Randomized Controlled Trial of a Cohesive Eight-Week Evolution Unit That Incorporates Molecular Genetics and Principles of the Next Generation Science Standards .

Autor: Drits-Esser D; Genetic Science Learning Center, University of Utah, Salt Lake City, Utah, 84102., Hardcastle J; AAAS Project 2061, Washington, DC 20005., Bass KM; Rockman et al Cooperative, Inc., Berkeley, CA 94703., Homburger S; Genetic Science Learning Center, University of Utah, Salt Lake City, Utah, 84102., Malone M; Genetic Science Learning Center, University of Utah, Salt Lake City, Utah, 84102., Pompei K; Genetic Science Learning Center, University of Utah, Salt Lake City, Utah, 84102., DeBoer GE; AAAS Project 2061, Washington, DC 20005., Stark LA; Genetic Science Learning Center, University of Utah, Salt Lake City, Utah, 84102.
Jazyk: angličtina
Zdroj: CBE life sciences education [CBE Life Sci Educ] 2021 Sep; Vol. 20 (3), pp. ar50.
DOI: 10.1187/cbe.20-01-0008
Abstrakt: In response to calls for curricular materials that integrate molecular genetics and evolution and adhere to the K-12  Next Generation Science Standards (NGSS), the Genetic Science Learning Center (GSLC) at the University of Utah has developed and tested the "Evolution: DNA and the Unity of Life" curricular unit for high school biology. The free, 8-week unit illuminates the underlying role of molecular genetics in evolution while providing scaffolded opportunities to engage in making arguments from evidence and analyzing and interpreting data.  We used a randomized controlled trial design to compare student learning when using the new unit with a condition in which teachers used their typical (NGSS-friendly) units with no molecular genetics. Results from nationwide testing with 38 teachers (19 per condition) and their 2269 students revealed that students who used the GSLC curriculum had significantly greater pre/post gain scores in their understanding of evolution than students in the comparison condition; the effect size was moderate. Further, teacher implementation data suggest that students in the treatment condition had more opportunities to engage in argumentation from evidence and have in-class discussions than students in the comparison classes. We consider study implications for the secondary and postsecondary science education community.
Databáze: MEDLINE
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