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Enhancing Conceptual Understanding in Introductory Biology Through Redesigning Instruction

This research explores whether students can achieve conceptual knowledge in an introductory biology course. Despite high engagement, I've noticed that students often compartmentalize their learning. For example, they understand that sunlight is needed for photosynthesis but struggle to make broader connections. With 24 diverse students in each class, I suspect this issue is widespread. I plan to redesign the course using pre and post-testing, concept maps, and specialized multiple-choice questions to foster connections, which is crucial as these students may become future caregivers and educators.

hayley-reeves
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Enhancing Conceptual Understanding in Introductory Biology Through Redesigning Instruction

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Presentation Transcript

  1. Background • I teach Principles of Biology, 24 students per class • Students vary: • in age • ethnicity • academic backgrounds • academic goals • Teaching challenges: My students are engaged in the learning however I am concerned that they are compartmentalizing the content.

  2. Research Question • Can students gain conceptual knowledge in an introductory biology class? • Conceptual knowledge is making linking relationships • Example: Photosynthesis Conceptually they understand that the energy from the sun is needed to make plants grow.

  3. Interest and Importance • I suspect this is a universal issue but I have no documentation. • I will redesign my course to help my student make connections • This is important because these same students are going to be the care givers or the future teachers of our world.

  4. Research Design • Pre and embedded post testing • Concept maps • Multiple choice questions that are designed to go from basic content to linkages (SOLO) • Correlation between concept map and SOLO taxonomy

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