Promoting Deep Approaches to Learning in Biology with a Suite of Assessments Including Online Quizzes, concept Mapping, and Essays
From CTLpedia
- Brad Kincaid
- 3:00 p.m. Wednesday, April 11, 2007
- LB 145 in the Elsner Library at MCC
Scientific literacy requires deep learning of science concepts. A suite of sequentially dependent assessments, which includes online quizzes, concept mapping, and essay exams, was employed to promote deep conceptual learning. These assessments were first evaluated in a pilot study that included survey instruments for each assessment type and for the overall course as well as open-ended questions for each assessment. Exploratory analysis of these surveys and comments resulted in several hypotheses including: 1) sequentially dependent assessments promote deep learning in science 2) adequate support and acceptance of concept mapping and essay exams affect student approaches to learning 3) concept mapping is effective for construction of knowledge and for developing the ability to communicate that knowledge 4) assessments that promote surface learning are a prerequisite for concept construction and communication. In this seminar, I will report on my quantitative and qualitative analyses of data from three additional semesters. I attempted to take a confirmatory approach to testing these hypotheses. This involved validation of measurment models for several student opinion constructs and development of structural models for testing my hypotheses. Although small sample size limited a pure application of this approach, quantitative and qualitative results supported the above hypotheses. Carefully designed assessments could promote deep approaches to learning in our students and help them to achieve conceptual learning.
Brad Kincaid is a biologist with a Ph.D. in evolutionary ecology and environmental science. His is a professor and past chair in the Life Science Department at Mesa Community College. At Mesa, he has been a leader in reform of the introductory biology and promoter of biological literacy for all students. He has also been a leader in the application of instructional technology and a mentor to innumerable Adjunct Faculty members helping them implement inquiry-oriented instructional techniques. Brad has been actively involved with Project Kaleidoscope, which is an informal alliance of colleges and universities promoting undergraduate science education, since 1995 when he was nominated to their Faculty for the 21st Century. He is also an adjunct Faculty member at Arizona State University where he is a collaborator on an NSF Math Science Partnership project at the ASU Center for Research on Education in Science, Mathematics, Engineering and Technology. Brad is currently Acting Director of the Center for Teaching and Learning at Mesa Community College. He has focused on creating connections among faculty and engaging them in the scholarship of teaching and learning. Building on his science education experience, he facilitated an interdisciplinary faculty learning community on the nature of science. The success of this pilot led him to develop and implement a faculty and professional learning community (FPLC) program for MCC. Program goals are to promote connections among faculty, staff and students and to promote reflection and engagement in improving teaching and learning. In the 2006-7 academic year, more than 70 faculty and staff participated in six FPLCs. Brad is committed to continuing the development of this program.
