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STUDENTS LEARNING FROM THE SKULL EVOLUTION LAB: PERCEPTION OF GOALS, DRAWING CONCLUSIONS, AND THE RELATION BETWEEN EVIDENCE AND BIOLOGICAL KNOWLEDGE

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posted on 03.01.2022, 01:10 by Shuangting LiShuangting Li

Biology education in both high school and college calls for integrating scientific knowledge and reasoning into authentic laboratory in recent years. Students are expected to learn science by participating in the process of inquiry, argumentation, and explanation.

The purpose of this study is to investigate how the 9th and 12th grade students interpret their learning experiences during laboratory activities and evaluate students’ use of biological knowledge and understanding about the nature of science.

The results suggest most students were able to understand the main purpose of the laboratory activities. Most students were able to use change across traits to support the conclusion of evolutionary change. However, only a small number of students realized the limitation of the evidence.

Overall, this study provides support that the conceptual analysis of disciplinary evidence scaffolded activity helps both 9th graders and 12th graders with their authentic laboratory experience during laboratory activities.

Funding

Exploring Biological Evidence: Helping Students Understand the Richness and Complexity of Evidentiary Constructs in Biology

Directorate for Education & Human Resources

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History

Degree Type

Master of Science

Department

Educational Studies

Campus location

West Lafayette

Advisor/Supervisor/Committee Chair

Ala Samarapungavan

Additional Committee Member 2

Toni Kempler Rogat

Additional Committee Member 3

Kari Clase

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