Using Place-Based Economically Relevant Organisms to Improve Student Understanding of the Roles of Carbon Dioxide, Sunlight, and Nutrients in Photosynthetic Organisms

Smith, Michelle K.; Toth, Emma; Borges, Kim; Dastoor, Farahad; Johnston, Jason C.; Jones, Eric H.; Nelson, Peter; Page, Jennifer L.; Pelletreau, Karen N.; Prentiss, Nancy K.; Roe, Judith L.; Staples, Joseph K.; Summers, Mindi M.; Trenckmann, Elizabeth; Vinson, Erin

doi:10.24918/cs.2018.1

Cited by 5 publications

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“…, Smith et al. ). For example, instructors could adapt a lesson about the roles of carbon dioxide, sunlight, and nutrients in economically relevant local organisms (Smith et al.…”

Section: Student Performance Across the 4dee Frameworkmentioning

confidence: 99%

“…For example, instructors could adapt a lesson about the roles of carbon dioxide, sunlight, and nutrients in economically relevant local organisms (Smith et al. ), assess student thinking through the clicker and exam questions included in the published lesson, and ask additional assessment questions about the gain in biomass as a seed grows into a tree (Parker et al. , Weston et al.…”

Section: Student Performance Across the 4dee Frameworkmentioning

confidence: 99%

“…Students' confusion about how plants acquire carbon has been previously documented (Anderson et al 1990, Boyes and Stanisstreet 1991, Hartley et al 2011, and instructors can use a variety of published assessment questions and lessons throughout the curriculum to help students explore this concept (Ebert-May et al 2003, Wilson et al 2006, Simmons 2009, Parker et al 2012, Darby and Goodwin 2014, Weston et al 2015. For example, instructors could adapt a lesson about the roles of carbon dioxide, sunlight, and nutrients in economically relevant local organisms (Smith et al 2018), assess student thinking through the clicker and exam questions included in the published lesson, and ask additional assessment questions about the gain in biomass as a seed grows into a tree (Parker et al 2012, Weston et al 2015. As instructors in different courses within a department use various questions and resources, students can take EcoEvo-MAPS at multiple time points to assess whether these instructional changes affect student thinking over the duration of their major.…”

Section: Student Performance Across the 4dee Frameworkmentioning

confidence: 99%

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Using the Ecology and Evolution‐Measuring Achievement and Progression in Science assessment to measure student thinking across the Four‐Dimensional Ecology Education framework

et al. 2019

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The newly developed Four‐Dimensional Ecology Education (4DEE) framework, produced by the Ecological Society of America, provides updated guidance for undergraduate instruction. To help instructors align their courses to this framework and assess student progress toward its goals, we have recoded the comprehensive programmatic assessment Ecology and Evolution‐Measuring Achievement and Progression in Science (EcoEvo‐MAPS) and reanalyzed a national dataset of over 2000 undergraduate student responses. Here, we show how the EcoEvo‐MAPS questions align to the 4DEE framework and provide student performance data across the dimensions and elements. We also include information from student interviews to help inspire educators to develop new lessons, additional assessment questions, and other course materials in these areas. Finally, we provide information on a new web‐based portal that allows instructors to easily administer EcoEvo‐MAPS to students and receive an automatically generated score report that aligns results to the 4DEE framework.

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“…, Smith et al. ). For example, instructors could adapt a lesson about the roles of carbon dioxide, sunlight, and nutrients in economically relevant local organisms (Smith et al.…”

Section: Student Performance Across the 4dee Frameworkmentioning

confidence: 99%

Section: Student Performance Across the 4dee Frameworkmentioning

confidence: 99%

Section: Student Performance Across the 4dee Frameworkmentioning

confidence: 99%

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Using the Ecology and Evolution‐Measuring Achievement and Progression in Science assessment to measure student thinking across the Four‐Dimensional Ecology Education framework

et al. 2019

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“… 2016 ; Smith et al. 2018 ). Furthermore, recent work has shown that when faculty collaborate on the development of an activity, teach it in their classrooms, and co-author a publication, they are more likely to use active-learning instructional techniques (Pelletreau et al , 2018 ).…”

Section: Developing Publishable Activities Encourages New Collaboratimentioning

confidence: 99%

Publishing activities improves undergraduate biology education

Smith

2018

FEMS Microbiology Letters

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To improve undergraduate biology education, there is an urgent need for biology instructors to publish their innovative active-learning instructional materials in peer-reviewed journals. To do this, instructors can measure student knowledge about a variety of biology concepts, iteratively design activities, explore student learning outcomes and publish the results. Creating a set of well-vetted activities, searchable through a journal interface, saves other instructors time and encourages the use of active-learning instructional practices. For authors, these publications offer new opportunities to collaborate and can provide evidence of a commitment to using active-learning instructional techniques in the classroom.

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Clickers in the Biology Classroom: Strategies for Writing and Effectively Implementing Clicker Questions That Maximize Student Learning

Smith

Knight

2020

Active Learning in College Science

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Using Place-Based Economically Relevant Organisms to Improve Student Understanding of the Roles of Carbon Dioxide, Sunlight, and Nutrients in Photosynthetic Organisms

Cited by 5 publications

References 0 publications

Using the Ecology and Evolution‐Measuring Achievement and Progression in Science assessment to measure student thinking across the Four‐Dimensional Ecology Education framework

Using the Ecology and Evolution‐Measuring Achievement and Progression in Science assessment to measure student thinking across the Four‐Dimensional Ecology Education framework

Publishing activities improves undergraduate biology education

Clickers in the Biology Classroom: Strategies for Writing and Effectively Implementing Clicker Questions That Maximize Student Learning

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