A Deliberate Practice Approach to Teaching Phylogenetic Analysis

Autor/inn/en	Hobbs, F. Collin; Johnson, Daniel J.; Kearns, Katherine D.
Titel	A Deliberate Practice Approach to Teaching Phylogenetic Analysis
Quelle	In: CBE - Life Sciences Education, 12 (2013) 4, S.676-686 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe-13-03-0046
Schlagwörter	College Science; Science Instruction; Biology; Skill Development; Scientific Concepts; Concept Formation; Student Surveys; Genetics; Visual Aids; Evolution; Teaching Methods; Student Attitudes; Plants (Botany) + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Kompetenzentwicklung; Qualifikationsentwicklung; Concept learning; Begriffsbildung; Schülerbefragung; Humangenetik; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Pflanze
Abstract	One goal of postsecondary education is to assist students in developing expert-level understanding. Previous attempts to encourage expert-level understanding of phylogenetic analysis in college science classrooms have largely focused on isolated, or "one-shot," in-class activities. Using a deliberate practice instructional approach, we designed a set of five assignments for a 300-level plant systematics course that incrementally introduces the concepts and skills used in phylogenetic analysis. In our assignments, students learned the process of constructing phylogenetic trees through a series of increasingly difficult tasks; thus, skill development served as a framework for building content knowledge. We present results from 5 yr of final exam scores, pre- and postconcept assessments, and student surveys to assess the impact of our new pedagogical materials on student performance related to constructing and interpreting phylogenetic trees. Students improved in their ability to interpret relationships within trees and improved in several aspects related to between-tree comparisons and tree construction skills. Student feedback indicated that most students believed our approach prepared them to engage in tree construction and gave them confidence in their abilities. Overall, our data confirm that instructional approaches implementing deliberate practice address student misconceptions, improve student experiences, and foster deeper understanding of difficult scientific concepts. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10