Poster #10 - Introductory Biology Majors Understanding of Phylogenies After Variable Intervention Types

• In Event: 34.099 - MTCC Poster Session Seven
  In Poster Session: 34.099-2 - College Student Learning and Development

Abstract

Learners use visual representations in multiple manners that are often not consistent with how expert scientists would expect. To facilitate learning with visuals, it is imperative that studies investigate the teaching methods that facility tree-thinking learning gains. To better prepare instructors how to facilitate learning with visuals it is imperative that assessments exist that can accurately capture thinking behaviors and representational competence. This study investigated the relationship between tree-thinking learning gains in introductory biology students majoring in biology after experiencing different instructional methods utilizing a reliable and valid instrument. We found students experiencing an extensive intervention method have the largest tree-thinking changes, and students experiencing an active tree-thinking instructional intervention (Video, Model, and Extensive) show positive tree-thinking changes.

Authors

• Kristy Daniel, Texas State University - San Marcos

• Austin Leone

• Carrie Jo Bucklin, Southern Utah University