1. Research at Sea Madden Center SSV Corwith Cramer

2. Provide an authentic research experience in oceanography for teachers Instill teacher confidence in using inquiry-based science Deliver practical and content knowledge Research at Sea

3. Components Shore I Sea Shore II GENERAL DESIGN: Research at Sea Courses Oceanography Nautical Science Curriculum Design

4. MULTIPLE RESEARCH EXPERIENCES: Research at Sea Shore component I Salt Marsh Survey Oceanography research proposal Sea component Oceanography research sampling Shore component II Oceanography research presentation

5. A Program For Teachers in Using Observations to Develop Research Questions Curriculum design for onshore research experience Relationship between types of observation and quality of research questions Onshore research experience prepared teachers for authentic research experience at sea Research at Sea OUTLINE:

6. RESEARCH ONSHORE: Research at Sea Salt Marsh Survey #1 Initial observation and questions Aided observation and questions

7. GENERAL DESIGN: Research at Sea Salt Marsh Survey #2-3 Comparative observation and questions

8. GENERAL DESIGN: Research at Sea Salt Marsh Summary and Presentation Analytic observation and questions

9. GENERAL DESIGN: Research at Sea Rank1234 Type of Question IllogicalSingle factorSingle factor, complex Ethical, moral, etc. Rank5678 Type of Question Functional, evolutionary Pattern, single factor Relationship, multiple factors Hypothesis Post-Intervention Question Evaluation Marbach-Ad, G. and P. G. Sokolove 2000. Good science begins with good questions JCST v30(3):192 **** Method to evaluate and rank the quality of questions Low quality to  High quality

10. RESULTS: Research at Sea Observation – Question Relationship X = 2.8 N = 45 X = 4.0 N = 17 X = 5.4 N = 15 X = 6.7 N = 15

11. RESULTS: Research at Sea Observation – Question Relationship Power of comparison Power of analysis and reflection Initial Aided Comparative Analytic NS * * * Observation Experiences - Observe w/ senses - Observe w/ equipment - Observe multiple systems - Observe data and summarize

12. RESULTS: Research at Sea Post-Intervention Question Evaluation As we learned more about the marsh our questions became more advanced and in depth. This came from our growing knowledge that we obtained through observations and experiments. The change in question quality indicates a higher awareness and knowledge of salt marshes. As the group spent more time in the field questions that could be potentially be used to form a hypothesis arose. The final questions…indicate a progressively widening base of knowledge from which to propose testable questions.

13. HOW RESEARCH ON SHORE INFORMED RESEARCH AT SEA: Research at Sea Does proximity to point and non- point nutrient sources result in differences in phytoplankton biodiversity and abundance between Stellwagen and Georges Bank? As N/P ratios change with depth in the water column will that influence the abundance of photosynthetic bacteria? High quality questions for research at sea Study design shows scientific rigor Personal experience informed work at sea Confidence in the scientific process

14. Research at Sea A teacher is best when students barely know they exist. Not so good when students obey and acclaim them… But of a good teacher who talks little, when their work is done, their aim fulfilled, the students will say, “We did this ourselves”. Adapted from Lao-Tzu