Moving from Assessment to Research

1. Moving from Assessment to Research Objectives: 1. ID everyone by name. 2. Engage in a jigsaw to achieve shared interpretation of four papers. 3. Identify a research question, research design and predicted outcome from your teachable unit. 4. Discuss the ethical considerations of research.

4. Articles derived from journal papers

5. Active learning leads to Qs...

6. Learning Objective Students will demonstrate understanding of evolution by natural selection.

7. What are the learning challenges for students? Why are students challenged with this topic? What do we know? What do we need to know? Questions we asked...

8. •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. Anderson et al 2002. Alternative Conceptions: Natural Selection

9. Dino/Tree extended response Explain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection. (AAAS 1999)

10. Concept Map 4 • Individual AssignmentMake a new concept map demonstrating your understanding of natural selection using the following concepts. genetic variation evolution species population natural selection artificial selection selective agent

11. Concept Map 5 • Individual AssignmentAdd the following terms to concept map 4.biotic factorsabiotic factorsfitnesstraitmutationreproductionmeiosisallele frequencyvariationselection pressureadaptation

12. Research Question: Do concept maps facilitate students’ learning about evolution? • Initial hypothesis: Learning gains are higher for students who use C-maps than for students who do not use C-maps. • What is wrong with that hypothesis from a research design perspective? • Discuss in groups. One reporter from each group.

13. Research Question: Do concept maps facilitate students’ learning about evolution? Revised hypothesis: Learning gains are higher for students who use C-maps than students who write multiple representations for the same concepts.

14. Multiple Representations (MR)Developed by Duncan Sibley (MSU)

15. Problem with ‘controls’ Who gets treatment? Ethical issues? Controlled Experiment Pretest In-class Active Learning No Map Concept Map Essay and MC Assessment (midterm and final exams)

16. Assessment Timeline

17. Design Experiment What is the problem with this design? Pretest In-class Active Learning MRs Concept Map Essay and MC Assessment (midterm and final exams)

18. Question: Final Design Pretest Class of 200 students randomly assigned to 2 treatment groups (n=60) Concept 1 Class 1 In-class Active Learning Concept Map MRs Students alternate between MRs and concept maps Pretest Concept 2 Class 2 In-class Active Learning MRs Concept Map Essay and MC Assessment (midterm and final exams)

19. Evolution Ecosystem services % Correct Concept Map MR Evolution Ecosystem services % Correct Concept Map MR Possible Significant Results Treatment p < 0.05 CMap higher than MR Trial p < 0.05 Evolution higher than Ecosystem Services Interaction p<0.05effect of treatment depends upon topic

20. No Significant Difference p treatment = 0.95 (CMap vs MR) p trial = 0.65 (Evolution vs Ecosystem services) p interaction = 0.58

21. Your Group’s Job Record on a large flip chart: Time 15 minutes - Group report out. 1. Use the learning objective and assessments from your teachable unit/tidbit. 2. Develop a research question or hypothesis to test. 3. Illustrate the research design. 4. Draw or represent one predicted outcome.

22. Finally... “...we note that successful people are the ones who take advantage of those around them to ultimately benefit students.” Ebert-May D, Weber R, Hodder J, Batzli J (2006)