Critical Thinking Assessment of Students in Nonmajors Biology Classes with Corn or Fly Genetics Laboratory Studies
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| Title: | Critical Thinking Assessment of Students in Nonmajors Biology Classes with Corn or Fly Genetics Laboratory Studies |
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| Language: | English |
| Authors: | Reinbold, Stephen L. |
| Source: | Journal of College Science Teaching. Nov 2018 48(2):68-75. |
| Availability: | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Critical Thinking, Science Instruction, Biology, Genetics, Nonmajors, Science Laboratories, Plants (Botany), Animals, College Science, College Students, Student Research |
| ISSN: | 0047-231X |
| Abstract: | A critical thinking assessment was used to compare biology students in a nonmajors course who participated in either a multisemester research program or in a one-semester lab study. Initially, it was thought the former would be more effective in promoting critical thinking improvement than the latter. Data from nine biology classes with pre- and posttests were used. Six sections participated in a multisemester fly genetics study, and three sections did a one-semester corn genetics study. Each student wrote a draft and a final report. In the former study, biology students studied Drosophila eye color mutants and wild type that were crossed through parental, F[subscript 1], and F[subscript 2] generations. In the latter study, parental, F[subscript 1], and F[subscript 2] ears of corn were examined. The students in the corn laboratory group actually did better on the posttest. Reasons for this result and other comparisons suggesting the value of a short, multiple-choice assessments are discussed. |
| Abstractor: | As Provided |
| Number of References: | 17 |
| Entry Date: | 2018 |
| Access URL: | https://www.nsta.org/publications/browse_journals.aspx?action=issue&id=116134 |
| Accession Number: | EJ1195663 |
| Database: | ERIC |
| Abstract: | A critical thinking assessment was used to compare biology students in a nonmajors course who participated in either a multisemester research program or in a one-semester lab study. Initially, it was thought the former would be more effective in promoting critical thinking improvement than the latter. Data from nine biology classes with pre- and posttests were used. Six sections participated in a multisemester fly genetics study, and three sections did a one-semester corn genetics study. Each student wrote a draft and a final report. In the former study, biology students studied Drosophila eye color mutants and wild type that were crossed through parental, F[subscript 1], and F[subscript 2] generations. In the latter study, parental, F[subscript 1], and F[subscript 2] ears of corn were examined. The students in the corn laboratory group actually did better on the posttest. Reasons for this result and other comparisons suggesting the value of a short, multiple-choice assessments are discussed. |
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| ISSN: | 0047-231X |
