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Redesign of a Life Cycle Figure Improves Student Conceptions of Ecology and Evolution
Landin, Jennifer M ; Cozart, Abigail Janet
Education sciences, 2024-04, Vol.14 (4), p.403
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題名:
Redesign of a Life Cycle Figure Improves Student Conceptions of Ecology and Evolution
著者:
Landin, Jennifer M
;
Cozart, Abigail Janet
主題:
Biographies
;
Biology
;
Cell cycle
;
Communication
;
Design
;
Developmental Stages
;
Ecology
;
ecology education
;
Educational Media
;
Educational objectives
;
Educational Resources
;
Evolution
;
evolution education
;
Herbivores
;
Layouts
;
Learning
;
life cycle
;
misconceptions
;
Organisms
;
Outcomes of Education
;
Parasites
;
Reading comprehension
;
Science education
;
Sciences education
;
Standardized Tests
;
Students
;
Textbooks
;
visual literacy
所屬期刊:
Education sciences, 2024-04, Vol.14 (4), p.403
描述:
Life cycle diagrams communicate the developmental life stages of an organism. Design choices may inadvertently communicate additional information about survivorship rates, genetic variation, and microevolutionary change. In this controlled experiment, we randomly assigned one of three life cycle diagrams to 684 college students. Each figure included identical life stages of a fictitious organism’s development but differed in (1) the number of offspring (single or multiple) and (2) layout (cyclical or linear). Each participant could reference the figure when answering questions about organism survival, variation among offspring, and variation between generations. Students scored 28–30% higher on questions about survivorship when the available diagram included multiple offspring. Students scored 19–30% higher on questions about microevolution when the diagram layout was linear. Overall, students who received the figure with a linear layout and multiple offspring earned the highest average score (54.5%, or 3.3 of six questions) on the assessment, while students with the traditional figure (cyclical layout with single offspring) scored the lowest average (26.1%, or 1.6 of six questions). These results suggest that figure design affects student interpretations and may assist student learning about ecology and evolution concepts and common misconceptions.
出版者:
Basel: MDPI AG
語言:
英文
識別號:
ISSN: 2227-7102
EISSN: 2227-7102
DOI: 10.3390/educsci14040403
資源來源:
Publicly Available Content Database
Education Database
Education Collection
DOAJ Directory of Open Access Journals
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