Apprenticeships, Collaboration and Scientific Discovery in Academic Field Studies

Abstract

Teachers may use apprenticeships and collaboration as instructional strategies that help students to make authentic scientific discoveries as they work as amateur researchers in academic field studies. This concept was examined with 643 students, ages 14-72, who became proficient at field research through cognitive apprenticeships with the Smithsonian Institute, School for Field Studies and Earthwatch. Control student teams worked from single research goals and sets of methods, while experimental teams varied goals, methods, and collaborative activities in Kenya, Costa Rica, Panama, and Ecuador. Results from studies indicate that students who conducted local pilot studies, collaborative symposia, and ongoing, long-term fieldwork generated significantly more data than did control groups. Research reports of the experimental groups were ranked highest by experts, and contributed the most data to international science journals. Data and anecdotal information in this report indicate that structured collaboration in local long-term studies using apprenticeships may increase the potential for students' academic field studies contribution of new information to science.

A comparative study between outcomes of an in‐person versus online introductory field course

“…In their traditional in‐person formats, field courses are an important tool for retention, success, and equity in science majors, especially for underrepresented minorities (URM) (Beltran et al., 2020). These benefits emerge from the many positive factors impacted by field courses including self‐efficacy (Beltran et al., 2020; Dillon, 2013; Kortz et al., 2020), science and peer community (Epstein et al., 2015; Anderson and Miskimins, 2006; Haywood et al., 2016; Madden et al., 2012), and comfort in the outdoors (Carlone et al., 2016; van der Hoeven Kraft et al., 2011; Jolley et al., 2018). Despite these benefits, university support for field courses is diminishing, highlighting the importance of research that explores barriers, outcomes, and impacts of field courses (Cotton & Cotton, 2009; Moore, 2001; Smith, 2004).…”

Promoting inclusion in ecological field experiences: Examining and overcoming barriers to a professional rite of passage

“…Ward et al (2018) describe a program in which they built an undergraduate research experience situated within a sense of place that includes not only the physical environment but the cultural heritage of the Native American tribes with whom the course is designed and enacted. Others have also reported positive learning and affective outcomes when underrepresented students contribute to the course design (Peasland et al 2019) though instructors may need to concede some core values to be truly inclusive (Stokes et al 2011, Madden et al 2012).…”