Résumés de l'ABC 2001 ( Kelowna)

Co-operative learning and problem solving in upper year botany courses.

An integrated approach to scientific communication in 2nd-year botany

Using rose galls for field exercises in community ecology and island biogeography

One approach to the undergraduate lecture: Outlines, semi-notes, slides and odds and ends.

Co-operative learning and problem solving in upper year botany courses. MAXWELL, C.D. Biology Department, Trent University, Peterborough, Ontario, K9J 7B8 cmaxwell@trentu.ca

A method for learning co-operatively involving a problem-solving session has been used in two upper year botany courses, the Biology of Algae and Cyanobacteria, and Plant Population Biology. The problem solving session takes place towards the end of each course. The format is as follows. 1) Four weeks prior to the session, students sign up for a particular problem, with a maximum of five per problem, and carry out individual literature research. Examples of the problems will be provided. 2. At the start of a three hour session, students meet in their groups for about 90 minutes, during which they pool their information, and develop a 20 minute presentation outlining a solution or solutions to their specific problem. Following the presentation there is time for interaction with the audience. 3. Students write individual reports which are submitted for grading. Comments on course evaluations have been very positive. Students have enjoyed researching the literature for answers, the pooling of information and discussions with other group members. Of particular value is the realization that what they have learnt in the course has practical applications in the real world.

An integrated approach to scientific communication in 2nd-year botany. FREGO, K.A. Department of Biology, University of New Brunswick, Saint John, NB, E2L 4L5. frego@unbsj.ca

Most second-year biology students use scientific publications to seek information, however few are aware of the role of scientific conferences, and most express extreme anxiety at the thought of oral presentations. If we aim to prepare students to be scientists, then explicit training in all aspects of scientific communication is essential. In Introductory Botany, 1 use a series of exercises to introduce these aspects and to model "what scientists do". First we analyze one botanical research paper in class, constructing a 4-5 sentence summary in lay terms. Each student then chooses a paper, prepares a written summary, and is evaluated on extraction of key components. Before they present their 10-min oral version of the paper in a mini-conference setting (with written summaries as conference abstracts), 1 attempt to lower their anxiety and help them to succeed by: (1) developing an evaluation rubric in class, based on a comic presentation loaded with common failings, (2) assembling conference groups of < 8 students, with 4 presenting per session, (3) providing structured, anonymous, (and vetted) written peer feedback, and (4) presenting combined peer and instructor feedback in a constructive one-on-one discussion setting. In anonymous voluntary evaluations, many students report increased confidence and lower anxiety concerning oral presentations, clearer understanding of scientific writing and the publication process, and awareness of the peer review process. Such evidence is neither objective nor repeatable, but the students' perceptions are worth considering!

Using rose galls for field exercises in community ecology and island biogeography. LALONDE, R.G.(l) and SHORTHOUSE, J.D. (2) (1) Department of Biology, Okanagan University College, 3333 College Way, Kelowna, B.C. (2) Department of Biology, Laurentian University, Sudbury Ontario bglalonde@ouc.bc.ca

The equilibrium theory of island biogeography proposes a balance between extinction and colonization to explain the general phenomenon whereby species diversity increases as a function of habitat area. This theory is frequently used as the conceptual basis for making habitat conservation and management decisions and is a major topic covered in any community ecology course. Consequently, a simple way of demonstrating the species-area phenomenon and its mechanistic basis during one university-level laboratory period has great pedagological value. We describe a simple laboratory exercise, using the community of cynipid gall-inducers associated with wild roses, which we developed to demonstrate species-area relationships. The process of sampling and data analysis can be accomplished in a single three hour period.

One approach to the undergraduate lecture: Outlines, semi-notes, slides and odds and ends. DAVIS, A.R. Department of Biology, University of Saskatchewan, Saskatoon, SK. S7N 5E2 davisa@duke.usask.ca

After trying various teaching methods in lectures directed to undergraduate students, I have settled on a style that amalgamates techniques gleaned from Master Teachers, learned at Instructional Development workshops, and from certain professors whom I was fortunate enough to be instructed by, during my own undergraduate training. My main medium of presentation has become the overhead projector, and I use two of them if facilities permit. At the start of each class I project a lecture outline prepared to display the key topics for that day. In most lectures, students are also supplied with a handout that purposefully is only partially complete. This technique, known on our campus as "semi-notes", seems to help keep students attentive and enhances their interaction when the missing portions of the handout (projected as an overhead) are completed, normally with their input. Kodachrome slides are also a regular feature in my lectures, often used in a recapitulative role to help reinforce the material presented earlier in the class. The advantages and disadvantages to this approach are numerous and will be discussed.