Implementation and Evaluation of the Model of the Use of Evolutionary Trees (MUET) Curricular Module in an Introductory Organismal Biology Course

Autor/inn/en	Kong, Yi; Apodaca, Jennifer; Olimpo, Jeffrey T.
Titel	Implementation and Evaluation of the Model of the Use of Evolutionary Trees (MUET) Curricular Module in an Introductory Organismal Biology Course
Quelle	In: International Journal of Science Education, 44 (2022) 15, S.2381-2396 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kong, Yi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2124132
Schlagwörter	Evolution; Biology; Science Instruction; Introductory Courses; Comparative Analysis; Student Attitudes; Undergraduate Students; Laboratory Experiments; Teaching Methods; Thinking Skills; Units of Study; Genetics; Instructional Effectiveness; Educational Resources; Teaching Assistants; Hispanic American Students; Minority Serving Institutions + Suchen Sie Ihr Suchwort? Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Schülerverhalten; Laboratory work; Laborarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Lerneinheit; Humangenetik; Unterrichtserfolg; Bildungsmittel; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	The Model of the Use of Evolutionary Trees (MUET)-curricular module that systematically and comprehensively introduces the learning of evolutionary trees for the lower-level college students was developed and implemented in an introductory organismal biology laboratory course at a mid-size, doctoral degree-granting institution. A quasi-experimental, nonrandomised control group, pretest--posttest research design was used to assess students' improvement of their tree-thinking ability. In this study, the students in the MUET-curricular module were the experimental group (N = 174) and the students in the traditional curricular module were the control group (N = 170). Paired t-test results revealed a statistically significant increase in students' tree-thinking ability in the MUET-curricular module (t(173) = -4.38; p < 0.001). Wilcoxon signed rank test results demonstrated a statistically significant increase in students' self-reported perceptions of their tree-thinking ability in the cognitive dimension in the MUET-curricular module (z = -5.68, p < 0.01, r = -0.32). Results show that the MUET-curricular module can be used in the introductory biology contexts as an effective teaching resource in the teaching and learning of tree-thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01