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UNDERSTANDING NEGLECT of PLANT BIOLOGY EDUCATION in MICHIGAN MIDDLE SCHOOLS Kim Smith [email protected]

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UNDERSTANDING NEGLECT of PLANT BIOLOGY EDUCATION in MICHIGAN MIDDLE SCHOOLS Kim Smith Kimbersm@Nmu.Edu Northern Michigan University NMU Commons All NMU Master's Theses Student Works 5-2019 UNDERSTANDING NEGLECT OF PLANT BIOLOGY EDUCATION IN MICHIGAN MIDDLE SCHOOLS Kim Smith [email protected] Follow this and additional works at: https://commons.nmu.edu/theses Part of the Botany Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Plant Biology Commons, and the Science and Mathematics Education Commons Recommended Citation Smith, Kim, "UNDERSTANDING NEGLECT OF PLANT BIOLOGY EDUCATION IN MICHIGAN MIDDLE SCHOOLS" (2019). All NMU Master's Theses. 586. https://commons.nmu.edu/theses/586 This Open Access is brought to you for free and open access by the Student Works at NMU Commons. It has been accepted for inclusion in All NMU Master's Theses by an authorized administrator of NMU Commons. For more information, please contact [email protected],[email protected]. UNDERSTANDING NEGLECT OF PLANT BIOLOGY EDUCATION IN MICHIGAN MIDDLE SCHOOLS By Kimberly Ann Smith THESIS Submitted to Northern Michigan University In partial fulfillment of the requirements For the degree of EDUCATION SPECIALIST Graduate Studies Office 2019 Abstract The purpose of this study was to identify historical trends of neglect in plant biology education, their continuation today in Michigan middle school classrooms, and to uncover reasons for this neglect. A content analysis of state and national science standards and an online survey of Michigan middle school life science teachers were conducted. Findings showed a trend of increasing references in national standards from animals or plants to general organisms, as well as a decrease in the overall number of specific references in the standards. The data also revealed that nearly half of the teachers surveyed spent less than ten percent of their life science class time on plants, indicating ongoing levels of plant neglect in middle school classrooms. Overall, the findings indicated providing teachers and students with direct experience growing, observing and having guided explorations with plants could increase their intrinsic and long-term interest in and understanding of plants. This approach would build upon constructivist theory of learners, including teachers and students alike, having need for baseline experiences upon which to develop and grow. Given the critical role plants play in the biosphere, in the functioning of human lives and in the increasing trend of consumer interest in plants, addressing identified levels of plant neglect and working towards building botanical capacity in school classrooms could be of benefit to the human race and support of healthy life on earth. i Copyright by Kimberly Ann Smith 2019 ii Acknowledgements The author would like to acknowledge and express gratitude towards Committee Chair Carl Wozniak, PhD, for his patience, years of experience and tireless efforts in guiding me throughout this entire research process. From Dr. Woz, I have learned and grown tremendously. I would also like to thank Donna Becker, PhD, and Mitch Klett, PhD, for serving as readers on my committee and going above and beyond to share support, enthusiasm, resources and ideas along the way. Additionally, I express gratitude towards Laura Vanden Avond, PhD, for bringing her fresh perspective, the idea of embedding a logic model into the thesis, and her understanding of and assistance with SPSS and statistical analysis. Throughout this research process I have had deep personal support and cheerleading from my fiancé, Michael Kolasa, my children, Abby and Seth Potts, and my family as a whole. They have all provided me with inspiration to help make this world a better place. I was one of the first family members to earn a Bachelor’s, then a Master’s, and now an Education Specialist degree: all leading towards my end goal of obtaining a Doctoral degree in Educational Leadership. American Psychological Association (APA) guidelines were used to format this thesis, along with guidelines provided by Northern Michigan University’s Office of Graduate Education and Research. iii Table of Contents Abstract ................................................................................................................................ i Acknowledgements ............................................................................................................ iii Table of Contents ............................................................................................................... iv List of Tables ..................................................................................................................... vi List of Figures ................................................................................................................... vii Chapter 1: Overview of Research ....................................................................................... 1 Statement of the Problem ............................................................................................. 1 Research Questions ...................................................................................................... 2 Area of Concern 1: Science Standards ................................................................. 3 Area of Concern 2: Teacher Training ................................................................... 4 The Position of the Study in the Greater Conversation ............................................... 4 Significance and Rationale .......................................................................................... 4 Theoretical Framework ................................................................................................ 5 Chapter 2: Literature Review .............................................................................................. 7 Study Overview ........................................................................................................... 7 Historical Perspective .................................................................................................. 7 Trends of Neglect for Plant Biology Education .......................................................... 8 Importance of Teacher Training and Experience ...................................................... 11 Student Learning and Outcomes ................................................................................ 13 Plant Interest .............................................................................................................. 15 Theoretical Framework .............................................................................................. 15 Research Methodology .............................................................................................. 16 iv Chapter 3: Methods ........................................................................................................... 19 Chapter 4: Results ............................................................................................................. 24 Additional Survey Participant Comments ................................................................. 35 Chapter 5: Discussion ....................................................................................................... 36 Area of Concern 1: Science Standards ...................................................................... 36 Area of Concern 2: Teacher Training ........................................................................ 37 Potential Solutions ..................................................................................................... 46 Future Research ......................................................................................................... 47 Summary .................................................................................................................... 48 References ......................................................................................................................... 51 Appendix A: HSIRB Approval ......................................................................................... 57 Appendix B: Plant Biology Education in Michigan Middle Schools Qualtrics Survey and Teacher Responses ..................................................................................................... 58 Appendix C: Reliability and Validity Analysis from SPSS for Qualtrics Survey Questions ................................................................................................................................... 87 Appendix D: Examination of the NGSS and MSS for References to Plants, Animals and Living Organisms ...................................................................................................... 88 Appendix E: Measures of Central Tendency, Pearson’s Correlation Coefficients, and Levels of Significance from SPSS for Teacher Responses to Qualtrics Survey Questions ................................................................................................................... 96 Appendix F: Additional Teacher Participant Survey Comments ..................................... 98 v List of Tables Table 1: Life Science Framework Comparison of NGSS and GLCE ........................................................................................................................................... 20 Table 2: Number and percent for categorical references in the Next Generation Science Standards (NGSS) and Michigan’s previous Grade Level Content Expectations (GLCE) ..........................................................................................................................................
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