An Overview of Experimental Design (original) (raw)
Related papers
2013
In this study, we investigated how prospective science teachers plan germination experiments. Two hundred thirty-three students from three different German universities in their first to sixth year of educational studies were asked in paper-and-pencil tests which materials were necessary to germinate garden cress (Lepidium sativum). Two different types of tests were utilized, one test named possible materials to be used (guided response), the other one did not (open-ended response). Our hypothesis was that guided response tests would lead to plan experiments more recipe-like in the form of confirmatory experiments without control-of-variable-strategy. The participants\u27 answers were assessed using a rubric system. The categories were classified in line with two process variables "generating hypotheses " and "planning experiments" discussed by Mayer (2007) in his model of scientific reasoning, and a third process variable we labelled "naming expected result...
On the Possibility of Crucial Experiments in Biology
The British Journal for the Philosophy of Science, 2019
The paper analyzes in detail the Meselson-Stahl experiment, identifying two novel difficulties for the crucial experiment account, namely the fragility of the experimental results and the fact that the hypotheses under scrutiny were not mutually exclusive. The crucial experiment account is re-jected in favor of an experimental-mechanistic account of the historical significance of the exper-iment emphasising that the experiment generated data about the biochemistry of DNA replication independently of the testing of the semiconservative, conservative and dispersive hypotheses.
Application of experimental designs for genetic study
Bhartiya Krishi Anusandhan Patrika, 2018
Design of experiments are mainly consist of two parts. One as construction and second is data analysis using the inference drawn. In this article we have described some of the methods used for diallel crosses and partial diallel crosses in plant breeding. A procedure for analysis of these type of designs was also described in sequel. These type of experiments are generally used for both animal as well as plant breeding experiments. An illustration of the analysis of mating designs is also described with results.
A conceptual basis and an approach to the planning of experiments
"A conceptual basis and an approach to the planning of experiments. The texts and the teaching of Experimental Statistics emphasize the statistical analysis and consider superficially the planning of experiments. The definitions of basic concepts, such as experimental factor, experimental material, experimental unity, experimental error, and experimental design are inaccurate, incomplete and ambiguous. The consequences are the misunderstanding of their meanings and incorrect application, flaws in the planning and analysis of experiments, biased inferences and waste of resources. The dissatisfaction with these concepts is salient in the literature. For example, Brien & Demétrio (1998) revise and discuss the diversity of opinions regarding the identification of the experimental unit in grazing experiments. Silva (1997) suggests a conceptual basis for the experimental research, founded on a revision of the concepts that are presented in the literature. Silva (1999) discusses the flaws that can originate from the usual concepts and presents procedures for inferences based on Silva (1997). The purpose of this presentation is the revision of concepts and methods that are basic for the experimental research and particularly for the design of experiments."
Hypothesis Generation in Biology
The American Biology Teacher, 2015
Helping students understand and generate appropriate hypotheses and test their subsequent predictions – in science in general and biology in particular – should be at the core of teaching the nature of science. However, there is much confusion among students and teachers about the difference between hypotheses and predictions. Here, I present evidence of the problem and describe steps that scientists actually follow when employing scientific reasoning strategies. This is followed by a proposed solution for helping students effectively explore this important aspect of the nature of science.