Collaboratively generating and critiquing technology-enhanced concept maps to improve evolution education
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This CSCL 2013 conference presentation discusses findings from a design-based research study that compared generating or critiquing discipline-specific concept maps (Knowledge Integration Maps (KIM) to facilitate integration of ideas about human evolution.
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Collaboratively generating and critiquing technology-enhanced concept maps to improve evolution education
- 1. Collaboratively generating and critiquing technology- enhanced concept maps to improve evolution education Beat A. Schwendimann, Ph.D. UC Berkeley/ The University of Sydney CSCL 2013
- 2. Time in the science classroom is short and precious On average, 3-10 hours on evolution (Berkman 2008)
- 3. “Evolutionary theory is probably one of the most counterintuitive ideas the human mind has encountered, so far.” Evans (2008)
- 4. Repertoire of alternative ideas
- 6. Genotype - Phenotype Genotype Phenotype ?
- 7. Knowledge Integration Map (KIM)
- 10. Classroom Implementation 9th /10th grade science classroom 93 students 5-6 hours
- 11. Knowledge Integration Score Sample question: What changes occur gradually over time in groups of finches that live in different environments? KI score Sample answer No answer 0 None Off-task 1 I don’t know Incorrect 2 Finches develop new beaks because they need to adapt to a new environment. Partially correct 3 Finches inherit traits from their parents. Basic correct 4 Finches have differently shaped beaks that give them different chances to survive natural selection. Complex correct 5 Natural selection causes those finches with helpful mutations to their beaks to be more genetically fit and adapt to the environment better. Therefore, the finches with the beaks adapted to their environment are more likely to reproduce and the trait gradually becomes dominant in the group.
- 13. Using Normative Evolution Ideas 0=Non-normative ideas; 1=partial; 2=normative ideas
- 18. Time spent on KIM tasks
- 19. Findings • KIM critique tasks took only half the amount of time than the KIM generation tasks • Knowledge Integration Maps can elicit and facilitate cross- connections between genotype and genotype ideas • Both treatment groups showed similar knowledge integration pre-posttest gains
- 21. Questions?
Editor's Notes
- Verstaendlich zugaenglich
- Evolution ideas are often presented for a short period of time. Berkman {Berkman 2008} surveyed a random sample of 2000 high school science teachers across the U.S. in 2007. Of the 939 who responded, 2% said they did not cover evolution at all, with the majority spending between 3 and 10 classroom hours on the subject of evolution
- Intuitions (p-prims) Co-existence of alternative (often contradicting) ideas Knowledge Integration:
- Intuitions (p-prims) Co-existence of alternative (often contradicting) ideas Knowledge Integration:
- Making connections between genotype and phenotype visible to help students distinguish them. Students need to make decisions (negotiation in dyad): -Where to place it? -Which ones to connect? Which connections are important? -> Experts don ’ t make all 55 possible connections, they make informed decisions.
- Both ‘ generation ’ and ‘ critique ’ are generative forms of activities. – Compared to studying a pre-made concept map: Knowledge Maps (Danserau)
- 3rd iteration of this project. Design-based. Week-long High school project. 100 9th/10th graders in one bay area school. Real-life case study: Human lactose intolerance Genetic view of evolution (population genetics) Visualization: Use ideas to make predictions
- Randomly assigned: Generation group; n=41; critique group; n=52 67% were White, 16% were Hispanic or Latino, 10% were Asian, and 3% were Black.
- Eight two-tiered assessment items that consisted of multiple-choice items followed by short essay items that asked students to explain their choice. The alternative options of the multiple choice items were based on known alternative ideas, for example: The idea of “ need ” to explain evolutionary change; Mutations occur to help an individual organism adapt to new situation; Evolution happens to individuals; and Acquired adaptations are inheritable. The items used real-life examples and a variety of contexts, for example human, animal, or plant evolution. Several items were based on biology content inventories Three short essay items Two KIM critique tasks + One KIM generation task
- KI 0 or 1 or 2 = 0 (All non-Darwinian); KI 3 = 1 (partial); KI 4 or 5 = 2 (All Darwinian) The score for normative evolution ideas is a composite of the explanation items 1, 5, 6, and 9 [See appendix chapter 6: study 3]
- INDICATOR idea “Mutation” and “Natural Selection” -> Network analysis: Prominence score + cross-link frequency
- Students in both KIM task groups spent about the same average amount of time on the pretest KIM (14 minutes) and posttest KIM (13 minutes) (see table 3). Both groups showed equal KIM posttest performance, but the critique group was significantly more time-efficient in the embedded KIM activities. Student dyads in the critique group were significantly faster on the embedded KIM activities than the generation group, p<0.05. (t(27)=2.72, p=0.01. These results indicate that the KIM critique tasks were more time efficient than the KIM generation tasks while leading to the same KIM posttest performance. Table 3: Time spent on KIM tasks. In Minutes Generation Group Mean Critique Group Mean Total Mean (Median) KIM 1 (Genotype) 11.94 6.55 9.03 (8) KIM 2 (Phenotype) 8.62 5.39 6.54 (4) Pretest 14.95 13.39 14.12 (16) Posttest 13.65 13.06 13.35 (12.5)
- DISCUSSION: WHY critique faster than generation? -Fewer ideas need to be reflected on: Only selection -Easier to revise existing connections than generating from scratch Alternative ideas should be directly addressed. Human evolution can be used as a pivotal case for evolution instruction Knowledge Integration Maps can elicit cross-connections between genotype and genotype ideas Critiquing or generation Knowledge Integration Maps can both support students ’ knowledge integration