moving from assessment to research objectives: 1. id everyone by name. 2. engage in a jigsaw to...
TRANSCRIPT
![Page 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/1.jpg)
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.
![Page 2: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/2.jpg)
![Page 3: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/3.jpg)
![Page 4: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/4.jpg)
Articles derived from journal papers
![Page 5: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/5.jpg)
Active learning leads to Qs...
![Page 6: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/6.jpg)
Learning Objective
Students will demonstrate understanding of evolution by natural selection.
![Page 7: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/7.jpg)
Questions we asked...What are the learning challenges for students?
Why are students challenged with this topic?
What do we know?
What do we need to know?
![Page 8: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/8.jpg)
•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
![Page 9: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/9.jpg)
(AAAS 1999)
Dino/Tree extended responseExplain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.
![Page 10: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/10.jpg)
• 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
Concept Map 4
![Page 11: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/11.jpg)
• Individual AssignmentAdd the following terms to concept map 4.
biotic factorsabiotic factorsfitnesstraitmutationreproductionmeiosisallele frequencyvariationselection pressureadaptation
Concept Map 5
![Page 12: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/12.jpg)
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.
![Page 13: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/13.jpg)
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.
![Page 14: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/14.jpg)
Multiple Representations (MR)Developed by Duncan Sibley (MSU)
![Page 15: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/15.jpg)
Who gets treatment?
Ethical issues?
Problem with ‘controls’
Pretest
In-class Active Learning
Concept MapNo Map
Essay and MC Assessment (midterm and final exams)
Controlled Experiment
![Page 16: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/16.jpg)
Assessment Timeline
![Page 17: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/17.jpg)
Design Experiment
What is the problem with this design?
Pretest
In-class Active Learning
Concept MapMRs
Essay and MC Assessment (midterm and final exams)
![Page 18: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/18.jpg)
Question: Final Design
Pretest
In-class Active Learning
Concept Map MRs
Pretest
In-class Active Learning
Concept MapMRs
Con
cep
t 1
Cla
ss 1
Con
cep
t 2
Cla
ss 2
Essay and MC Assessment (midterm and final exams)
Class of 200 students randomly assigned to 2
treatment groups (n=60)
Students alternate between MRs and
concept maps
![Page 19: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/19.jpg)
Possible Significant Results
Concept Map
MR%
Corr
ect
Concept Map
MR
% C
orr
ect
Treatment p < 0.05 CMap higher than MR
Interaction p<0.05 effect of treatment depends upon topic
EvolutionEcosystem services
Trial p < 0.05 Evolution higher than Ecosystem Services
EvolutionEcosystem services
![Page 20: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/20.jpg)
No Significant Difference
p treatment = 0.95 (CMap vs MR) p trial = 0.65 (Evolution vs Ecosystem services)
p interaction = 0.58
![Page 21: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/21.jpg)
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.
![Page 22: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/22.jpg)
“...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)
Finally...
![Page 23: 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](https://reader036.vdocuments.net/reader036/viewer/2022070414/5697c0191a28abf838cce649/html5/thumbnails/23.jpg)