ERIC Number: EJ1383912
Record Type: Journal
Publication Date: 2023
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: EISSN-1943-4898
Teaching in Tandem Using Graphs in an Active-Learning Classroom to Shape Students' Understanding of Biology Concepts
Weigel, Emily G.; Angra, Aakanksha
Journal of College Science Teaching, v52 n4 p78-86 Mar-Apr 2023
In the information age, the acquisition of data literacy skills has become increasingly important for undergraduate student success, yet these skills are not emphasized in the lecture setting. Here we present a study to inspire educators to scaffold graph knowledge and interpretation into their classrooms. Specifically, we sought to understand how frequent use of published graphing materials (Angra & Gardner 2016, 2018) and freely available primary literature and data repositories, complemented by active-learning instructional approaches, in an upper-level animal behavior lecture course affect student graph knowledge and interpretation skills. The effectiveness of graphing materials and students' graphing abilities were evaluated by three exams over the course of the semester. Findings revealed overall improvement with graph choice and interpretation abilities, particularly in interpreting the purpose of the graph, the nature of the data, and the relationships between independent and dependent variables and take-home messages. These findings support and extend the utility of the graphing materials to undergraduate lecture courses and illustrate the progression of student learning with graph choice and interpretation.
Descriptors: Science Instruction, Active Learning, Animal Behavior, Graphs, Instructional Effectiveness, Undergraduate Students, Science Process Skills, Lecture Method, Learning Activities
National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A