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The Learning Loss Effect In Genetics: What Ideas Do Students Retain Or Lose After Instruction?, Amber Todd, William L. Romine
The Learning Loss Effect In Genetics: What Ideas Do Students Retain Or Lose After Instruction?, Amber Todd, William L. Romine
Biological Sciences Faculty Publications
Modern genetics is a relatively new domain, but it is increasingly important for students to have a firm grasp on the content, because genetic technologies are becoming more commonplace. In a previous study, we used the Learning Progression-based Assessment of Modern Genetics to assess high school students’ knowledge of genetics concepts after an intensive inquiry-based genetics instructional period. Given that this type of intensive inquiry-based instruction is unique, we are now investigating how students’ knowledge of genetics changes after instruction (i.e., learning loss effect). Using a six-measure longitudinal design, we found that students retained significant gains in five of the …
Development And Evaluation Of A Model For Secondary Evolution Educators’ Professional Development Needs, William L. Romine, Ellen Barnett, Patricia J. Friedrichsen, Aaron J. Sickel
Development And Evaluation Of A Model For Secondary Evolution Educators’ Professional Development Needs, William L. Romine, Ellen Barnett, Patricia J. Friedrichsen, Aaron J. Sickel
Biological Sciences Faculty Publications
Background
Professional development (PD) efforts have improved acceptance and pedagogical practice related to the theory of evolution in high school biology teachers. However, these teachers express need for more PD related to evolution. It therefore becomes necessary to understand teachers’ PD needs prior to structuring PD efforts.
Methods
We formulated and validated a model to explain secondary teachers’ PD needs using data from a survey of 276 secondary biology teachers who reported teaching evolution.
Results
In addition to reliable subscales, we found that obstacles to teaching evolution, school and community support for evolution instruction, confidence in evolution instruction, and prior …