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1989 Abstract
An Introductory Chemistry Unit to Prepare High School Students for Human Physiology
Marie Eileen Rediess
High school students entering human physiology before taking chemistry have difficulty understanding topics that refer to the molecular level of function. They also have little skill using laboratory equipment and procedures. In order to correct this, a chemistry unit was developed to overcome these deficiencies in the students' backgrounds.
A five- to six-week base unit with expanded laboratory activities was developed to enhance the understanding of chemistry and illustrate the practice of science to the students. Each topic was covered from several approaches to increase the interest and broach individual learning styles. A pretest and posttest were given to assess the impact of the module on learning.
Although analysis of the posttest compared to previous years showed no significant improvement, other evidence shows that students retained the information much longer, used it in other units and understood chemistry's relevance to their lives. Students learned use of laboratory equipment and were able to apply what they learned to unfamiliar problems. Overall grades improved following the study.
1991 Abstract
Evaluation of a Stream Study Unit Used as an Introduction to High School
Sandra R. Kransi
The stream study unit was used as an Introduction to a first-year biology course required of high school sophomores. The unit set out to help students understand the underlying principles of environmental biology, to increase student achievement In later units and to increase positive student attitudes toward science.
The students' understanding of ecological principles and their attitudes toward science were measured using pre- and post-tests and pre- and post-attitude surveys. The results indicated significant student achievement and positive attitude changes as a result of the implementation of the unit.
Student test scores on later units in respiration and in photosynthesis were compared over a five-year period. The scores from the latter two years of that period (during which the ecology unit was used as an introduction) were significantly higher than those from the prior three years.
1993 Abstract
Integrating the Effects of Dams on Rivers as a Means of Teaching Basic Ecological Concepts
William James Lickel
An experimental teaching unit concerning the biological effects of dams on rivers was designed to replace a previously taught unit on populations, communities and ecosystems. This unit was taught to two sophomore biology classes at Kewaskum High School in Kewaskum, Wisconsin. Two other classes were taught a traditional curriculum, and comparisons in learning were made between the two groups.
The experimental unit was designed to provide more laboratory instruction than the traditional approach, to provide a cohesive theme for the teaching of ecology, and to bring local relevancy to the student's education. Students taught the experimental unit learned more about the effects of dams on rivers than those taught in the traditional manner, as hypothesized. They also learned as much about populations, communities and ecosystems as those taught in the traditional manner.
1993 Abstract
Evaluation of Modified Activities in Cell Biology used as an Introduction to High School Biology.
Brian A. Webster
The Modified Laboratory Activities for Cell Biology was used as a unit for a first-year biology course requirement for High School sophomores. The unit is tailored for students who have poor attendance, low test scores, and who are within a school having limited supplies and equipment. These labs twenty "hands on" cell biology laboratories promote active involvement, and are geared for a wide range of student abilities and learning styles.
Each activity enables students to discover and appreciate the study of the cells as an enjoyable and integrated part of their biology curriculum. These activities are easy to do and stimulate as well as entertain students while enabling them to master basic skills.
The materials for activities were readily available and inexpensive, and the laboratory format was condensed and modified to fit the needs and interests of the students.
The students' understanding of cell biology and its implementation was measured using a Pre-test, Post-test, along with an Evaluation Survey.
As a result of the application of this unit, the students demonstrated progressively high scores as well as a desire to complete each task
1995 Abstract
A Comparison of an Integrated, Project-based Unit and a Traditional Teaching Unit in Content Acquisition and Attitudinal Changes
Ranae Ikerd
Teachers struggle with the issues of student motivation and the most effective methods of teaching content and processes in science. In this investigation a unit designed to balance content and process acquisition and increase student motivation by focusing on the central question "What are the energy transformations occurring in Lake St. Clair?" was compared to a Biological Sciences Curriculum Study (BSCS) unit in a controlled study of 46 high school biology students. The experimental unit integrated the content topics of photosynthesis, respiration, classification and the lake ecosystem with the process of doing a science project. In an item analysis, significant differences were seen in four content questions and five attitude items, but there were no significant differences in content acquisition or attitude between the means of the two groups. Fifty-five percent of the students in the experimental group reported their favorite experience in the course was the lake study unit.
1995 Abstract
Using a Study of a Local Natural Resource to Increase Environmental Awareness in High School Students
Lynda Mitchell Smith
Science curriculum often neglects environmental studies, lacks real world examples and makes few connections to other disciplines. High school students often view science as a list of terms written in a textbook to be learned for a test.
The purposes of this teaching unit on the Grande Mere ecosystem are threefold; 1) to provide students opportunity to participate in scientific, collaborative, "real life" activities; 2) to provide knowledge and appreciation of a local resource; and 3) to provide a variety of learning activities to enhance student interest and involvement.
Students took a pre-test and post-test, and an attitudinal survey on environmental topics including Grande Mere, additionally student interviews concerning their attitudinal changes were conducted. The results of these assessments indicated student gains in understanding environmental concepts, an appreciation for Grande Mere as a natural resource, an awareness of environmental issues and an understanding of the process of science.
1996 Abstract
Bacteria Friend or Foe? A Biology Unit
Michelle Marie Corlew
Do high school students enrolled in a first year biology course view bacteria as friend or foe, and will student attitudes change as a result of a unit examining the many roles of bacteria and the interactions between humans and bacteria? An attitudinal survey was administered to two biology classes prior to and at the conclusion of a unit devoted to bacteria. In this thesis, the attitudinal survey is analyzed and the details of the unit outlined. Analysis of the attitudinal survey indicate perceptions of bacteria as both friend and foe prior to the unit, but following the five weeks of study attitudes revealed student perceptions of bacteria as powerful, exciting, and important.
1996 Abstract
Teaching the Structure and Function of Plants to Seventh Grade Students
Jodie L. Fisher
The topic of my thesis is using the constructivist approach to teach the structure and function of plants to seventh grade students. I included a combination of various teaching and learning strategies with a focus on "hands-on" activities. Students conducted laboratory investigations that I developed at Michigan State University in 1995. They made concept maps, wrote in journals, and dissected flowers as part of this unit. I used a focus group consisting of 2 higher-level students, 2 middle-level students, and 2 lower-level students for purposes of evaluation. These students all showed significant improvement in their understanding of the structure and function of plants after the teaching of this unit.
1996 Abstract
Teaching Flowering Plant Anatomy and Physiology Using a Student-conducted Research Investigation of the Wisconsin Fast Plants
Michael Scott Hoekwater
I designed a plant unit in which students, taking on the role of plant researchers, conducted controlled experiments using the Wisconsin Fast Plants. The unit included methods for assessing students' understanding of flowering plant anatomy and physiology as well as their attitudes toward performing the long term research project. I taught the unit to ninety students in three biology classes at a private, religious high school. I used a pretest to measure students' prior knowledge. At the conclusion of the unit, I used a post-test to measure students' understanding of key concepts. To measure how well students followed the Scientific Method and recorded their results, I evaluated their research reports. Using a written survey, I assessed students' attitudes toward the research project. The results from these assessment tools indicated that this method of teaching is educationally effective, and helps to increase students' interest in class
1997 Abstract
Hands-on Environmental Science
Jill M. Evers-Bowers
In order to provide students with an additional upper-class option in a limited science department, an environmental science class was added. It was designed to be an activity-oriented course that would increase students' awareness of environmental issues, promote environmentally accountable actions, and increase understanding of how science functions in the real world. By providing a variety of activities, students were able to gain laboratory and field experience. Students worked in groups to collect and analyze data, and drew conclusions based upon the data. Through these activities, students learned to use and apply the scientific process as they were introduced to many environmental issues, which equipped them with knowledge and experience to act in an environmentally responsible way.
1997 Abstract
Vascular Plants a Middle School Life Science Unit Based on the State Science Objectives
Carim Raymond Ali Calkins
This seventh grade vascular plants unit is aligned with the State of Michigan's science standards. The focus of the unit is to use the state guidelines, constructivist teaching techniques, concept mapping, and hands-on lab activities to assist students in developing a working knowledge of the structure and function of vascular plants. An additional focus of the unit is to have students become proficient in the use of the lab form for the Michigan Educational Assessment Program (MEAP) test, which is a test of student acquisition of the state science standards. The MEAP lab sheet was used during the unit for most of the labs, demonstrations, and other hands-on activities. The unit culminated with the students using the MEAP sheet to create their own lab protocol.
1997 Abstract
DNA Science in the High School Classroom
Christopher P. Forbush
As science technology becomes more of a focus in the high school classroom, it was my intention to develop and implement a unit based on DNA science and technology. This unit includes new and exciting strategies that involve students working in groups on problem solving skills, and scientific technical skills within the context of DNA science. I have blended in several situations that the students can appreciate as they take advantage of "real life" situations and problems concerning Recombinant DNA. Assessment is through oral presentations and written work
1997 Abstract
The Use of a Multidisciplinary Project to Motivate Students in an Environmental Science Unit
William J. Hodges
Many studies on multidisciplinary teaching have claimed that there are benefits for learners. However, quantitative documentation of such claims is difficult to find. This work will examine and analyze how the inclusion of a multidisciplinary project to end an unit affected the learning of eighth grade students.
The environmental unit, entitled "A Household's Effect on the Environment" focused on the issues of acid rain, lawn chemical use, and waste disposal. Many demonstrations and laboratory exercises were used to illustrate how a child's home may contribute to local pollution. At the end of the unit, the students used their knowledge and data in a mock trial within a social science class. Examination of the data shows that the students learned the material as well as other units on their immediate formal assessment, but retained the information better than similar units. The presence of the trial also encouraged students to explore resources beyond the classroom.
1997 Abstract
Evaluation of a Time Saving Team Laboratory Report Assessment
Heidi Elizabeth Krusenklaus
The intent of this study was to design new and adapt existing laboratory exercises from the Biological Science Interactions of Experiments and Ideas textbook. The second part of this study was to analyze a time saving assessment tool for student scientific laboratory reports to verify that it was a fair assessment and that it reflects a valid representation of student efforts.
During the 1996-1997 school year a co-worker and I incorporated the new laboratory exercises described in this thesis. All advanced biology students were surveyed and my students were used in the evaluation of the laboratory report assessment by collecting and grading every student's report and comparing their score to that of the report collected for the team grade.
Survey and statistical analyses showed that the laboratory report assessment was valid and fair.
1997 Abstract
Using Learning Logs, Laboratory Exercises and the Theme of Agricultural Science to Teach Basic Environmental Concepts
Elizabeth M. Schanhals
This research concerns the revision of the 11-12 grade Environmental Principles course at a class B High School. The goals were to 1.) increase student interest and understanding of the scientific principles behind environmental problems and 2.) move the class from teacher centered to student centered teaching and learning. Learning Logs, laboratory exercises and the theme of Agricultural Science were used in attempt to achieve these goals. Students showed a significant improvement in comprehension of concepts taught in class as indicated by pre and post tests. Learning log entries became a starting point for class discussion, which became more student centered as the class progressed. Most students thought that laboratory exercises and learning logs were worthwhile. Student interest in the science part of the course did improve from the first year the course was taught.
1998 Abstract
Big Fish in a Small Pond Using Authentic Assessment in a Teaching Unit on Pond Fisheries Management
Eric W. Buhr
The study of fisheries resources in a high school environmental science course poses many challenges to the educational professional. While many students are familiar with fish through personal experiences of recreational angling, some lack those experiences entirely. Of those that have fished, scientific knowledge concerning the environmental factors that contribute to the success of a fish species' survival in various aquatic environments is often limited. Students may know how they can catch a fish from a body of water, but cannot identify the major components of fish habitat, life cycles or differences among individual species. This thesis unit addresses these problems in student knowledge and understanding of fisheries resources by providing opportunities to closely study a small pond and its fish population. Students worked in cooperative groups to explore various pond habitats. They captured, measured, determined age and growth rates of fish and assessed the overall population of a small recreational fishing pond in their local school district. Assuming the role of a team of pond fishery consultants, they presented the results of their findings in a report to the pond's owners and all students learn that there is a great deal more affecting the survival of a fish population in a pond than they have previously considered.
1998 Abstract
Mastery Learning in Ecology
Tammy L. DeBaar
Mastery Learning as a basis for teaching Ecology was chosen for this study to provide lower learning capacity students with motivation for learning science. Mastery learning allows these students the freedom to choose methods of learning that reflect their learning styles. I chose the unit of Ecology because it is the first and longest unit I teach. By studying the effects of this teaching technique early in the year, I was better prepared to provide proper activities the rest of the year. By providing a variety of different activities, students were able to choose activities that matched their work preferences (most often areas they feel successful in), and to raise their scores to the scale of mastery (80%). These areas were indicated by preferences the students made in their choice of learning activity. The student's overall attitude toward science was increased with their success, and attendance also increased as a result.
1998 Abstract
A Unit on Photosynthesis and Cellular Respiration for Seconary Biolgoy Students
Kathy R. Pollock
A unit on photosynthesis and cellular respiration was developed for a high school Biology I course. Several new laboratory investigations were incorporated into an existing curriculum. These laboratory investigations centered around an inquiry format. This format was chosen in an attempt to minimize students' misconceptions and to increase students' understanding and retention of the concepts. The laboratory investigations were designed to present the students with situations that would conflict with their misconceptions. The goal is for students to formulate correct ideas based on their own observations, and therefore retain these concepts instead of holding on to their misconceptions. A pretest and a posttest were used to evaluate students' understanding. A separate laboratory evaluation form was used to measure students' understanding of laboratory objectives, the data collected, and its relationship to the key concepts. Results on the laboratory evaluation varied depending upon the laboratory investigation being assessed. Student scores on the posttest demonstrated a marked increase in understanding of key concepts. A t-test was used to compare mean scores on the pretest and posttest, the results prove significant beyond the 0.001 level.
1999 Abstract
The Diversity of Life at the Bell
Gregory C Jordan
A study of the diversity of organisms should be part of any high school science curriculum. Teaching this can be a very time consuming task. Looking for an efficient way to teach this topic has led to the development of a system, the anticipatory set, that has proven to be effective.
Using an anticipatory set at the beginning of each class period can be used to teach a great deal of content material. Taking full advantage of this instructional time, my colleagues and I developed a system to teach the diversity of life. Using videotape of common West Michigan plants and animals and an accompanying manual, our students learn to classify, identify, and justify the importance of organisms from all five kingdoms of living things within the first four minutes of class each day. Emphasis is placed on those organisms which they see every day.
Students not only gain a better understanding of their environment and their role in it, but also develop a greater appreciation for the beauty of our natural world. Data has been collected which supports the success of this System in increasing student appreciation for the value of nature as well as their enjoyment of being outdoors.
1999 Abstract
Dynamic New Curriculum and Strategies for the Instruction of Ecological Succession
Elizabeth Baker-Munro
The new laboratories and activities described in this thesis were developed for a high school biology class. Specifically, these activities were created to improve the learning of ecological succession by my ninth and tenth grade biology students. In previous years there has been no hands-on investigations of ecological succession in my class. Consequently, students did not enjoy nor fully understand the concepts being taught. To measure the success of the revised unit and new laboratories, a pre-test and post-test were given and results compared. Assessment was also conducted during each new laboratory. All new curriculum is described and analyzed for effectiveness, and suggestions are given for further improvement.
1999 Abstract
Air and Air Quality
Peggy June Anne Najarian
Air quality and pollution are important components of the Advanced Placement Environmental Science (APES) Program. Air quality also plays an important role in student's daily lives. It is important that they not only know the information for the APES test, but that they understand how the choices they make can put pollutants into the air they breathe. They need to understand the effects of the choices they make environmentally, economically and politically. This thesis contains a collection of demonstrations and activities that enabled my students to learn the concepts needed in order to be successful on APES Test. The findings of this investigation are based on pre and post-test assessment. A significant increase in student achievement suggests that after students are actively engaged in a variety of activities, their understanding of air quality and the issues related to air quality will increase.
1999 Abstract
Teaching MEAP Ecology Objectives More Productively in the Middle School Classroom
William F. Sammons II
lonia Middle School's students' Michigan Educational Assessment Program test scores have been low, compared to the state average, for the last five years Their lowest section on the MEAP test has been the ecology, which contains more objectives covered on the MEAP test than any other section. The science teachers needed to teach the ecology objectives to the students so that the students would retain the information. Therefore, l developed a series of experiments based on the eco-tube that has improved students' understanding and retention of and retaining the important objectives of ecology.
Teaching the ecology objectives using the eco-tubes was very efficient because the students could remember more of the objectives than if the objectives were taught the traditional way. The reason for this was that using the eco-tube as a tool reinforced the ecology objectives using the three sensory modalities visual, auditory and kinesthetic.
In 1995, the ecology test was given to the students after they were taught using the traditional methods of teaching ecology. In 1996 and 1997, the same ecology test was given to the same age students taught using the eco-tube experiments.
The results were remarkable. The students who took the ecology final exam in 1996 and 1997 had dramatically increased scores. The students' MEAP scores were also higher than those of 1995. Not only were the student's scores higher, they also seemed to enjoy the hands-on style of learning that ecology in a bottle provided.
2000 Abstract
Using Laboratory Experiences with Journal Writing to Teach A Nutrition Unit To 7th Grade Students
Heather Ann Bradway
This project was designed to study the effectiveness of innovative instructional materials created for a middle school health science classroom. Students were provided the opportunity to learn about nutritional concepts using constructivist methods. The goals of this unit were that students would: 1.) recognize the different nutrient components of food; 2.) establish the relationship between good nutrition and a healthy body; 3.) interpret food labels using their nutritional understanding; and 4.) construct their own knowledge about nutrition through laboratory experiences. The amount of understanding about nutrition between two classes of students was compared. In one class, laboratory activities with traditional lectures were employed. The other class constructed knowledge by using journal writings in conjunction with the laboratory investigations. Students engaged in both writing and lab experiences demonstrated a higher level of understanding of the concepts taught in the unit as indicated by pre and post test score comparison and in the journal reflection and response questions.
2001 Abstract
Exploring Genetics and Developmental Biology Using Multidimensional Manipulatives and Biotechnology Laboratories
Danida Dawn Saffron
This study examines the effectiveness of biotechnology laboratories and manipulative models in increasing student understanding of genetics. The major goals for this unit included improving students’ personal experiences by incorporating models to translate abstract biological concepts in the text into concrete learning and conducting biotechnology laboratories at research facilities, including the use of their own DNA. Data sources for evaluating the effectiveness of the unit included responses to questionnaires, written essays, pre and posttests performance in laboratory techniques, and field observations. The practice of using these student centered modeling activities and laboratory experiments produced significant gains relative to the use of critical thinking skills, laboratory techniques, and general attitude in learning genetic related topics.
2002 Abstract
A Comparison of Online Pre-laboratory Simulations to Traditional Text Methods in an Inquiry-based High School Biology Course
Clarence E. Rudat
The purpose of this study was to compare the effect of web-based computer simulation activities to traditional text methods in preparing inquiry-based laboratory activities in high school biology classes. Students' attitudes were evaluated as well as their knowledge of material and understanding of the scientific method. Ease of implementation of the wet-laboratory was evaluated with both methods. Seventy-six sophomore students in four biology classes from a small rural Michigan high school participated in the study. Subjects were assigned to either web-enhanced instruction or a text-based handout with the same information. The web-enhanced instruction group used the commercial web site Biology.com to develop constructivist-based laboratories patterned after the Advanced Placement Biology Laboratory Manual. The control group received the same information on text-based handouts. Both groups were assessed using the Process of Biological Inquiry Test (PBIT) and a comparison of pretest/posttest results were used to determine the effectiveness of each method.
This study showed that on average there was an eight percent higher increase in post-test scores of the web-based group when comparing the two methods. The findings suggest that students, while initially hesitant to engage in the constructivist web-enhanced instructional method, prefer the web-based approach to the traditional text method. Web enhanced instruction (WEI) is using computers and web-based courseware to enhance the traditional face-to-face classroom environment by exposing students to content-specific information delivered over the internet.
2003 Abstract
Determining Water Quality of a Local Water Source with Eighth Grade Students
Angela Christine Clark-Pohlod
This study was conducted in a JASON Project class, an eighth grade exploratory course at Laingsburg Middle School. The JASON project includes a unit entitled "Local Field Investigation" that encourages students to study their local watershed. I developed and tested materials to help students become aware of why water is important to our way of life and how we can determine the quality of water in our local area. The objective for this unit, to introduce students to water quality, required development of hands-on laboratory and field activities, as well as of written assessments to determine students' knowledge of the corresponding content. The students were tested prior to the unit and the conclusion of the unit in the form of a pre- and post-test.
Research was conducted in each of four terms, in rotating 9-week classes, with a new set of students each term. Due to weather restrictions, two of the four class groups used the river site. This thesis compares the two terms that studied the river three times (1st and 4th terms) with those that did not study the river (2nd and 3rd terms).
At the conclusion of this unit, both groups of students, those studying the river and those not studying the river, showed improvement from the pre-test to the post-test. The group that studied at the river did significantly better than the group not studying at the river on the post-test short answer questions.
2004 Abstract
Teaching Genetics in an Introductory Biology Course
Kristina A. Porter
The purpose of this study was to test the effectiveness of a genetics unit taught to high school freshmen in an introductory biology course. The unit incorporated the Michigan Essential Goals and Objectives for Science Education (MEGOSE) benchmarks for genetics as well as some of the basic biotechnology that students may encounter on a daily basis. A variety of teaching methodologies were utilized to reach students of many different learning styles while trying to teach the content in a timely manner. Students engaged in a mixture of teacher and student centered activities, had one large project based assessment, and participated in discussions over bioethical concerns raised by applications of this new technology. The effectiveness of the unit was measured by comparing the results of a pretest and post-test over the material, as well as a student survey addressing the newly created activities. Statistical analysis comparing the pretest and post-test data indicated a 99.99% level of confidence that the genetics unit presented during the study did facilitate student knowledge of genetics.
2005 Abstract
The Effects of Urbanization and Human Activity on the Flint River: A Comparative Study
Debra K. Bassett
In the fall of 2004, two classes of inner-city biology students conducted a study of the effects that human activity had on their local river. In the past, students at the school had shown very little interest in the ecology of the local river and its watershed. It was believed, however, that if the students were allowed to participate in the study of a real local issue and were given the opportunity to educate the citizens of Flint about what they had learned, the attitudes and opinions of the students, as well as their understanding of the river ecology, would drastically change.
The students were taken to two sections of the Flint River to assess the water quality and surrounding habitat- first to a rural area, then to a site in the city. They discovered the difference in water quality, determined the reasons for the difference and concluded what citizens might do to slow river degradation.
In the beginning the students were apathetic and disinterested. After their study, however, they developed an active interest in the river. They were able to succinctly state (in brochures that they developed and radio-broadcast public service announcements that they wrote) how they, as well as others, could make a difference in the health of the river. The students also demonstrated an awareness and understanding of the ecology concepts with increased scores on a post-unit test as compared to a pre-test assessment.
2006 Abstract
Incorporating an Agricultural Emphasis in Ecological Education
Jonathan Mark VanOverloop
This research project studied the effectiveness of using agriculture to demonstrate, clarify, and exemplify the science of ecology. The related lecture content, pedagogical examples, laboratory activities, worksheets, quizzes, and tests were constructed to further the students' understanding of ecology and enrich the students' appreciation for West Michigan's agricultural community. The effectiveness of this unit was evaluated using imbedded assignments, evaluations, anecdotal evidence, surveys, and a pre/post test comparative analysis.
Results from these assessments indicate that the unit was effective. This document also analyses and critiques the related lessons. These lessons will be further developed and revised. The agricultural approach to teaching ecology added both to the students' understanding of ecology and to their appreciation for West Michigan's agricultural heritage.
2007 Abstract
Replacing Lecture with Active Learning in an Advanced Placement Biology Course
Kelly Lynn Joos
The purpose of this research project was to design and implement active
Learning opportunities such as lab experiments and activities into the first
semester of an Advanced Placement Biology course as replacement to lecture
and note-taking experiences. The lab experiences and pre and post lab
questions were designed to teach biological concepts without the need of
corresponding lecture material. Topics covered by implemented activities include
general experimental design, capture/recapture methods of population
estimation, transpiration, allelopathy, negative feedback loops and Chi Square
tests. The effectiveness of the labs and activities was evaluated using pre and
post test comparisons, surveys and anecdotal evidence.
The results of these assessments support the use of such activities as a
method of teaching various biological concepts. Strengths and weaknesses of
each of the activities are discussed and proposed adaptations for increased
effectiveness of each are described.
2007 Abstract
Using Problem Based Learning and Hands On Activities to Teach Meiosis and Heredity in a High School Biology Classroom
Tracie Dianne Krawczyk
While the students learn how to solve heredity problems quickly, they often do so in a way that is disconnected from meiosis, the process that creates variation. This unit was designed to address the issue of connection between meiosis and Punnett squares. I develoved a thematic heredity unit that included problem-based learning activities that allowed students to work in small groups as well as activities that utilized models to teach difficult concepts. Students were assessed using pre-and post-tests. Students were also given pre-and post-surveys to measure their learning preferences before and after the unit as well as to allow them the opportunity to self evaluate their own learning. By the conclusion of the unit, students were able to solve difficult genetics problems with little guidance and were introduced to the connection between meiosis and heredity.
2007 Abstract
The Effect of Laboratory Experimentation Along With Graphical and Data Analysis on the Learning of Photosynthesis and Cellular Respiration in a High School Biology Classroom
Marie Lynn Jasper
This research project studied the effectiveness of using laboratory experimentation along with graphical and data analysis on the learning of photosynthesis and cellular respiration in a high school biology classroom. The goals were to address students' misconceptions and increae their retention and understanding of the concepts. Graphical and data analysis skills were emphasized to promote student achievement in other academic areas, personal situations, and the work force. The data collected and graphed during the laboratory experiements were also used to reinforce key concepts. The associated lecture material, demos, laboratory activities, assignments, quizzes, and tests were developed to complement the goals stated above. The effectiveness of this unit was determinded using embedded assignments, lab write-ups, surveys, quizzes, subjective data, and pre/post test comparative analysis. The results from these assessments signify the unit was effective. This document also examines and critiques the day-to-day flow of the unit and the related lesson materials.
2007 Abstract
Evaluating the Knowledge of At Risk high School Students in Ecology Through Alternative Assessment
Tina Marie Kopinski
This purpose of this study was to determine if the use of alternative methods of evaluating At Risk students is favorable to traditional practices of tests and quizzes. Resources were consulted on the needs of Special Education children and Diverse Learners, and lessons plans reflected these findings. The scientific topics taught in the study unit were those in Ecology: characteristics of life, taxonomy, symbiotic relationships, nutrient cycles, food webs, succession, alien species, populations, and biomes. A Final Assessment Portfolio project was used in place of a comprehensive test. To determine the efficacy of this study, the following assessment tools were used: Pre-Unit Survey, Post-Unit Survey, Pretest, and Posttests in the form of Weekly Quizzes.
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