On the Practical Aspects of Incorporating Field-based Projects into Introductory Oceanography

Abstract

Field-based projects provide a way for students in introductory oceanography to experience the process of scientific inquiry. However, in order to provide genuine field experiences for a class of forty-eight students significant restructuring of a traditional oceanography course is required, together with a substantial investment in field equipment. Course reorganization needs to provide hands-on instruction with field equipment and adequate time in the field to collect data. Moreover, students need to be taught how to design and carry out a scientific study, as well as how to process data and make meaningful interpretations. Necessary equipment includes a large boat, sonar system, laptop computer, sediment, water, and biologic sampling equipment, together with access to lab computers with software for data processing, plotting and map making. To assess skills and knowledge I use pre- and post-course concept inventory tests, together with a combination of instructor- peer- and self-evaluations at various stages throughout the project. Assessments compiled over three years indicate that the benefits to students include improved critical thinking skills, an increase in oceanographic knowledge, greater confidence in the use of instrumentation, high interest in field-based projects and positive experiences with the process of scientific inquiry. The main draw back to the instructor is the extensive record keeping that is required.