Research Paper

Spring 2013
Experience/Artifact:
The artifact here is a scientific research paper I worked on with my Fundamental Biological
Investigation class. The writing of this paper not only made me more knowledgeable in the
subject matter, but also in the methods of writing a research paper.
Alignment Number One, Content and Curriculum: Teachers know the subjects they are
teaching. The teacher understands the central concepts, tools of inquiry, and structures of the
disciplines she or he teaches and can create learning experiences that make these aspects of
subject matter meaningful for pupils.
This experience aligns with Wisconsin Standard Number one, Content and Curriculum, because
in this class I was able to not only learn about the different types of algae in our study site, but
to learn about how hydrogen peroxide works in that environment. I was able to understand
some of the major concepts dealing with aquatic systems in nature and also how certain
chemical compounds affect different organisms differently. For this class, my team was in
charge of gathering water from the lake in February. I learned how to use an auger drill so we
could drill a hole in the ice big enough for us to get buckets in, giving me field experience in
collecting samples. Then I learned how to filter the water back in a lab and how to check and
make sure that everything was filtered out and ready to go. Next, I incubated the water
samples with algae added into the sample bottles in varying concentrations and combinations.
This experiment utilized two different types of algae so another skill I learned from this was
how to determine which combinations to use in the sample set. I had to decide how many of
each type to sample, and of what combinations, including a control series. My team and I also
had to come in individually throughout the study period and rotate the samples inside the
incubators. From this I learned the importance of team work and of keeping a record of
procedures of scientific experiments. I feel that I am more competent in standard one as a
result of this work, because I have not only expanded my knowledge of some major concepts of
science, but I have also gained important research and methodology skills that I can take to the
classroom. I am able to use these skills to take central concepts and use inquiry in order to
write a scientific research paper based on my own hypothesis and experiments, and I am now
able to take this experiment and teach it in my classroom.


UW-Platteville KSD Alignment KSD1.a., Demonstrating Knowledge of Content:
This experience and artifact also align with UW-Plattevilles KSD1.a., Demonstrating Knowledge
of Content, because I was able to construct a scientific research paper based on my
experiments, and work with a community partner in the process. I am now able to apply the
knowledge of the scientific content to instructional practices in the classroom, using resources
and methods that I learned while writing this paper to design it specifically for a variety of
students.
KSD1.d.: Demonstrating Knowledge of Resources
KSD2.a.: Creating an Environment of Respect and Rapport
KSD3.a.: Communicating Clearly and Accurately
KSD3.b.: Using Questioning and Discussion Techniques

What I learned about teaching/learning: (in general)
Throughout this class I was presented with challenges of learning new things, and I had to learn
the best way to do those in a semi-professional setting. As an educator it is important to be
able to handle new challenges and experiences in an appropriate manner. With a field like
Biology, the content material is constantly changing and evolving, and it is important to be able
to stay on top of it in order to give the best explanation to the students. During this class I
learned the steps and processes of writing a scientific research paper, which is important
because in order to teach steps of a process, I need to understand them myself. I was put in a
situation that wasnt necessarily the best learning environment due to group work, and I now
understand that group dynamics are a very important part of the learning experience. When
learning new content in a group, some important advantages are having different viewpoints
and ideas coming together. Different people can have different explanations that can help to
form an overall understanding of the material. As a teacher, that is something that should be
considered when assigning groups.
What I learned about myself as a future teacher: (personal)
From this experience I learned how to apply the various research methods that I learned to
create a project for my own students. I am able to bring the problem solving skills that I learned
writing this paper to my classroom. Because of this experience, I am more competent in the
content knowledge of my field and am able to bring research experience to my students.
Although the entire process wasnt easy, I feel that I got a lot out of it, and I think that the
experience with group dynamics is an important life skill to bring to my classroom. Even though
I had never done research, I realized that it was something I was more than capable of, and I
look forward to helping others learn the processes. This experience has given me the skill set
and knowledge-base to share the process of writing and understanding scientific literature with
my students.