The Resource The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course, by Emily Marie Walter

The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course, by Emily Marie Walter

Label
The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course
Title
The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course
Statement of responsibility
by Emily Marie Walter
Creator
Contributor
Author
Thesis advisor
Subject
Genre
Language
eng
Summary
This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these components on students' knowledge of macroevolution and evolution acceptance. The study used a mixed methods approach to understand how PCK influences student outcomes, and is one of the first to examine the influence of PCK on student outcomes at the post-secondary level. In addition, the study is one of few to document a significant relationship between knowledge of evolution and evolution acceptance, including how instruction influenced these outcomes. The instructor was found to have deep knowledge of learners, and this knowledge in turn informed the other components of her PCK. Her knowledge of learners was built through reflecting on student exam outcomes, referencing the pedagogical literature, interactions with students, and discussions with colleagues. These findings have implications for faculty professional development. The influence of the course was examined both quantitatively and qualitatively. Students were surveyed using the Measure of Understanding of Macroevolution (Nadelson & Southerland, 2010a) the Measure of Acceptance of the Theory of Evolution (Rutledge & Warden, 1999, 2007). From pre- to post-test, students became significantly more accepting of evolution (p < .0001) and made significant gains in understanding macroevolution (p < .0001). Knowledge of macroevolution and evolution acceptance were also significantly correlated (r[268]=.47, p<.01). Twelve students initially scoring low on both instruments also interviewed to examine how the instruction influenced their responses on the instruments. Nine of the students became more accepting of evolution, which they attributed to learning about the volume of evidence for evolution (especially transitional fossils) and learning about the history of life. These findings have important implications for evolution education policy and practice at the post-secondary level
Cataloging source
MUU
http://library.link/vocab/creatorDate
1983-
http://library.link/vocab/creatorName
Walter, Emily Marie
Degree
Ph. D.
Dissertation note
Thesis
Dissertation year
2013.
Government publication
government publication of a state province territory dependency etc
Granting institution
University of Missouri--Columbia
Illustrations
  • illustrations
  • charts
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • theses
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
Friedrichsen, Patricia J.
http://library.link/vocab/subjectName
  • Macroevolution
  • Universities and colleges
Label
The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course, by Emily Marie Walter
Instantiates
Publication
Note
  • "A Dissertation presented to the Faculty of the Graduate School University of Missouri In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy."
  • Dissertation Supervisor: Dr. Patricia J. Friedrichsen
  • Vita
Bibliography note
Includes bibliographical references (pages 268-286)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
txt
Content type MARC source
rdacontent.
Control code
871337533
Extent
1 online resource (xvi, 336 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia.
Media type code
c
Other physical details
charts, illustrations.
Specific material designation
remote
System control number
(OCoLC)871337533
Label
The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course, by Emily Marie Walter
Publication
Note
  • "A Dissertation presented to the Faculty of the Graduate School University of Missouri In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy."
  • Dissertation Supervisor: Dr. Patricia J. Friedrichsen
  • Vita
Bibliography note
Includes bibliographical references (pages 268-286)
Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier.
Content category
text
Content type code
txt
Content type MARC source
rdacontent.
Control code
871337533
Extent
1 online resource (xvi, 336 pages)
Form of item
online
Media category
computer
Media MARC source
rdamedia.
Media type code
c
Other physical details
charts, illustrations.
Specific material designation
remote
System control number
(OCoLC)871337533

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