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Open CAKIR.Pdf The Pennsylvania State University The Graduate School Department of Curriculum and Instruction EXPLORING PROSPECTIVE SECONDARY SCIENCE TEACHERS’ UNDERSTANDINGS OF SCIENTIFIC INQUIRY AND MENDELIAN GENETICS CONCEPTS USING COMPUTER SIMULATION A Thesis in Curriculum and Instruction by Mustafa Çakir TITLE PAGE Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy August 2004 The thesis of Mustafa Çakir was reviewed and approved* by the following: Barbara A. Crawford Associate Professor of Education Thesis Advisor Chair of Committee William S. Carlsen Professor of Education Peter A. Rubba Professor of Education Hoi Suen Professor of Educational Psychology Patrick W. Shannon Professor of Language and Literacy Education Coordinator for Graduate Programs in Curriculum and Instruction *Signatures are on file in the Graduate School Signatory Page iii ABSTRACT The primary objective of this case study was to examine prospective secondary science teachers’ developing understanding of scientific inquiry and Mendelian genetics. A computer simulation of basic Mendelian inheritance processes (Catlab) was used in combination with small-group discussions and other instructional scaffolds to enhance prospective science teachers’ understandings. The theoretical background for this research is derived from a social constructivist perspective. Structuring scientific inquiry as investigation to develop explanations presents meaningful context for the enhancement of inquiry abilities and understanding of the science content. The context of the study was a teaching and learning course focused on inquiry and technology. Twelve prospective science teachers participated in this study. Multiple data sources included pre- and post-module questionnaires of participants’ view of scientific inquiry, pre-posttests of understandings of Mendelian concepts, inquiry project reports, class presentations, process videotapes of participants interacting with the simulation, and semi-structured interviews. Seven selected prospective science teachers participated in in-depth interviews. Findings suggest that while studying important concepts in science, carefully designed inquiry experiences can help prospective science teachers to develop an understanding about the types of questions scientists in that field ask, the methodological and epistemological issues that constrain their pursuit of answers to those questions, and the ways in which they construct and share their explanations. Key findings included prospective teachers’ initial limited abilities to create evidence-based arguments, their iv hesitancy to include inquiry in their future teaching, and the impact of collaboration on thinking. Prior to this experience the prospective teachers held uninformed views of scientific inquiry. After the module, participants demonstrated extended expertise in their understandings of following aspects of scientific inquiry: a) the iterative nature of scientific inquiry; b) the tentativeness of specific knowledge claims; c) the degree to which scientists rely on empirical data, as well as broader conceptual and metaphysical commitments, to assess models and to direct future inquiries; d) the need for conceptual consistency; e) multiple methods of investigations and multiple interpretations of data; and f) social and cultural aspects of scientific inquiry. This research provided evidence that hypothesis testing can support the integrated acquisition of conceptual and procedural knowledge in science. Participants’ conceptual elaborations of Mendelian inheritance were enhanced. There were qualitative changes in the nature of the participants’ explanations. Moreover, the average percentage of correct responses improved from 39% on the pretest to 67% on the posttest. Findings also suggest those prospective science teachers’ experiences as learners of science in their methods course served as a powerful tool for thinking about the role of inquiry in teaching and learning science. They had mixed views about enacting inquiry in their teaching in the future. All of them stated some kind of general willingness to do so; yet, they also mentioned some reservations and practical considerations about inquiry-based teaching. v TABLE OF CONTENTS LIST OF FIGURES......................................................................................................ix LIST OF TABLES .......................................................................................................x ACKNOWLEDGEMENTS .........................................................................................xii Chapter 1 SIGNIFICANCE OF INQUIRY IN SCIENCE EDUCATION .................1 1.1 Introduction.....................................................................................................1 1.2 The Problem and Need for Study....................................................................5 1.2.1 Purpose and Research Questions ..........................................................7 1.2.2 Significance of the Study......................................................................8 1.3 Importance of Using Technology Tools in Science Teaching........................10 1.3.1 Mendelian Genetics Computer Simulation (Catlab).............................12 1.4 Overview of the Study ....................................................................................13 Chapter 2 LITERATURE REVIEW...........................................................................15 2.1 Current Perspectives of Inquiry in Science Education....................................15 2.2 Cognitive Psychology and Learning in Science .............................................18 2.2.1 Learning Theories of Piaget, Ausubel, and Vygotsky..........................18 2.2.2 Constructivism......................................................................................19 2.2.3 Conditions for Conceptual Change.......................................................21 2.2.4 Community of Learners ........................................................................22 2.3 Computer Technologies for the Science Classrooms .....................................25 2.3.1 Computer Simulations in Science Education........................................26 2.3.1.1 Instructional Strategies Associated with Computer Simulations......................................................................................27 2.3.1.2 Modifying Ideas and Remedying Alternative Conceptions .......28 2.3.1.3 Teaching Mendelian Genetics with Genetics Construction Kit....................................................................................................28 2.3.1.4 Using Catlab to Study Expert/Novice Problem Solvers.............30 2.4 Inquiry in Prospective Science Teacher Education.........................................31 Chapter 3 COURSE DESIGN & CONTEXT OF THE STUDY................................36 3.1 Introduction.....................................................................................................36 3.2 Theoretical Foundation for the Design of the Module....................................37 3.2.1 Social Constructivist Views of Learning..............................................38 3.2.2 Learning Science, Learning about Science, and Doing Science...........39 3.2.3 Mendelian Inheritance Computer Simulation.......................................39 3.3 Scientific Inquiry Module ...............................................................................45 vi 3.3.1 Computer Enhanced Learning Environment and Role of the Teacher ...................................................................................................51 3.4 Summary .........................................................................................................53 Chapter 4 RESEARCH DESIGN & METHODOLOGY ...........................................54 4.1 Overview ................................................................................................................54 4.2 Theoretical Framework of Research Design...................................................55 4.2.1 Case Study ............................................................................................56 4.2.2 Grounded Theory..................................................................................57 4.3 Data Collection ...............................................................................................58 4.3.1 Research Participants............................................................................58 4.3.2 Data Sources and Sampling Criteria.....................................................60 4.3.3 Procedures of Data Collection ..............................................................61 4.3.3.1 Paper-pencil Mendelian Genetics Concepts Test .......................63 4.3.3.2 Views of Scientific Inquiry Questionnaire .................................63 4.4 Process of Data Analysis.................................................................................65 4.4.1 Coding Documents (Creating Nodes)...................................................65 4.4.2 Grouping Codes into the Categories (Creating Trees)..........................67 4.4.3 Searching Sorting and Assembling during Analysis Using NVivo......67 4.5 Researcher's Qualifications and Roles in the Study........................................68 4.6 Validity Concerns in Qualitative Inquiry: Standards of Quality & Trustworthiness..............................................................................................70 4.6.1 Credibility.............................................................................................71
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