Presentation Title

Inquiry Based Learning Using Instagram: Understanding Biotic and Abiotic Actors in a Pond Ecosystem

Location

Nessmith-Lane Atrium

Session Format

Poster Presentation

Research Area Topic:

MBI - Molecular Biology Initiative

Abstract

STEMstars/Molecular Biology Initiative (MBI) is a NSF supported program at Georgia Southern University that provides biology active-learning exercises to regional high school students. Social media has been used as a tool to enhance high school education, yet Instagram (a photo-sharing app), is rarely used in science classes. We developed an exercise for 9th and 11th grade environmental biology and biology students, integrating social media with the curriculum of teaching abiotic and biotic factors. We taught the module over two 50-minute class periods. In groups of four, students sampled fish, plants, macroinvertebrates, and amphibians of an on-site pond. Students also used a YSI-data-sonde to collect abiotic data such as dissolved oxygen, pH, salinity, conductivity, and temperature. Students were able to connect important concepts by constructing foodwebs and foodchains. In addition, students were able to predict which species are vulnerable to fluctuations in abiotic factors. Students were encouraged to make further connections by taking photographs of abiotic and biotic factors they encounter on a daily basis. Photographs were uploaded to a shared Instagram account. This exercise follows curriculum to fulfill Georgia learning requirements while engaging high-school students using social media.

Presentation Type and Release Option

Presentation (Open Access)

Start Date

4-16-2016 10:45 AM

End Date

4-16-2016 12:00 PM

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Apr 16th, 10:45 AM Apr 16th, 12:00 PM

Inquiry Based Learning Using Instagram: Understanding Biotic and Abiotic Actors in a Pond Ecosystem

Nessmith-Lane Atrium

STEMstars/Molecular Biology Initiative (MBI) is a NSF supported program at Georgia Southern University that provides biology active-learning exercises to regional high school students. Social media has been used as a tool to enhance high school education, yet Instagram (a photo-sharing app), is rarely used in science classes. We developed an exercise for 9th and 11th grade environmental biology and biology students, integrating social media with the curriculum of teaching abiotic and biotic factors. We taught the module over two 50-minute class periods. In groups of four, students sampled fish, plants, macroinvertebrates, and amphibians of an on-site pond. Students also used a YSI-data-sonde to collect abiotic data such as dissolved oxygen, pH, salinity, conductivity, and temperature. Students were able to connect important concepts by constructing foodwebs and foodchains. In addition, students were able to predict which species are vulnerable to fluctuations in abiotic factors. Students were encouraged to make further connections by taking photographs of abiotic and biotic factors they encounter on a daily basis. Photographs were uploaded to a shared Instagram account. This exercise follows curriculum to fulfill Georgia learning requirements while engaging high-school students using social media.