Repeatability underpins a basic assumption in science which students must learn in order to evaluate others' research findings as well as to communicate the results of their own research. By attempting to repeat the methods of published studies, students learn the importance of clear written communication, while at the same time developing research skills. I describe three examples of published field studies that can be used as the basis for course exercises on the repeatability of methodology, as well as field sampling techniques, all grounded in the overall topic of environmental change. Two of the exercises returned students to the exact location of the past research that they had previously read from the primary literature, making it possible to clarify the difference between reproducibility and repeatability in field-based research. When student-collected data differed from published results, students explored, through both post-project discussions and written work, factors that could explain this variation, including methodology, ecological succession, and climate change. Assessments and student comments on course evaluations showed that these exercises have a positive impact on students' communication skills and engagement with the scientific process.
You have requested a machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Neither BioOne nor the owners and publishers of the content make, and they explicitly disclaim, any express or implied representations or warranties of any kind, including, without limitation, representations and warranties as to the functionality of the translation feature or the accuracy or completeness of the translations.
Translations are not retained in our system. Your use of this feature and the translations is subject to all use restrictions contained in the Terms and Conditions of Use of the BioOne website.
Vol. 77 • No. 7