Tag: inductive reasoning
BIMS 1300 is a bit of an unusual course to start the BIMS major out on. The title is “Introduction to Scientific Research”, and yet we spend the majority of our time playing and designing games, with only limited time spent discussing the scientific method, the structure of a scientific paper, and the importance of ethical and moral behavior in the sciences. So it might come as a shock that one of the key features of the final exam is the analysis of a scientific paper taken from the Journal of Invertebrate Pathology.
All semester long, I have been telling the 33 students in the class (mostly freshmen) that our approach to learning how scientific research is conducted is taken from “The Karate Kid” – we do things seemingly unrelated to science to learn about science. So we played games to learn about variable and constants, how to use deductive reasoning to isolate variables in order to win the game. The mid-term exam included a simple Sudoku! We read excerpts from “Surely You’re Joking, Mr. Feynman” to learn about observation and controlled experimental design. I give them an article called “Delusions of Gender” that is a great example of how inductive reasoning can go awry if taken beyond the limits of logic. We ran through examples of research misconduct and discussed the high costs of research and played “The Lab” at the NIH-ORI website.
And their final exam included evaluation of a scientific paper. They told me which paragraphs fit into each part of an IMRAD format paper. They evaluated logic used in the Results and Discussion section. They identified variables and constants in the table and figure. Then, on page two of the exam they looked at a flawed study, pointed out the mistakes and designed a better approach. And they explained how the games their groups created use these same methods and approaches and skills.
How did they do? As students in the course have done over the past four years, they were able to show me they “get it” about how we use the tools of science on a daily basis as we go about our decision-filled lives. And I am certain the experience of this class will help our students approach their sophomore classes, including organic chemistry, genetics, and human physiology from a more critical and thoughtful perspective.
The second game created as a final project by students in BIOL 1300 Intro to Scientific Reseaarch was called “DX – Diagnosis”. This medical mystery game was created by team members Brianna Schuck, Rachel Walter, Elise Hager, Jared Cramer, Kim Morton, and Kirk Leverton.
DX is a multiplayer game that pits teams against each other to diagnose diseases and prescribe appropriate treatments. Each player of each team has to earn their medical license and keep it up to date to play a part in the game. Students can earn money to purchase clues for making their diagnoses as they answer questions and move around the board.
All students in the class played the three games and rated them on their playability, their conformance to the expected specifications, and their inclusion of elements from the course – use of inductive and deductive logic, cause and effect, repetitive use of the question-test-analysis cycle, and so forth. Students rated it highest in the science content of this game. They were particularly impressed with the quality of the game board and sophistication of thought that went into the game design. It was felt this could become a great game for helping prepare future doctors and nurses through an interactive and fun game. Congratulations to these students for creating such an attractive and engaging game.
The final project for the lab this semester in BIMS 1300 Introduction to Scientific Research is development of games that implement all of the concepts we’ve learned this semester. The checklist of specifications is extensive and each must be defended by the inventors:
- must require players to use the basics of the scientific method,
- must require qualitative and quantitative observations and analysis,
- must address concepts of accuracy and precision,
- must include elements of “cause and effect”,
- must require players to use inductive and deductive reasoning,
- must include elements of observation without intervention, controlled experimentation, and statistical correlation with intervention (the photo shows a plan one group will use to replicate a double-blind study as players land on particular spaces of their game board).
Three teams are hard at work, with two games focused on college life and the third centered on a “you be the doctor” approach to medical diagnosis and treatment. Each team will present their game to the class on November 29th, and each team will play each other’s games during the week and critique them based on a rubric incorporating all specifications (there are more than those listed above).
Who knows – maybe one of these will be on your 2011 Christmas list!
All along this semester I’ve told my students we were taking a “wax on, wax off” approach to learning how scientists work (if that flew over your head, watch Karate Kid and you’ll see what I’m talking about). Even in their final lab project they are seeing how skills used by scientists are applicable to approaching problems they encounter in every day life. Better critical thinkers developed in a fun and creative environment should prepare these students well for their advanced science courses.