Summary

In a previous study, bioethical discussion of a controversial topic was shown to enhance learning and retention of biological content knowledge (Bodensteiner, 2012). Although these results reinforced anecdotal evidence suggesting that teaching science in the context of “real world” situations enhances learning and retention (Lundmark, 2002), it was unclear if enhanced retention was due to the bioethical discussion alone, or if the controversial nature of the topic lead to enhanced engagement, which then translated into increased learning and retention.

Therefore, the present study attempted to tease out whether the bioethical discussion or the controversial nature of the topic was more essential to an increase in learning and retention. In other words, this study examined whether level of topic controversy correlated with levels of learning and retention of biological content.

Project Overview

Background

Methodology

This project examined whether level of topic controversy was correlated with learning and retention of biological content. Two sections of an undergraduate introductory biology course participated in two discussions of bioethical topics pertaining to class material. Students from another instructor’s sections rated the controversy level of a range of topics and topics for discussion were chosen based on their ratings. For the first discussion, one section discussed the most controversial topic and one the least. This treatment was then switched for the second discussion. With all discussions, biological content was reinforced through readings illustrating real-world examples. Pre- and post-discussion surveys and response paragraphs were collected and were used to compare learning and retention. This systematic approach should provide a means of differentiating between the influence of real-world relevance and controversy on learning and retention.

Participants were students in two sections (combined lecture; separate labs) of an Introductory Zoology course (n=37) during the Fall, 2013 semester.

Student perceptions of topic controversy were obtained via a survey administered to a colleague’s sections of the same course.

All students received instruction on developmental biology and blood sugar regulation in the lecture portion of the course.

All students participated in two discussions of bioethical topics pertaining to class material. One section discussed the most controversial topic and one the least. This treatment then switched for the second discussion. Students were provided with supplementary readings that corresponded with the topic(s) to be discussed.

Measures of Learning and Retention:1. Pre- and post-surveys on content knowledge2. Qualitative reflective writing exercise3. Exam scores and course grades

Group 1 Group 2

Most Controversial Topic Least Controversial Topic

Least Controversial Topic Most Controversial Topic

Note: Special Thanks to OPID as well as to the UW-Stevens Point Vice Chancellor’s office for their support of this project.

Students who discussed more controversial topics demonstrated some increases in learning and retention of biological content knowledge.

Perceived level of topic controversy did not effect student ratings of level of engagement.

Post-discussion surveys revealed no difference in perceived level of controversy for the first discussion, but did reveal a significant difference in perceived level of controversy between sections for the second discussion.

Data analyses are ongoing, but it may be that discussion is sufficient to increase learning and retention of biological content knowledge.

Results may inform teaching practices and goals of science educators who would like to incorporate discussion of bioethical issues into their curriculum, but often feel that content coverage is paramount.

Is perceived level of topic controversy correlated with learning and retention of biological content

knowledge?Karin Bodensteiner

University of Wisconsin - Stevens Point

Figure 1: Word clouds for reflective responses. A) Section 1: Most controversial topic discussion (When does life begin). B) Section 2: Least controversial topic discussion (Separation of conjoined twins). C) Section 1: Least controversial topic discussion (High fructose corn syrup in foods). D) Section 2: Most controversial topic discussion (Parental Medical Rights). (Prompt: Please write down your thoughts on [the topic]. Describe your thinking and anything you may have learned. What, if anything, do you think others have learned?)

A)

B)

C)

D)

Table 1: Knowledge of Human Embryology on Selected Pre- and Post-Discussion Survey Items Table 2: Knowledge of Blood Glucose Regulation on Selected Pre- and Post-Discussion Survey Items

Values for Mean Scored Response are presented as Mean ± SE.*Values within a section are different (p < 0.05).†Values within a section tended to be different (p < 0.1).

Values for Mean Scored Response are presented as Mean ± SE.*Values within a section are different (p < 0.05).†Values within a section tended to be different (p < 0.1).