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Full-Text Articles in Biology
Effect Of Process-Oriented Guided-Inquiry Learning (Pogil) On Preservice Elementary Teachers' Understanding Of Biological Classification, Mackenzie Volz
Effect Of Process-Oriented Guided-Inquiry Learning (Pogil) On Preservice Elementary Teachers' Understanding Of Biological Classification, Mackenzie Volz
All Graduate Theses, Dissertations, and Other Capstone Projects
This study examined preservice elementary teachers’ biological classification conceptions and whether process-oriented guided-inquiry learning (POGIL) or traditional pedagogies affect preservice elementary teachers’ understanding of biological classification conceptions. A literature review was completed to determine common biological classification conceptions that exist among all researched populations, what misconceptions are present regarding biological classification, and whether POGIL was an appropriate pedagogy to use in the experimental study. The findings from the literature review were used to develop a mixed-method research study. Both quantitative and qualitative data was gathered through the use of pre- and posttests and post-instruction clinical interviews. Participants (n = 47) …
Effect Of Process-Oriented Guided-Inquiry Learning On Non-Majors Biology Students' Understanding Of Biological Classification, Breann Marie Wozniak
Effect Of Process-Oriented Guided-Inquiry Learning On Non-Majors Biology Students' Understanding Of Biological Classification, Breann Marie Wozniak
All Graduate Theses, Dissertations, and Other Capstone Projects
The purpose of this study was to examine the effect of process-oriented guided-inquiry learning (POGIL) on non-majors college biology students' understanding of biological classification. This study addressed an area of science instruction, POGIL in the non-majors college biology laboratory, which has yet to be qualitatively and quantitatively researched. A concurrent triangulation mixed methods approach was used. Students' understanding of biological classification was measured in two areas: scores on pre and posttests (consisting of 11 multiple choice questions), and conceptions of classification as elicited in pre and post interviews and instructor reflections. Participants were Minnesota State University, Mankato students enrolled in …