HOME HELP FEEDBACK ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Submit Reader Comments Alert me when this article is cited Alert me when Reader Comments are posted Alert me if a correction is posted Services Similar articles in this journal Similar articles in PubMed Sign up for eTOCs Download to citation manager Citing Articles Citing Articles via Google Scholar Google Scholar Articles by Dancy, M. H. Articles by Beichner, R. J. Search for Related Content PubMed PubMed Citation Articles by Dancy, M. H. Articles by Beichner, R. J.

But Are They Learning? Getting Started in Classroom Evaluation

Melissa H. Dancy^*,, and Robert J. Beichner

^* Department of Physics, Davidson College, Davidson, North Carolina 28035; Department of Physics, North Carolina State University, Raleigh, North Carolina 27695

Corresponding author. E-mail address: medancy{at}davidson.edu.

There are increasing numbers of traditional biologists, untrained in educational research methods, who want to develop and assess new classroom innovations. In this article we argue the necessity of formal research over normal classroom feedback. We also argue that traditionally trained biologists can make significant contributions to biology pedagogy. We then offer some guidance to the biologist with no formal educational research training who wants to get started. Specifically, we suggest ways to find out what others have done, we discuss the difference between qualitative and quantitative research, and we elaborate on the process of gaining insights from student interviews. We end with an example of a project that has used many different research techniques.

Key Words: qualitative research • research methods • interviews