東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Design Based Learning for a Sustaina...

Fried, Erin Rene.

Linked to FindBook

Google Book

Amazon

博客來

Design Based Learning for a Sustainable Future: An Undergraduate Evolution Curricula.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Design Based Learning for a Sustainable Future: An Undergraduate Evolution Curricula./
Author:	Fried, Erin Rene.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	89 p.
Notes:	Source: Masters Abstracts International, Volume: 81-09.
Contained By:	Masters Abstracts International81-09.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27541535
ISBN:	9781392897164

Design Based Learning for a Sustainable Future: An Undergraduate Evolution Curricula.
Fried, Erin Rene.

Design Based Learning for a Sustainable Future: An Undergraduate Evolution Curricula. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 89 p.

Source: Masters Abstracts International, Volume: 81-09.

Thesis (M.A.)--University of Colorado at Boulder, 2019.

This item must not be sold to any third party vendors.

National education institutes emphasize the need to train future biologists to apply discoveries in science towards solving problems that are both social and scientific in nature. Research from socio-scientific, design-based, and problem-based learning demonstrate that contextualized, real-world tasks can improve students' ability to apply their scientific knowledge in practical ways to solve social problems. Biomimicry Design is an interdisciplinary field requiring biology and design skills; it informs the creation of sustainable designs through emulation of biological structures and functions that arise as a result of natural selection. Notably, engaging in biomimicry design targets an important biology and engineering learning outcome: understanding of how structure influences function. In this study, I leveraged the practices of biomimicry along with those of design-based learning (DBL) to improve student outcomes in an evolutionary biology undergraduate course. Through DBL, I aimed to 1) ignite deeper understanding of how structure determines function in nature (Cross Disciplinary Concept) and 2) help students to consider new ways this concept can benefit society (Science Process Skill). I randomly assigned two sections of the course to either biomimicry DBL or comparison curricular design. Students in the course were exposed to 1.5-weeklong case studies and a final project focused on biomimicry species-to-human design comparisons (DBL section) or species-to-species comparisons (comparison section). To assess the targeted outcomes, I compared students' responses from a pre-post assessment and a homework assignment. Students in the biomimicry section more frequently reported applicable ways society can benefit from biological structure-function concepts when leaving the course. Students in both sections showed comparable gains in structure-function understanding but with an unchanged frequency of total students who used misconception language in their post-course compared to pre-course responses. Moreover, results show that biomimicry students reported more unique organisms and species in a homework assignment exploring the primary literature. We conclude that DBL curriculum, above and beyond the comparison curriculum, may support students' ability to link biological concepts to societal benefit in applicable ways and may support students' motivation to explore the primary literature. Overall, these results provide rationale for incorporating tasks situated in DBL to address socio-scientific issues in biology courses.

ISBN: 9781392897164Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Biology education research

Design Based Learning for a Sustainable Future: An Undergraduate Evolution Curricula.
LDR:03852nmm a2200385 4500 001 2285784
005 20220613065702.5
008 220803s2019 ||||||||||||||||| ||eng d
020 $a 9781392897164
035 $a (MiAaPQ)AAI27541535
035 $a AAI27541535
040 $a MiAaPQ $c MiAaPQ
100 1 $a Fried, Erin Rene. $0 (orcid)0000-0003-4810-1620 $3 3566172
245 1 0 $a Design Based Learning for a Sustainable Future: An Undergraduate Evolution Curricula.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 89 p.
500 $a Source: Masters Abstracts International, Volume: 81-09.
500 $a Advisor: Corwin, Lisa.
502 $a Thesis (M.A.)--University of Colorado at Boulder, 2019.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a National education institutes emphasize the need to train future biologists to apply discoveries in science towards solving problems that are both social and scientific in nature. Research from socio-scientific, design-based, and problem-based learning demonstrate that contextualized, real-world tasks can improve students' ability to apply their scientific knowledge in practical ways to solve social problems. Biomimicry Design is an interdisciplinary field requiring biology and design skills; it informs the creation of sustainable designs through emulation of biological structures and functions that arise as a result of natural selection. Notably, engaging in biomimicry design targets an important biology and engineering learning outcome: understanding of how structure influences function. In this study, I leveraged the practices of biomimicry along with those of design-based learning (DBL) to improve student outcomes in an evolutionary biology undergraduate course. Through DBL, I aimed to 1) ignite deeper understanding of how structure determines function in nature (Cross Disciplinary Concept) and 2) help students to consider new ways this concept can benefit society (Science Process Skill). I randomly assigned two sections of the course to either biomimicry DBL or comparison curricular design. Students in the course were exposed to 1.5-weeklong case studies and a final project focused on biomimicry species-to-human design comparisons (DBL section) or species-to-species comparisons (comparison section). To assess the targeted outcomes, I compared students' responses from a pre-post assessment and a homework assignment. Students in the biomimicry section more frequently reported applicable ways society can benefit from biological structure-function concepts when leaving the course. Students in both sections showed comparable gains in structure-function understanding but with an unchanged frequency of total students who used misconception language in their post-course compared to pre-course responses. Moreover, results show that biomimicry students reported more unique organisms and species in a homework assignment exploring the primary literature. We conclude that DBL curriculum, above and beyond the comparison curriculum, may support students' ability to link biological concepts to societal benefit in applicable ways and may support students' motivation to explore the primary literature. Overall, these results provide rationale for incorporating tasks situated in DBL to address socio-scientific issues in biology courses.
590 $a School code: 0051.
650 4 $a Education. $3 516579
650 4 $a Biology. $3 522710
650 4 $a Evolution & development. $3 3172418
653 $a Biology education research
653 $a Evolution curricula/case studies
653 $a Science application
653 $a Socio-scientific issues
653 $a Sustainable design based learning
690 $a 0515
690 $a 0306
690 $a 0412
710 2 $a University of Colorado at Boulder. $b Ecology and Evolutionary Biology. $3 1021019
773 0 $t Masters Abstracts International $g 81-09.
790 $a 0051
791 $a M.A.
792 $a 2019
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27541535