Course: Introduction to Ecology CCSF is a large, urban community college Population: mostly non-majors traditional students non-traditional students international.

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Presentation transcript:

Course: Introduction to Ecology CCSF is a large, urban community college Population: mostly non-majors traditional students non-traditional students international students and non-native English speakers well-prepared students poorly-prepared students Evaluation of a tool to increase scientific literacy using data from primary literature in a non-majors biology course Lisa DiGirolamo – City College of San Francisco

Why do we care? Most studies focused on gains in content knowledge (Bloom’s levels 1 &2) Studies on process skills mostly through inquiry-based lab instruction Scientific literacy Graph interpretation Science process skills Research shows understanding graphs & looking at research: aids in understanding theoretical concepts provides deeper understanding of content increases and test performance/improves comprehension

Use 3x5 cards at intervals during lecture: ties content knowledge with quantitative skills quick and doesn’t require lots of extra work doesn’t require a specific lesson plan iterative Embedded in regular instruction throughout semester & supplements instruction Can use as pre- and/or post- assessment of student learning on particular content area Tool description:

Number of finch species Overlap in diet Adapted from Abbott, Abbott & Grant Write an interpretation of the graph 2.Give a hypothesis explaining the data 3.What does each data point represent? Sample in-class assignment:

Specific skills that students should have following my science course: 1.Ability to identify dependent and independent variables 2.Ability to recognize what each individual point on a scatter plot means 3.Ability to provide a clear statement about what graph is about 4.Ability to formulate a hypothesis based on data presented 5.Ability to differentiate between correlation and causation 6.Ability to make a graph based on data collected in lab class Further assessments: science literacy and science process (there are established assessments for each) Learning goals for graph interpretation: