Student Interviews

Instrument 6: STELLA Modeling Tool: Student Interview Guide

Project: Computing Simulation Modeling Using STELLA to Enhance Investigative Learning in a Biology Curriculum
Union College

Funding Source: NSF - Division of Undergraduate Education (DUE)

Purpose: To assess curricular changes in science classes

Administered To: Undergraduate plant biology and ecology students at Union College in Spring 2001

Topics Covered:

• Background Characteristics & Activities (Student): academic performance, prior coursework, current coursework
• Comparisons: subject matter
• Content Specific: scientific inquiry — Life science biology
• Lesson/Curriculum Plan: content, activities

Format/Length: 21 open- and 6 closed-ended questions

Interview Guide

Introduction:

As part of a grant we have to improve laboratory teaching at Union, we are interviewing students to help assess the curricular changes. There are no right or wrong answers to the questions you will be asked. We are not trying to evaluate you. Instead, we are attempting to understand what you know about the topics you will be asked about. Please be as honest as possible.

Background Information:

Name:__________________________________ Interview date:_____/______/______

Interviewer:______________________________ Cassette Tape:___________________

Class:    freshman    sophomore     junior    senior    other_____________

Participating Course:_____________________________________

Major:________________________

Other biology courses taken:

• In biology, what course grades do you usually achieve?__________



• In other sciences (chemistry, physics, geology) what grades do you usually achieve?__________



• In non-science courses, what grades do you usually achieve?__________

Interview Questionnaire:

1. What is a hypothesis?



2. How does a scientist formulate a hypothesis? In practice, describe how you believe this is done. That is, where do hypotheses come from?



3. In your laboratory experiences at Union, do you follow a similar process to generate hypotheses?



4. Provide two case studies that describe scientific process.



1. Identify the hypotheses in the paragraphs.



2. Characterize any differences you note between the hypotheses in the two cases.



3. Evaluate which hypothesis is stronger and explain why.



4. For the case that describes the weaker hypothesis, if you were a scientist, what could you do to strengthen it?



5. Have you ever used numerical, quantitative, or simulation models in your science classes?



1. If your answer is "yes"



1. How were models used?



2. Were they used within the framework of the scientific process? Explain how they were or were not.



3. Did you relate the models, their development or their output to experiments in any way? Could they have been?



4. Did modeling precede or follow the generation of hypotheses?