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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.

Moving from Assessment to Research

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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. - PowerPoint PPT Presentation

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Page 1: Moving from Assessment  to Research

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.

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Articles derived from journal papers

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Active learning leads to Qs...

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Learning Objective

Students will demonstrate understanding of evolution by natural selection.

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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?

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•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

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(AAAS 1999)

Dino/Tree extended responseExplain the changes that occurred in the tree and animal. Use your current understanding of evolution by natural selection.

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• 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

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• Individual AssignmentAdd the following terms to concept map 4.

biotic factorsabiotic factorsfitnesstraitmutationreproductionmeiosisallele frequencyvariationselection pressureadaptation

Concept Map 5

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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.

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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.

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Multiple Representations (MR)Developed by Duncan Sibley (MSU)

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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

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Assessment Timeline

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Design Experiment

What is the problem with this design?

Pretest

In-class Active Learning

Concept MapMRs

Essay and MC Assessment (midterm and final exams)

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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

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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

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No Significant Difference

p treatment = 0.95 (CMap vs MR) p trial = 0.65 (Evolution vs Ecosystem services)

p interaction = 0.58

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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.

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“...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...

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