation”“students taking responsibility for their own learning”“not constrained by instructions just left to learn in your own way at your own pace” “applying skills obtained from the course independently to produce work and to understand the processes involved”

Student perceptions

Independent learning is......revising, background reading, synthesising information, goal setting, motivation, not being spoon-fed, taking responsibility, applying skills in new situations and understanding how you did it

Student perceptions

Concerns around independent learningpreferring to work with others, going in the wrong direction,needing support, lack of interest means no motivation

“You have to be motivated. If you’re not you’re screwed.”“It’s a bit daunting at first”“You have to step out of your comfort zones for those kind of things”“You can’t be creative and force it I don’t believe you can learn if you don’t want to”

Connecting practice and needs

Staff

Reduce control over student time.

Promote ownership of learning.

Allow student topic choice.

Teach the process of enquiry.

Increase personalised learning at all stages.

Instead of content provide tools and then give them the freedom to use them.

Students

“Should be allowed to do more stuff that you’re actually interested in. You should find out what we want to learn”.

“I’ve developed in myself, for me that’s just as important as a piece of paper”.

“When I’m sat watching university challenge I can answer a hell of a lot more questions than when I started”.

In conclusion..........

Fieldwork is goodand can be used as a vehicle for SML

Staff want to develop student autonomy

Students want to have some control over content/learning

Motivation and confidence are issues

.......... personalized learning?

Can we all move beyond our comfort zones?

Can barriers to the benefits of fieldwork be overcome?

ReferencesBoyle A et al.(2007) Fieldwork is good: the student perception and the affective domain. Journal of

Geography in Higher Education 31(2) pp 299-317.

Goulder R & Scott GW (2010) Encouraging Use of Community-Based Resources by Bioscience Students. Bioscience Education, v16, www.bioscience.heacademy.ac.uk/journal/vol16/beej-16-c1.pdf

Goulder R & Scott GW (2009) Field Study of Plant Diversity: Extending the Whole-Class Knowledge Base through Open-Ended Learning. Bioscience Education v14 www.bioscience.heacademy.ac.uk/journal/vol14/beej-14-1.aspx

Macaskill A & E Taylor (2010) the development of a brief measure of learner autonomy in university students. Studies in Higher Education 35(3): 351-359

Maw, S. (2010) Student managed learning: Whales, Dolphins and Sharks. http://www.bioscience.heacademy.ac.uk/ftp/teachaward/scott.pdf

Scott GW & Goulder R (2008) Community Resources In and Around Hull and East Yorkshire. Hull, UK: Department of Biological Sciences, University of Hull. www2.hull.ac.uk/science/pdf/Community_Resources_compressed.pdf

Scott GW et al. (2011) The Value of Fieldwork in Life and Environmental Sciences in the Context of Higher Education: A Case Study in Learning About Biodiversity. Journal of Science Education and Technology. (Online first January 2011, DOI 10.1007/s10956/010-9276-x).