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首页> 外文学位 >The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course.
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The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course.

机译：在普通教育生物学课程中，教学内容知识（PCK）对宏观进化的教学对学生成果的影响。

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摘要

This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these components on students' knowledge of macroevolution and evolution acceptance. The study used a mixed methods approach to understand how PCK influences student outcomes, and is one of the first to examine the influence of PCK on student outcomes at the post-secondary level. In addition, the study is one of few to document a significant relationship between knowledge of evolution and evolution acceptance, including how instruction influenced these outcomes.;The case selected for study was a general education biology class: 270 students and their instructor. To examine the nature and sources of the instructor's PCK for teaching macroevolution, the course was observed in its entirety, the instructor was interviewed before, during, and after the evolution unit, and artifacts were collected from the evolution unit. Interview and observational protocols for the instructor were developed based on the Magnussson, Kracjik, & Borko (1999) model of PCK. The instructor was found to have deep knowledge of learners, and this knowledge in turn informed the other components of her PCK. Her knowledge of learners was built through reflecting on student exam outcomes, referencing the pedagogical literature, interactions with students, and discussions with colleagues. These findings have implications for faculty professional development.;The influence of the course was examined both quantitatively and qualitatively. Students were surveyed using the Measure of Understanding of Macroevolution (Nadelson & Southerland, 2010a) the Measure of Acceptance of the Theory of Evolution (Rutledge & Warden, 1999, 2007). From pre- to post-test, students became significantly more accepting of evolution (p < .0001) and made significant gains in understanding macroevolution ( p < .0001). Knowledge of macroevolution and evolution acceptance were also significantly correlated (r[268] = .47, p < .01). Twelve students initially scoring low on both instruments also interviewed to examine how the instruction influenced their responses on the instruments. Nine of the students became more accepting of evolution, which they attributed to learning about the volume of evidence for evolution (especially transitional fossils) and learning about the history of life. These findings have important implications for evolution education policy and practice at the post-secondary level.
机译：这项研究调查了教学内容知识（PCK）对非自然科学专业学生的宏观进化知识和进化接受度的影响。考察了经验丰富的教师PCK的性质和来源以及颁布的PCK的说明（Park＆Oliver，2008），以考虑这些成分对学生的宏观进化和进化接受知识的影响。该研究采用混合方法来了解PCK如何影响学生的学习成绩，并且是在中学后阶段研究PCK对学生学习成绩影响的第一人之一。此外，该研究是记录进化知识与进化接受度之间显着关系的少数几个研究，其中包括教学如何影响这些结果。入选本研究的案例是一所普通教育生物学班：270名学生和他们的老师。为了检查讲师PCK进行宏观进化教学的性质和来源，整个课程进行了全面观察，并在演化单元之前，之中和之后对教师进行了采访，并从演化单元中收集了人工制品。教师的面试和观察协议是根据PCK的Magnussson，Kracjik和Borko（1999）模型开发的。发现教师对学习者有深刻的了解，而这些知识反过来又为她的PCK的其他组成部分提供了信息。她对学习者的了解是通过反思学生的考试成绩，参考教学文献，与学生的互动以及与同事的讨论而建立的。这些发现对教师的专业发展具有启示意义。该课程的影响已通过定量和定性的检验。使用对宏观进化的理解测度（Nadelson＆Southerland，2010a）和对进化理论的接受度（Rutledge＆Warden，1999，2007）对学生进行了调查。从测试前到测试后，学生对进化的接受程度显着提高（p <.0001），对宏观进化的理解也显着提高（p <.0001）。宏观进化知识和进化接受度也显着相关（r [268] = .47，p <.01）。最初在这两种乐器上得分都低的十二名学生也接受了采访，以检查指导如何影响他们对乐器的反应。 9名学生对进化论的接受程度更高，他们将其归因于对进化论证据（尤其是过渡化石）的了解以及对生命史的了解。这些发现对中学后的进化教育政策和实践具有重要意义。

著录项

  • 作者

    Walter, Emily Marie.;

  • 作者单位

    University of Missouri - Columbia.;

  • 授予单位 University of Missouri - Columbia.;
  • 学科 Education Sciences.;Education Higher.;Biology Evolution and Development.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 355 p.
  • 总页数 355
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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