Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit
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Ohio University / OhioLINK
2012
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| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149 |
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ndltd-OhioLink-oai-etd.ohiolink.edu-ohiou13437741492021-08-03T05:47:33Z Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit Rose, Nancy L. Behavioral Psychology Biology Cognitive Psychology Curricula Curriculum Development Education Educational Psychology Epistemology Pedagogy Science Education Secondary Education Teaching teaching evolution conceptual development science beliefs motivations biology curriculum concept maps mental models explicit reflective discourse population ecology The purpose of this study was to explore student changes in conceptual development, epistemology, and motivations when evolution concepts are embedded and explicit reflective discourse is used in a unit for population ecology. The two research problems were: 1) What changes are observed in student's conceptual development, epistemology, and motivations when there is explicit reflective discourse within a population ecology unit with embedded evolution?, and 2) In what ways does explicit reflection influence students' mental models within a population ecology unit with embedded evolution? This mixed-method, quasi-experimental study assessed two regular high school biology classes in a small, urban, Midwestern high school. Students in this study had not studied evolution within any formal chapters, but had been immersed in a curriculum with embedded evolution. The study was conducted over a four-week period in a population ecology unit near the beginning of second semester. Instruction emphasized basic conceptions in population ecology. Five key intervention activities included evolutionary concepts as part of an embedded curriculum. The independent variable was explicit reflective discourse with one or two intervention questions after completion of these activities. Data included pre- and posttest surveys measuring (a) evolutionary understanding of natural selection, (b) science beliefs, and (c) science motivations. Written artifacts included (a) explanations to scenarios, (b) pre- and post-argument reflections revealing student's science beliefs and science motivations resultant from two argumentations, and (c) three, pre-, post-, and 6-week final concept maps constructed from 12 concepts. All data sources provided descriptive data. Conceptual change was interpreted from an ontological, epistemological, and motivational perspective. The experimental class receiving explicit reflective discourse showed greater overall increases in conceptual development. Students in both classes constructed teleological and proximate explanations. Overall, the experimental class gave greater numbers of evolutionary explanations. Scored propositions from concept maps showed a mixture of synthetic and scientific conceptions in both classes, however the experimental group showed greater scientific quality. Students in both classes exhibited direct-process ontology. Both classes had high degrees of epistemological and motivational commitments demonstrated by their engagement and subsequent improvements in conceptual development in both evolutionary and ecological conceptions. 2012-09-11 English text Ohio University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149 http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Behavioral Psychology Biology Cognitive Psychology Curricula Curriculum Development Education Educational Psychology Epistemology Pedagogy Science Education Secondary Education Teaching teaching evolution conceptual development science beliefs motivations biology curriculum concept maps mental models explicit reflective discourse population ecology |
| spellingShingle |
Behavioral Psychology Biology Cognitive Psychology Curricula Curriculum Development Education Educational Psychology Epistemology Pedagogy Science Education Secondary Education Teaching teaching evolution conceptual development science beliefs motivations biology curriculum concept maps mental models explicit reflective discourse population ecology Rose, Nancy L. Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit |
| author |
Rose, Nancy L. |
| author_facet |
Rose, Nancy L. |
| author_sort |
Rose, Nancy L. |
| title |
Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit |
| title_short |
Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit |
| title_full |
Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit |
| title_fullStr |
Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit |
| title_full_unstemmed |
Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit |
| title_sort |
embedding evolution: exploring changes in students' conceptual development, beliefs, and motivations in a population ecology unit |
| publisher |
Ohio University / OhioLINK |
| publishDate |
2012 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149 |
| work_keys_str_mv |
AT rosenancyl embeddingevolutionexploringchangesinstudentsconceptualdevelopmentbeliefsandmotivationsinapopulationecologyunit |
| _version_ |
1719425331160416256 |