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Descriptors:
Metabolism; Natural Disasters; Science Activities; Science Instruction; Science Laboratories; Entomology; Statistical Analysis; Comparative Analysis; Laboratory Experiments; Measurement; Animal Behavior

Abstract:
Populations of the Eastern subterranean termite, "Reticulitermes flavipes," are widespread throughout most of the eastern United States. Subterranean termites have the ability to survive flooding conditions by lowering their metabolism. This lesson investigates the connection between the ability of termites to lower their metabolism to survive floods and their feeding behavior. Using an incubator, Petri dishes, and different types of mulch, termite consumption can be measured and compared. These results can be analyzed with a simple statistical test to look for significance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Scientific Methodology; Research Design; Predictor Variables; Pretests Posttests; Control Groups; Experimental Groups; Instructional Effectiveness; Identification; Biology; Scaffolding (Teaching Technique); Introductory Courses; Inquiry; Research Skills; Science Instruction; Science Laboratories; Laboratory Experiments; Comparative Analysis

Abstract:
Implementation of a guided-inquiry lab in introductory biology classes, along with scaffolded instruction, improved students' understanding of the scientific method, their ability to design an experiment, and their identification of experimental variables. Pre- and postassessments from experimental versus control sections over three semesters showed that most students improved in their understanding of the scientific method and experimental design skills. Students exhibited improvement in their ability to create hypotheses and correctly identify controls and dependent variables. However, students in both groups struggled with the identification of independent variable and controlled variables. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Teaching Methods; Biology; Scientific Methodology; Laboratory Experiments; Writing for Publication; Instructional Innovation; Science Activities; Science Instruction; Science Laboratories; Student Research

Abstract:
Laboratory experience and skills are not only essential for success in science studies, but are the most exciting and rewarding aspects of science for students. As a result, many biology teachers have become critical of the efficacy of cookbook-type laboratory activities as well as the purposes, practices, and learning outcomes of lab experiments conducted in this regimented way. In our proposed lab approach, instead of asking students to compare and contrast living cells from various kingdoms, we ask that students design and conduct lab experiments to obtain the empirical evidence to disprove both Schleiden's and Schwann's generalizations that all living things, including plants and animals, are composed of identical units called "cells." Students must then write up their findings in a paper intended for publication in a peer-reviewed scientific journal. Through this process, students learn the scientific method; concepts such as testability, falsifiability, and repeatability; and the requirements of communicating scientific findings through peer-reviewed publication. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Organizational Theories; Social Exchange Theory; Networks; Laboratory Experiments; Trust (Psychology); Interaction; Interpersonal Relationship; Power Structure; College Students

Abstract:
Network structures have strong effects on the frequency and terms of negotiated exchanges, shaping who exchanges with whom and who fares better or worse. In this study we ask how exchange patterns of commitment and inequality are affected when negotiated exchanges are combined with reciprocal exchanges in more complex relationships of embeddedness. Drawing on the organizational literature on embeddedness and economic performance and the social exchange literature on forms of exchange and integrative bonds, we predict that embedding negotiated exchanges in a relationship of reciprocal exchange will increase the strength of behavioral commitments and reduce the effects of structural power differences on inequality. We base these predictions on two theoretical mechanisms that link forms of exchange to bonds of attachment: the relational climate of trust and solidarity created by reciprocal exchange, and the more cooperative task structure of negotiated exchange. A laboratory experiment provides substantial support for our logic and predictions. (Contains 1 figure, 4 tables and 12 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Science Education; Goal Orientation; Persuasive Discourse; Inquiry; Critical Thinking; Abstract Reasoning; Chemistry; Laboratory Experiments; Hypothesis Testing

Abstract:
One of the goals of science education is to provide students with the ability to construct arguments--reasoning and thinking critically in a scientific context. Over the years, many studies have been conducted on constructing arguments in science teaching, but only few of them have dealt with studying argumentation in the laboratory. Our research focuses on the process in which students construct arguments in the chemistry laboratory while conducting various types of experiments. It was found that inquiry experiments have the potential to serve as an effective platform for formulating arguments, owing to the features of this learning environment. The discourse during inquiry-type experiments was found to be rich in arguments, whereas that during confirmatory-type experiments was found to be sparse in arguments. The arguments, which were developed during the discourse of an open inquiry experiment, focus on the hypothesis-building stage, analysis of the results, and drawing appropriate conclusions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Laboratories; Laboratory Experiments; Theory Practice Relationship; Pretests Posttests; Grade 12; Genetics; Cognitive Processes; Difficulty Level; Learning Modules; Multivariate Analysis; Prior Learning; Instructional Design; Student Characteristics

Abstract:
This study classified students into different cognitive load (CL) groups by means of cluster analysis based on their experienced CL in a gene technology outreach lab which has instructionally been designed with regard to CL theory. The relationships of the identified student CL clusters to learner characteristics, laboratory variables, and cognitive achievement were examined using a pre-post-follow-up design. Participants of our day-long module "Genetic Fingerprinting" were 409 twelfth-graders. During the module instructional phases (pre-lab, theoretical, experimental, and interpretation phases), we measured the students' mental effort (ME) as an index of CL. By clustering the students' module-phase-specific ME pattern, we found three student CL clusters which were independent of the module instructional phases, labeled as low-level, average-level, and high-level loaded clusters. Additionally, we found two student CL clusters that were each particular to a specific module phase. Their members reported especially high ME invested in one phase each: within the pre-lab phase and within the interpretation phase. Differentiating the clusters, we identified uncertainty tolerance, prior experience in experimentation, epistemic interest, and prior knowledge as relevant learner characteristics. We found relationships to cognitive achievement, but no relationships to the examined laboratory variables. Our results underscore the importance of pre-lab and interpretation phases in hands-on teaching in science education and the need for teachers to pay attention to these phases, both inside and outside of outreach laboratory learning settings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Opinions; Graduate Students; Social Influences; Laboratory Experiments; Models; Social Status; Group Dynamics

Abstract:
We develop a theoretical model of social influence in n-person groups. We argue that disagreement between group members introduces uncertainty into the social situation, and this uncertainty motivates people to use status characteristics to evaluate the merits of a particular opinion. Our model takes the numerical distribution of opinions and the relative status of the opinion holders as factors that contribute to social influence, such that the effect of status becomes stronger as uncertainty about a particular position rises due to the distribution of opinions in the group. Our theoretical model implies three hypotheses, which we empirically evaluate with data from a controlled laboratory experiment. The results support the theoretical model. We conclude with limitations, implications and several directions for future research. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Biotechnology; Genetics; Learning Experience; Computer Simulation; Video Games; Laboratory Experiments; Educational Technology; Educational Games; Science Education; Science Instruction

Abstract:
This paper looks at the conceptual differences between video game learning and traditional classroom and laboratory learning. It explores the notion of virtual experience by comparing a commonly used high school laboratory protocol on DNA extraction with a similar experience provided by a biotechnology themed video game. When considered conceptually, the notion of virtual experience is not limited to those experiences generated by computer aided technology, as with a video game or computer simulation. The notion of virtuality can apply to many real world experiences as well. It is proposed that the medium of the learning experience, be it video game or classroom, is not an important distinction to consider; instead, we should seek to determine what kinds of meaningful experiences apply for both classrooms and video games. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Identification (Psychology); Action Research; Social Behavior; Laboratory Experiments; Critical Thinking; Behavior Standards; Problem Solving; Cooperation

Abstract:
Collective action researchers have focused on injunctive norms that specify approved behavior as a panacea for collective action problems. We investigate whether descriptive norms (similar behavior) can also solve these problems. We argue that descriptive norms generate social identification, which then sustains conformity to expectations. Consequently, descriptive norms can characterize both cooperation and non-cooperation, such that cooperative norms sustain successful collective action while noncooperative norms result in collective action failure. Results from two laboratory experiments supported the hypothesis that descriptive norms can sustain collective action success and failure. Further, while normative non-cooperation eroded cooperation for high contributors, normative cooperation had little affect on low contributors. This asymmetry points to a paradox: because they promote group identification, noncooperative descriptive norms can be self-sustaining, with deleterious outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evaluation; Secondary School Students; Instructional Materials; Video Technology; Scientific Concepts; Laboratory Experiments; Science Education; Science Instruction; Evaluation Methods

Abstract:
This paper presents an analysis of the scientific reasoning of a dyad of secondary school students about the phenomenon of dissolution of gases in water as they work on this in a simulated laboratory experiment. A web-based virtual laboratory was developed to provide learners with the opportunity to examine the influence of physical factors on gas solubility in water. An evaluation process involving 180 students revealed that the concepts connected to the dissolution of gas in water caused problems for the students even after having experimented with the virtual laboratory. To investigate the nature of learners' reasoning about the visualised events, 13 video-recorded groups of learners were analysed. This study follows the reasoning of one group that displayed a possibly productive way of solving the problem. The results address the students' general difficulty of discovering something that they are conceptually unprepared for within the virtual laboratory. The analysis shows how the students eventually found a way out of their dilemma by making an analogy with other dissolving processes. In effect, the analysis elucidates some of the analytical work that had to be done by the participants when collaboratively negotiating a shared meaning of a scientific concept in concord with a given task and set of instructional materials. Implications for design might be to provide the learning material with explicit hints that enable students to connect to specific phenomena related to the one investigated concept. The findings show the usefulness of video analytic research, informed by CA and ethnomethodology. This analytical framework can support design processes and provide useful information, which might identify hurdles to learning a scientific concept by simulated events and pathways to overcome these hurdles. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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