The Use of Journaling to Assess Student Learning and Acceptance of Evolutionary Science.
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| Title: | The Use of Journaling to Assess Student Learning and Acceptance of Evolutionary Science. |
|---|---|
| Authors: | Butler Jr., Wilbert1, Scharmann, Lawrence C.2 |
| Source: | Journal of College Science Teaching. Sep/Oct2015, Vol. 45 Issue 1, p16-21. 6p. |
| Subject Terms: | *Journal writing, *Science students, *Biological evolution education, *Community colleges, *College curriculum |
| Geographic Terms: | United States |
| Abstract: | Journal writing was introduced as a means to assess student learning and acceptance of evolutionary science in a nonmajors' biology course taught at a community college. Fourteen weeks of instruction were performed, each initiated by student-centered, in-class activities and culminated by a discussion, to elucidate tentative conclusions based on evidence from inclass activities. Students (N = 31) engaged in explicit and reflective writing (i.e., journaling) at four points during the semester, providing responses to the following questions: (a) what influence did the recent in-class activities and discussion have on your understanding of evolution (b) has your view (of evolution) changed (explain your response and provide support or examples of what influenced the change); and (c) what aspects of the nature of science have you observed in recent lessons/activities. Journal entries were coded on a continuum as informed (I), somewhat informed (SWI), or not informed (NI) regarding the accuracy of evidence cited with respect to evolutionary science. Initial journal entries were judged as strongly NI and highly negative toward evolution. Data analyses at the conclusion of the course, however, indicated a statistically significant shift in student responses toward an informed view more consistent with evolutionary principles and less personally resistant to biological evolution. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of College Science Teaching is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 109033794 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=109033794 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 6 StartPage: 16 Subjects: – SubjectFull: Journal writing Type: general – SubjectFull: Science students Type: general – SubjectFull: Biological evolution education Type: general – SubjectFull: Community colleges Type: general – SubjectFull: College curriculum Type: general – SubjectFull: United States Type: general Titles: – TitleFull: The Use of Journaling to Assess Student Learning and Acceptance of Evolutionary Science. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Butler Jr., Wilbert – PersonEntity: Name: NameFull: Scharmann, Lawrence C. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep/Oct2015 Type: published Y: 2015 Identifiers: – Type: issn-print Value: 0047231X Numbering: – Type: volume Value: 45 – Type: issue Value: 1 Titles: – TitleFull: Journal of College Science Teaching Type: main |
| ResultId | 1 |
