scientific teaching 12 october 2004 diane ebert-may department of plant biology michigan state...
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Scientific Teaching
12 October 2004
Diane Ebert-MayDepartment of Plant Biology
Michigan State University
[email protected]://first2.org
Goals for today
Teams will...
Design learning objectives for the teachable unit.
Practice using Bloom’s taxonomy for writing objectives.
Build a concept map of the teachable unit.
Identify desired
results/goals
Determine acceptable evidence
Design learning experiences
and instruction
Teachable Unit
What Type of Learning?
Bloom (1956)
6 major categories in the Cognitive Domain of Educational Objectives
Condense to 4 - realistic to work with
Cognitive Levels
Knowledge - rememberUnderstanding and Application -
grasp meaning, use, interpretCritical Analysis - original thinking,
open-ended answers, whole to parts, parts to whole, evaluation
Synthesis - make connections
What is assessment?
Data collection with the purpose of answering questions about…
students’ understanding
students’ attitudes
students’ skills
instructional design and implementation
curricular reform (at multiple grainsizes)
Why do assessment?
Improve student learning and development.
Provides students and facultysubstantive feedback about student understanding.
Challenge to use disciplinary research strategies to assess learning.
Assessment GradientAssessment Gradient
High
Ease of
Assessment
Low
Multiple Choice, T/F
Diagrams, Conceptmaps, Quantitative
response
Short answer
Essay, Researchpapers/ reports
Oral Interview
Low
Potential for
Assessment of
Learning
High
Does active, inquiry-based instructional design influence students’ understanding of evolution and natural selection?
Pre-Posttest Analysis
■ Changes in a population occur through a gradual change in individual members of a population.
■ New traits in species are developed in response to need.
■ All members of a population are genetically equivalent, variation and fitness are not considered.
■ Traits acquired during an individual’s lifetime will be inherited by offspring.
Alternative Conceptions: Natural Selection
(AAAS 1999)
Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.
Misconception: individuals evolve new traitsMisconception: individuals evolve new traits
% o
f S
tud
ents
n=80; p<.01
Misconception: evolution is driven by needMisconception: evolution is driven by need
% o
f S
tud
ents
n=80; p<.01
In guppy populations, what are the primary changes that occur gradually over time?
In guppy populations, what are the primary changes that occur gradually over time?
a. The traits of each individual guppy within a population gradually change.
b. The proportions of guppies having different traits within a population change.
c. Successful behaviors learned by certain guppies are passed on to offspring.
d. Mutations occur to meet the needs of the guppies as the environment changes.
Anderson et al 2002
Animal/Tree Posttest: Gain in student understanding of fitnessAnimal/Tree Posttest: Gain in student understanding of fitness
% o
f S
tud
ents
n=80; p<.01
Hierarchy
has
Structure
has
Concept Maps
Visual DiagramsOr Models
are represent
Knowledge or Understanding
Concepts
display
connectedwith
Linking Words
Used for
Assessment Organization
Reflection &Learning
promotes
Context
is constructedwith
NewInformation
PriorKnowledge