Assessing the Influence of Field- and GIS-based Inquiry on Student Attitude and Conceptual Knowledge in an Undergraduate Ecology Lab

Abstract

Combining field experience with use of information technology has the potential to create a problem-based learning environment that engages learners in authentic scientific inquiry. This study, conducted over a 2-yr period, determined differences in attitudes and conceptual knowledge between students in a field lab and students with combined field and geographic information systems (GIS) experience. All students used radio-telemetry equipment to locate fox squirrels, while one group of students was provided an additional data set in a GIS to visualize and quantify squirrel locations. Pre/postsurveys and tests revealed that attitudes improved in year 1 for both groups of students, but differences were minimal between groups. Attitudes generally declined in year 2 due to a change in the authenticity of the field experience; however, attitudes for students that used GIS declined less than those with field experience only. Conceptual knowledge also increased for both groups in both years. The field-based nature of this lab likely had a greater influence on student attitude and conceptual knowledge than did the use of GIS. Although significant differences were limited, GIS did not negatively impact student attitude or conceptual knowledge but potentially provided other benefits to learners. INTRODUCTIONProblem-based learning (PBL) is learner-centered approach to education that allows students to "conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem" (Savery, 2006). First developed in the 1950s and 1960s, PBL has become popular in science education as it engages students, develops higher-order thinking skills, improves knowledge retention, and enhances motivation (MacKinnon, 1999;Dochy et al., 2003;Savery, 2006). Techniques for creating PBL environments vary, but field experience is often cited as an effective tool to increase student interest and learning by creating an authentic, interactive atmosphere in which students can creatively solve problems (Kern and Carpenter, 1984;Karabinos et al., 1992;Walker, 1994;Hudak, 2003). In addition, use of computers and other instructional and information technologies can support PBL and has also been shown to increase motivation and conceptual knowledge (Kerfoot et al., 2005;Taradi et al., 2005).One such technology is geographic information systems (GIS). GIS has long been used by researchers as a tool to store, manage, analyze, and display spatial data, but they are also increasingly being used by educators as a means to support PBL (Summerby-Murray, 2001;Drennon, 2005). GIS has the potential to enhance learning by creating a studentcentered inquiry environment, creating links between policy and science to help students solve real-world problems, enhancing interdisciplinary learning, enabling students to use the same tools as professionals, and being accessible to a wide range of learners (National Research Council [NRC], 2006). These functions of GIS in education meet the NRC's recommendations for e...

Inquiry‐based ecology laboratory courses improve student confidence and scientific reasoning skills

“…Although student learning gains were significant at multiple institutions that vary substantially in student demographics, within an institution learning gains were not significant in all semesters. Similarly, Simmons et al (2008) found that students involved in an inquiry-based field study of habitat use by fox squirrels (Sciurus niger) showed a significant positive increase in student attitudes in one year but not the other. Furthermore, learning gains in students' knowledge related to habitat features, spatial attributes, and population sampling techniques varied among the three concepts and between years.…”

Student perspectives on the teaching of geographical information systems (GIS) in geography degrees

“…The case for the wider use of GIS (beyond the designated module) is also supported by Simmons et al (2008) who showed that using GIS in ecology improved both students' theoretical understanding and their practical knowledge of ecology. Similarly, Lo et al (2009) found that by creating a GIS map in historical geography students improved their historical and spatial thinking skills.…”

“…The linking of GIS and field teaching nicely illustrates the potential for both "teaching about GIS" (as in GIS modules) and also "teaching with GIS" (using GIS in other modules such as field courses and in subject areas such as Environmental Monitoring and Management) (Sui, 1995). The reinforcement and consolidation achieved by teaching GIS in other modules and contexts can be especially beneficial (Brown & Olson, 2001;Kingston et al, 2012;Lo, Chang, Tu, & Yeh, 2009;Simmons, Wu, Knight, & Lopez, 2008). The extent to which in practice GIS penetrates beyond the designated module is explored further in the "Results" section.…”

Introducing a geographic information system as computer tool to apply the problem‐based learning process in public buildings indoor routing

“…Geographic information systems (GIS) are increasingly being used by educators as a means to support PBL [4][5][6]. Following Simmons et al [7], GIS has the potential to enhance learning by creating a student centered inquiry environment, creating links between policy and science to help students solve real-world problems, enhancing interdisciplinary learning, enabling students to use the same tools as professionals, and being accessible to a wide range of learners.…”