Which Way Is Better? Comparison of Two Interactive Modeling Approaches for Teaching Meiosis in an Introductory Undergraduate Biology Course

Autor/inn/en	Metzger, Kelsey J.; Yowler, Joanna Yang
Titel	Which Way Is Better? Comparison of Two Interactive Modeling Approaches for Teaching Meiosis in an Introductory Undergraduate Biology Course
Quelle	In: American Biology Teacher, 81 (2019) 2, S.98-109 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Comparative Analysis; Teaching Methods; Biology; Genetics; Introductory Courses; Undergraduate Students; Active Learning; Models; Instructional Effectiveness; Science Achievement; Student Attitudes; Learning Activities + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Humangenetik; Einführungskurs; Aktives Lernen; Analogiemodell; Unterrichtserfolg; Schülerverhalten; Lernaktivität
Abstract	The processes of mitosis and meiosis are oft-cited and long-standing examples of concepts that are difficult for students to learn and understand. While there are many examples in the literature of "how-to-do-it," innovative instructional approaches for teaching mitosis and meiosis, publications that include measurement of learning gains are fewer. Moreover, when measurement of learning gains are reported, the outcomes of innovative approaches are most often compared to outcomes from traditional lecture-format instruction. In contrast, this research compares two active-learning approaches to teaching meiosis through modeling in an introductory undergraduate biology course for health sciences majors. Items from the published, validated Meiosis Concept Inventory were used for pre- and post-instruction assessment. In addition, we collected data regarding student perceptions of the learning experience in each modeling scenario through two Likert-scale items and two free-response items. Overall, students demonstrated significant learning gains from pre- to post-assessment. We found no significant differences in performance on the posttest between the two modeling approaches, indicating that the selection of the modeling activity used to support student learning can be made on the basis of other criteria, such as instructor preference, physical classroom layout, or available supplies. (As Provided).
Anmerkungen	University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: customerservice@ucpressjournals.com; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01