View in EDS

The Conceptual Analysis of Disciplinary Evidence (CADE) Framework as a Guide for Evidentiary Reasoning: A Practical Implementation in a Hardy-Weinberg Equilibrium (HWE) Laboratory Investigation

Saved in:
Bibliographic Details
Title: The Conceptual Analysis of Disciplinary Evidence (CADE) Framework as a Guide for Evidentiary Reasoning: A Practical Implementation in a Hardy-Weinberg Equilibrium (HWE) Laboratory Investigation
Language: English
Authors: Chaonan Liu (ORCID 0000-0002-1786-5540), Dayna L. Dreger (ORCID 0000-0002-3218-6431), Shiyao Liu (ORCID 0000-0002-5092-782X), Ala Samarapungavan (ORCID 0000-0003-4016-9743), Stephanie M. Gardner (ORCID 0000-0003-3988-343X), Kari L. Clase (ORCID 0000-0003-2749-6440), Nancy Pelaez (ORCID 0000-0002-6328-5010)
Source: Journal of Biological Education. 2024 58(3):626-650.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1346567
1661124
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Science Education, Science Instruction, Teaching Methods, Science Process Skills, Evidence, Science Laboratories, Introductory Courses, Biology, Investigations, Scaffolding (Teaching Technique), Epistemology, Undergraduate Students, Animals, Genetics, Discussion (Teaching Technique), College Science
DOI: 10.1080/00219266.2022.2100450
ISSN: 0021-9266
2157-6009
Abstract: Recent emphasis on learning biology through scientific investigations has focused instruction on understanding and using scientific evidence. To unpack the complexities of evidentiary reasoning, here we present a novel laboratory investigation for teaching the Hardy Weinberg Equilibrium (HWE) in an introductory biology laboratory course that was informed by the Conceptual Analysis of Disciplinary Evidence (CADE) framework. This HWE laboratory investigation highlights evidentiary reasoning with scaffolding questions to target reasoning with and about scientific evidence and it provides students with detailed disciplinary knowledge underpinning their investigation and evidentiary reasoning. To indicate how CADE influenced instruction on evidentiary reasoning during the investigation, changes in one instructor's laboratory discussion questions before and after implementing CADE are provided. Also, our CADE-informed HWE laboratory investigation is compared to other published activities for engaging students with HWE. Findings show that with CADE, the instructor implemented more scaffolds for directing students to consider multiple aspects of evidentiary reasoning and encouraged students' epistemic considerations about the nature, scope and quality of scientific evidence. These changes suggest that CADE can be a practical pedagogical tool to inform improvements in HWE laboratory investigations and to help instructors develop and implement scaffolds to guide students' evidentiary reasoning during a scientific investigation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1428030
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1428030
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Conceptual Analysis of Disciplinary Evidence (CADE) Framework as a Guide for Evidentiary Reasoning: A Practical Implementation in a Hardy-Weinberg Equilibrium (HWE) Laboratory Investigation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Chaonan+Liu%22">Chaonan Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1786-5540">0000-0002-1786-5540</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dayna+L%2E+Dreger%22">Dayna L. Dreger</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3218-6431">0000-0002-3218-6431</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shiyao+Liu%22">Shiyao Liu</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5092-782X">0000-0002-5092-782X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ala+Samarapungavan%22">Ala Samarapungavan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4016-9743">0000-0003-4016-9743</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+M%2E+Gardner%22">Stephanie M. Gardner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3988-343X">0000-0003-3988-343X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kari+L%2E+Clase%22">Kari L. Clase</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2749-6440">0000-0003-2749-6440</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nancy+Pelaez%22">Nancy Pelaez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6328-5010">0000-0002-6328-5010</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Biological+Education%22"><i>Journal of Biological Education</i></searchLink>. 2024 58(3):626-650.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1346567<br />1661124
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Process+Skills%22">Science Process Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence%22">Evidence</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Laboratories%22">Science Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Investigations%22">Investigations</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolding+%28Teaching+Technique%29%22">Scaffolding (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Animals%22">Animals</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink><br /><searchLink fieldCode="DE" term="%22Discussion+%28Teaching+Technique%29%22">Discussion (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Science%22">College Science</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/00219266.2022.2100450
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0021-9266<br />2157-6009
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Recent emphasis on learning biology through scientific investigations has focused instruction on understanding and using scientific evidence. To unpack the complexities of evidentiary reasoning, here we present a novel laboratory investigation for teaching the Hardy Weinberg Equilibrium (HWE) in an introductory biology laboratory course that was informed by the Conceptual Analysis of Disciplinary Evidence (CADE) framework. This HWE laboratory investigation highlights evidentiary reasoning with scaffolding questions to target reasoning with and about scientific evidence and it provides students with detailed disciplinary knowledge underpinning their investigation and evidentiary reasoning. To indicate how CADE influenced instruction on evidentiary reasoning during the investigation, changes in one instructor's laboratory discussion questions before and after implementing CADE are provided. Also, our CADE-informed HWE laboratory investigation is compared to other published activities for engaging students with HWE. Findings show that with CADE, the instructor implemented more scaffolds for directing students to consider multiple aspects of evidentiary reasoning and encouraged students' epistemic considerations about the nature, scope and quality of scientific evidence. These changes suggest that CADE can be a practical pedagogical tool to inform improvements in HWE laboratory investigations and to help instructors develop and implement scaffolds to guide students' evidentiary reasoning during a scientific investigation.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1428030
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1428030
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/00219266.2022.2100450
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 626
    Subjects:
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Science Process Skills
        Type: general
      – SubjectFull: Evidence
        Type: general
      – SubjectFull: Science Laboratories
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Investigations
        Type: general
      – SubjectFull: Scaffolding (Teaching Technique)
        Type: general
      – SubjectFull: Epistemology
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Animals
        Type: general
      – SubjectFull: Genetics
        Type: general
      – SubjectFull: Discussion (Teaching Technique)
        Type: general
      – SubjectFull: College Science
        Type: general
    Titles:
      – TitleFull: The Conceptual Analysis of Disciplinary Evidence (CADE) Framework as a Guide for Evidentiary Reasoning: A Practical Implementation in a Hardy-Weinberg Equilibrium (HWE) Laboratory Investigation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Chaonan Liu
      – PersonEntity:
          Name:
            NameFull: Dayna L. Dreger
      – PersonEntity:
          Name:
            NameFull: Shiyao Liu
      – PersonEntity:
          Name:
            NameFull: Ala Samarapungavan
      – PersonEntity:
          Name:
            NameFull: Stephanie M. Gardner
      – PersonEntity:
          Name:
            NameFull: Kari L. Clase
      – PersonEntity:
          Name:
            NameFull: Nancy Pelaez
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0021-9266
            – Type: issn-electronic
              Value: 2157-6009
          Numbering:
            – Type: volume
              Value: 58
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Biological Education
              Type: main
ResultId 1