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Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit

Rose, Nancy L.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149

Abstract Details

2012, Doctor of Philosophy (PhD), Ohio University, Curriculum and Instruction Science Education (Education).
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.
Ralph Martin, PhD (Committee Chair)
Teresa Franklin, PhD (Committee Member)
John Henning, PhD (Committee Member)
Jerry Johnson, EdD (Committee Member)
303 p.
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

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Citations

  • Rose, N. L. (2012). Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149

    APA Style (7th edition)

  • Rose, Nancy. Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit. 2012. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149.

    MLA Style (8th edition)

  • Rose, Nancy. "Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit." Doctoral dissertation, Ohio University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149

    Chicago Manual of Style (17th edition)

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© 2012, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.