{"id":4038,"date":"2012-11-23T11:24:51","date_gmt":"2012-11-23T17:24:51","guid":{"rendered":"https:\/\/www.kabt.org\/?p=4038"},"modified":"2012-11-23T11:25:12","modified_gmt":"2012-11-23T17:25:12","slug":"laboratoryfield-notebooks-in-biology-classrooms","status":"publish","type":"post","link":"https:\/\/www.kabt.org\/?p=4038","title":{"rendered":"Laboratory\/Field Notebooks in Biology Classrooms"},"content":{"rendered":"

I’ve been talking to different folks about lab notebooks so they are on my mind.\u00a0 I looked up this\u00a0thread\u00a0<\/a>on the AP Biology Community website and I am hoping to revive the discussion since I think lab notebooks are one of the essential tools needed to fully implement inquiry in the classroom. \u00a0The AP Community is an incredible group of folks that like to collaborate on trying to work out effective instructional strategies.\u00a0 But what form should these notebooks take?\u00a0 How do I grade them?\u00a0 What are my goals and how do I get my students to buy in to the same goals?\u00a0 How do I use the notebooks and how do the students benefit?\u00a0 Is this assignment for the students or is it for me?<\/p>\n

During the discussions about notebooks, I generally point out to other teachers, that I try to make the notebook something the students choose to do or, even, to begin enjoy doing.\u00a0 My general strategy has been to make assignments that rely on the completeness and accuracy of a good laboratory notebook to complete.\u00a0 In other words, I make sure to give the students high value assignments that almost required they return to their well-drafted, notebooks to be successful.\u00a0 The notebooks are introduced with explicit instructions and general guidelines but it very important for students to take ownership and pride in their notebooks.\u00a0 For that to happen it is my contention that the students need to have some responsibility for developing their own style and approach to a notebook. \u00a0 To that end, when I make the notebook assignment, I try to create the need and rationale while at the same time show the students numerous examples of past student notebooks and actual examples from research scientists. \u00a0I encourage\/require drawings, art, and reflection. \u00a0I want the notebooks to become something the student values and is proud of. \u00a0I want it to become a tool of reflection. \u00a0I do not overemphasize the formal laboratory notebook–the legal document though I do try and point out how important it is to record your thoughts as a record establishing your intellectual property. \u00a0Since, my classroom was typically a mix of field work and lab work, I also sought to have my students develop a hybrid notebook—both a field and lab notebook. \u00a0We also explored the idea of using the notebook as a parking place for working out ideas and thoughts for biology related topics.<\/p>\n

The bugaboo with notebooks has always been grading. \u00a0How do you grade so many different notebooks fairly, consistently and with any regularity? \u00a0My short answer is that you don’t. \u00a0Mostly, my students receive what woud best be termed completion credit if I see enough evidence that they are making a good faith effort. \u00a0I also offer feedback to help them improve their notebook but the other assignments where a good notebook paid dividends is usually all the motivation my students need. \u00a0(BTW, one of those assignments when I was teaching high school biology was a lab final for two separate 9 weeks periods where every student carried out an original research question over some lab topic we had covered earlier.) \u00a0The other thing that we use to help students improve their notebooks is peer review. \u00a0There are always outstanding examples of notebooks early on and I make a big deal about these for all to see (with permission from the student). \u00a0Seeing other exceptional student work can really help move the bar for others–as long as they don’t feel like they have to meet or exceed these standards.<\/p>\n

When I first started using notebooks in the classroom there were really very few resources to help guide the effort. \u00a0That really is not the case today. \u00a0Here are some to get you started:<\/p>\n

Check out this\u00a0powerpoint presentation from Richard Cellarius<\/a>\u00a0for inspiration and rationale for why you might want to make notebooks a point of emphasis in your lab program. \u00a0I am particularly\u00a0enamored\u00a0with the thought of a “gamesworth of reasoning”<\/p>\n

Googling “laboratory notebook guidelines” or “keeping a field journal” will get you all sorts of resources\u00a0like this guide from Rice University<\/a>\u00a0or this\u00a0great resource from Colin Purrington<\/a>. \u00a0Consider adding “ppt” or “pdf” to your google search to expand your search.<\/p>\n

A classic book to help guide the development of Laboratory notebooks is: \u00a0Writing the Laboratory Notebook by Howard M. Kanare and from the American Chemical Society<\/a><\/p>\n

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One of my mentors was Dr. Henry Fitch. \u00a0Dr. Fitch introduced me to the\u00a0Grinnell method<\/a>\u00a0for keeping field notes. \u00a0Dr. Fitch had studied under Grinnel and like so many others kept meticulous field notes. \u00a0You can get a feel for how to keep notes using this method from this archived Miscellaneous\u00a0Publication No. 30 \u00a0of the University of Kansas Museum of Natural History: \u00a0“Collecting and Preparing Study Specimens of Vertebrates” by E. Raymond Hall<\/a><\/p>\n

One of the best ways to learn to journal or to keep a notebook is to look at others for examples.<\/p>\n

To that end no resource is better than\u00a0Field Notes on Science and Nature edited by Michael R. Canfield.<\/a><\/p>\n

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This book is just that, a repository of samples from field journals. \u00a0It is a beautiful and inspiring book. \u00a0Be sure to check it out.<\/p>\n

\u00a0Cornell Sapsucker Woods<\/a>\u00a0naturally has some guidance as well.<\/p>\n

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Field notebooks from some of the ornithologists who have worked at the Cornell Laboratory for Ornithology.<\/dd>\n<\/dl>\n<\/div>\n

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The Field Book Project<\/a>\u00a0at the Smithsonian has a number of great examples as well. \u00a0With a\u00a0number of images here.<\/a><\/p>\n

The Naturalist’s Field Journal, A Manual of Instruction Based on a System Established by Joseph Grinnell<\/a>\u00a0by Steven G. Herman brom Buteo Books is also an excellent resource but it is out of print and unfortunately when copies are available they are very expensive. \u00a0Still you may get lucky.<\/p>\n

I have found that\u00a0How to Keep a Naturalist’s Notebook by Susan Leigh Tomlinson<\/a>\u00a0and\u00a0Illustrating Nature, Right-brain Art in a Left-brain World by Irene Brady<\/a>\u00a0to both be excellent books to inspire students on layout, art and approach.<\/p>\n

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I’ve been talking to different folks about lab notebooks so they are on my mind.\u00a0 I looked up this\u00a0thread\u00a0on the AP Biology Community website and I am hoping to revive the discussion since I think lab notebooks are one of the essential tools needed to fully implement inquiry in the classroom. \u00a0The AP Community is
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