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Research Problem. Integrate Core Concepts and throughout the Biology Curriculum (Vision and Change, AAAS, 2009) Conceptual learning is is an understanding of a topic in different layers of complexity. It is not the factual recall, and it is stored for the longer time.
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Research Problem • Integrate Core Concepts and throughout the Biology Curriculum (Vision and Change, AAAS, 2009) • Conceptual learning is is an understanding of a topic in different layers of complexity. It is not the factual recall, and it is stored for the longer time. • Limited evidence suggests that active learning approach can result in higher student learning gains (Udovic et al. 2007; Knight and Wood, 2005; Freeman et al. 2007). • Smith, Wood, and Knight (2008) designed and validated a 25-questions, Genetic Concept Assessment (GCA), which is reliable assessment instrument for the conceptual understanding. • Compared to the traditional lecture course, interventions with different pedagogical approaches can result higher level of conceptual learning in undergraduate genetics classes.
Research Question • Research Question: (Constructivist theory) • Data analysis from the classic (discovery) research papers promotes the conceptual learning in Genetics course. • Research Context: • Course: Introductory Genetics (Bio 3450; Writing Enhanced), one of the core courses for the Biology major • 70 students per semester (Majority of them are juniors) • Sam Houston State University: Total students- 19,000 • 16% African American, 15% Hispanic, 6% Asian, 53% first generation college students. • My question is interesting because: • It parallels the goal of Vision and Change-A call for action. • Conceptual understanding of Intro. Genetics will help learn advance genetics courses.
Research Methodology • Research Instrument: • Assessment tool: Genetic Concept Assessment (GCA) Inventory (Smith, Wood, and Knight, 2008): Aligned with learning objectives • Development tool: Students Survey (1-5 scale): Does data analysis help the learning objectives? reflections, attitude, worked or did not work • Both will be submitted to IRB approval. • Intervention • Molecular genetics will be taught using data analysis, while Mendelian genetics will be taught using traditional lecture method (Internal control). • Statistical Analysis • Pre-test (Baseline data) and post-test data analysis • Average score gain, Comparison of class score (paired sample T-test) H0 Hypothesis: No difference in test scores between molecular and Mendelian genetics portion of the Genetic Concept test.
