Using Large Data Sets for Open-Ended Inquiry in Undergraduate Science Classrooms
AuthorO'Reilly, Catherine M
Gougis, Rebekka D
Klug, Jennifer L
Carey, Cayelan C
Richardson, David C
Bader, Nicholas E
Soule, Dax C
Weathers, Kathleen C
AffiliationUniv Arizona, Dept Hydrol & Atmospher Sci
MetadataShow full item record
PublisherOXFORD UNIV PRESS
CitationCatherine M O'Reilly, Rebekka D Gougis, Jennifer L Klug, Cayelan C Carey, David C Richardson, Nicholas E Bader, Dax C Soule, Devin Castendyk, Thomas Meixner, Janet Stomberg, Kathleen C Weathers, William Hunter; Using Large Data Sets for Open-Ended Inquiry in Undergraduate Science Classrooms, BioScience, Volume 67, Issue 12, 1 December 2017, Pages 1052–1061, https://doi.org/10.1093/biosci/bix118
Rights© The Author(s) 2017. Published by Oxford University Press on behalf of the American Institute of Biological Sciences. All rights reserved.
Collection InformationThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at firstname.lastname@example.org.
AbstractAnalysis and synthesis of large and complex data sets are increasingly important components of scientific research. To expose undergraduate students to these data sets and to develop valuable data-analysis skills, a team of environmental scientists and education researchers created Project EDDIE (Environmental Data-Driven Inquiry and Exploration). Project EDDIE is a pedagogical collaborative that develops and assesses flexible modules that use publicly available, large data sets that allow students to explore a range of concepts in the biological, earth, and environmental sciences. These modules have been implemented in a range of courses, class sizes, and institutions. We assessed six modules over eight courses, which were taught to a total of 1380 students. EDDIE modules led to significant improvements in these students' competence using spreadsheet software, as well as their conceptual understanding of how to use large, complex data sets to address scientific problems. Furthermore, the students reported positive and informative experiences using large data sets to explore open-ended questions.
Note12 month embargo; Published online: 08 November 2017
VersionFinal accepted manuscript
SponsorsNational Science Foundation's Transforming Undergraduate Education in Science, Technology, Engineering, and Mathematics (TUES) ; National Association of Geoscience Teachers (NAGT)