Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Biology--Study and teaching (Secondary)--Iowa--Center Point--Case studies; Constructivism (Education)--Iowa--Center Point--Case studies; Biology--Study and teaching (Secondary); Constructivism (Education); Academic theses; Case studies;
Abstract
Research has found the learning cycle to be an effective science instructional tool for implementing hands-on activities and leading interactive discussion. In 2000 a curriculum entitled Biology Instructional Opportunities for Motivating Every Student (BIOMES), was written by teachers from Iowa and Wisconsin and edited by Dr. Jody Stone and Dr. Lyn Countryman of the University of Northern Iowa. BIO MES was designed using a three stage learning cycle format to allow students to be true science investigators and create a more student-centered environment to stimulate the development of reasoning skills. The purpose of this study was to test the BIO MES curriculums effectiveness in allowing students to be successful in making gains in content knowledge and reasoning skills. Two successive units of study were selected containing two full cycles (DNA and Genetics) to allow for constancy. The treatment group received the BIO MES instructional strategies whereas the non-treatment group received a traditional, didactic teaching approach. The population for the study consisted of 40 tenth graders from Center Point - Urbana High School located in Center Point, Iowa. The study was a two-group pretest - posttest design with two dependent variables ( content knowledge and reasoning skills). Prior to the teaching of the units, a pretest on reasoning skills, Lawson's Classroom Test of Scientific Reasoning, was administered. A pretest over DNA was completed by the students and followed by a two-week unit covering DNA structure and function. The posttest was then administered and the same format was followed for the unit on genetics. After the completion of the genetics posttest, Lawson's Classroom Test of Scientific Reasoning was again administered to check for gain in reasoning skills. Test data was then analyzed to compare the gain in knowledge and skills between the BIO MES treatment group and the non-treatment traditional group. Results of the study indicate that students in each group made similar gains in both content knowledge and reasoning skills.
Year of Submission
2006
Degree Name
Master of Arts
Department
Department of Teaching
First Advisor
Jody Stone
Second Advisor
Lyn Countryman
Third Advisor
Cherin Lee
Date Original
2006
Object Description
1 PDF file (166 leaves)
Copyright
©2006 Melissa C. James
Language
en
File Format
application/pdf
Recommended Citation
James, Melissa C., "Effect of a Biomes Genetics Unit on Student Achievement in High School Biology" (2006). Dissertations and Theses @ UNI. 2142.
https://scholarworks.uni.edu/etd/2142
Comments
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