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EvoCI Toolkit: Developing concept inventories for Evolutionary Biology Kathryn E. Perez Rebecca M. Price NESCent working group members Overview of presentation Evolution education background Intro to concept inventories and their uses EvoDevoCI development Core concepts for biological literacy 1. Evolution ‐ the diversity of life evolved over time by processes of mutation, selection, and genetic change. The majority of the U.S. public doesn’t accept evolution “Human beings, as we know them, developed from earlier species of animals” Miller et al. 2006. Science. UWL students taking intro biology. Evolution is a scientifically valid theory. 50 45 40 35 Non Majors BIO103% Majors BIO105% 30 25 20 15 10 5 0 Strongly Disagree Disagree Undecided Agree Strongly Agree Evolution is foundational for biology understanding, but clearly we fail to convey this to students and the public. How can we teach evolution more effectively? If I developed an effective way to teach evolution, how could I tell? Concept inventories are tools used to measure student learning. Extensively tested for ability to accurately measure student knowledge Also assess students’ conceptual difficulties How are concept inventories used by educators? Pre‐test – see where your class stands on concepts Post‐test – see what they learned Test new curriculum module or teaching technique. Test whole departmental curriculum Developing evidence of teaching efficacy for teaching / tenure portfolio. Evolution concept inventories Tree‐thinking Natural selection Macroevolution Evolution Concepts Dominance‐ Recessive Relationships Genetic Drift Population‐ level thinking Evo‐devo: The union of evolutionary biology and developmental biology Evo‐devo concepts form an essential part of a complete understanding of evolution One gene, called Distal‐less, is responsible for limb formation in organisms ranging from worms to mice to humans 17 day mouse embryo The genetic material responsible for the development of all animals is very old, many of our genes are shared with bacteria. Model to design CI Student’s Conception Target Concepts Eliminate and Edit • Too Easy • Too Difficult • Open Response • Interviews Analyze Student Difficulties Administer Survey Create & Pilot Effective Questions • Stem • Distractors Analyze metrics • Validity • Reliability Concept development example – Evo‐Devo CI Concept: A small number of mutations can make a large evolutionary difference. Conceptual difficulties frequently associated with this concept: Lack of development knowledge Inheritance of acquired traits Gene expression evolves when genes appear or disappear Hiatt et al. in press Question testing example Within a single type of bird, Ornitho nostrum, beak size varies greatly. Some individuals have beaks that are twice as wide as others. Which of the following best describes why there are these large differences in beak size among Ornitho nostrum birds? Figure from Anderson et al 2002 Lower Level (n=68) Upper Level (n=152) 26 % 12 % 37 % 12 % 10 % 3 % 27 % 73 % Question review/revise example A. Beaks are different sizes because nature intended them to be different sizes depending on how each bird uses its beak resulting in a large difference in beak size. B. Beaks are different sizes because some birds need longer beaks to eat bigger seeds in order to survive and reproduce more than other birds resulting in a large difference in beak size. C. Beaks are different sizes because some birds have the gene for larger beaks and others do not, resulting in a large difference in beak size. D. *Beaks are different sizes because each type of bird has the same genes, but the genes are slightly different resulting in a large difference in beak size. * Various ways we tested the 11‐item EvoDevoCI 579 students from 4 institutions took the CI for overall validity & reliability statistics Test/Retest same p<0.05 Random vs fixed order same p<0.05 Computer vs paper same p<0.05 Redacted vs unredacted Redacted 0.26 correct Unredacted 0.33 correct This final round of testing indicates we have produced a valid and reliable measure of student learning of evodevo. Average difficulty of questions was 0.37 (>0.20 is ideal) Question was harder for advanced students. Difficulty is overall proportion of students choosing the correct response. Advanced students usually answered more questions correctly than novice students. If I developed an effective way to teach evolution, how could I tell? Tree‐thinking Natural selection Macroevolution Evolution Concepts Dominance‐ Recessive Relationships Genetic Drift Population‐ level thinking The EvoDevoCI: A concept inventory for gauging students’ understanding of evolutionary developmental biology Kathryn E. Perez Anna Hiatt Greg Davis Caleb Trujillo Mark Terry Rebecca Price Questions?
