Assessing Learning Through Scientific Humor: The Views and Practices of a College Biology Instructor

• In Event: Assessment in Science Education

Abstract

This study explored how scientific humor is integrated into exam problems developed by a college instructor to assess learning in a genetics course. Through a qualitative exploration with a dual analytical focus on humorous views and practices, we examined the professor’s humor-based science pedagogy. It was found that the professor viewed humor as a pedagogical strategy that integrated scientific and social meanings. Translation of these views into practice led to the development of humorous science problems with increasing cognitive complexity: identification, classification, and analogy. The significance of this study is that it underscores the content-embedded nature of scientific humor.

Authors

• Francine Wizner, Albany State University

• Alandeom W. Oliveira, University at Albany - SUNY