A technique for inspiring scientific inquiry using a creative scenario

Berry, C.M. (2017) A technique for inspiring scientific inquiry using a creative scenario. The American Biology Teacher, 79 (8). pp. 671-677.

Abstract

Teaching scientific inquiry in large interdisciplinary classes is a challenge. We describe a creative problem-based learning approach, using a motivational island crisis scenario, to inspire research design. Students were empowered to formulate their individual scientific inquiry and then guided to develop a testable hypothesis, aims, and objectives in designing a research proposal. Personalized data sets matched to the research objectives were provided to individual students for analysis and presentation. This technique helps students to gain critical insights into the global value of interdisciplinary collaboration toward solving complex real-world problems. Students learn the front end of research, how to formulate a line of scientific inquiry and design an innovative research project- both important skills for them as tomorrow's leaders and entrepreneurs

Item Type:	Journal Article
Publisher:	National Association of Biology Teachers Inc.
Copyright:	© 2017 National Association of Biology Teachers.
URI:	http://researchrepository.murdoch.edu.au/id/eprint/39051

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