ERIC Number: EJ1047215
Record Type: Journal
Publication Date: 2014-Dec
Abstractor: As Provided
Reference Count: 55
High School Students' Learning and Perceptions of Phylogenetics of Flowering Plants
Bokor, Julie R.; Landis, Jacob B.; Crippen, Kent J.
CBE - Life Sciences Education, v13 n4 p653-665 Dec 2014
Basic phylogenetics and associated "tree thinking" are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K-12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels.
Descriptors: High School Students, Secondary School Science, Plants (Botany), Biology, Information Science, STEM Education, College School Cooperation, Scientific Concepts, Concept Formation, Surveys, Program Evaluation, Learner Engagement, Pretests Posttests, Mixed Methods Research, Knowledge Level, Learning Modules, Program Effectiveness, Immersion Programs
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: email@example.com; Website: http://www.ascb.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Higher Education; Postsecondary Education
Sponsor: National Science Foundation; Department of Education (ED)
Authoring Institution: N/A
IES Grant or Contract Numbers: IOS-0922742|670-RA311-4C001