Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology Course

Autor/inn/en	Smith, James J.; Cheruvelil, Kendra Spence; Auvenshine, Stacie
Titel	Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology Course
Quelle	In: CBE - Life Sciences Education, 12 (2013) 3, S.542-552 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.11-08-0066
Schlagwörter	Biology; College Science; Introductory Courses; Undergraduate Students; Student Evaluation; Thinking Skills; Evolution; Visual Aids; Instructional Effectiveness; Science Instruction; Pretests Posttests; Achievement Gains; Science Achievement; Science Tests; Comparative Analysis; Michigan + Suchen Sie Ihr Suchwort? Biologie; Einführungskurs; Schulnote; Studentische Bewertung; Denkfähigkeit; Anschauungsmaterial; Unterrichtserfolg; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement gain; Leistungssteigerung
Abstract	Phylogenetic trees provide visual representations of ancestor-descendant relationships, a core concept of evolutionary theory. We introduced "tree thinking" into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted of designing and implementing a set of experiences to help students learn to read, interpret, and manipulate phylogenetic trees, with a particular emphasis on using data to evaluate alternative phylogenetic hypotheses (trees). To assess the outcomes of these learning experiences, we designed and implemented a Phylogeny Assessment Tool (PhAT), an open-ended response instrument that asked students to: 1) map characters on phylogenetic trees; 2) apply an objective criterion to decide which of two trees (alternative hypotheses) is "better"; and 3) demonstrate understanding of phylogenetic trees as depictions of ancestor-descendant relationships. A pre-post test design was used with the PhAT to collect data from students in two consecutive Fall semesters. Students in both semesters made significant gains in their abilities to map characters onto phylogenetic trees and to choose between two alternative hypotheses of relationship (trees) by applying the principle of parsimony (Occam's razor). However, learning gains were much lower in the area of student interpretation of phylogenetic trees as representations of ancestor-descendant relationships. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10