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Does the Nature of Science Influence College Students' Learning of Biological Evolution?: Wilbert Butler Jr

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Does the Nature of Science Influence College Students' Learning of Biological Evolution?: Wilbert Butler Jr Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2009 Does the Nature of Science Influence College Students' Learning of Biological Evolution?: Wilbert Butler Jr. Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION DOES THE NATURE OF SCIENCE INFLUENCE COLLEGE STUDENTS‘ LEARNING OF BIOLOGICAL EVOLUTION? By WILBERT BUTLER, JR. A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Spring Semester, 2009 The members of the Committee approved the Dissertation of Wilbert Butler, Jr. defended on December 4, 2008. ________________________ Sherry Southerland Professor Directing Dissertation ________________________ Frederick Davis Outside Committee Member ________________________ Alejandro Gallard Committee Member ________________________ Jon Stallins Committee Member Approved: _________________________________________________________________ Walt Wager, Chair, School of Teacher Education The Graduate School has verified and approved the above named committee members. ii Dedicated to: My wife, my mother, and my sister iii ACKNOWLEDGMENTS Over the years, I have come to the realization that I have been blessed with many talents and for that I am thankful especially to God for what he has made possible. I would like to express my gratitude for my diligent committee members – Sherry Southerland, Frederick Davis, Alejandro Gallard, and Jon Stallins – for the role that they played in my professional growth and development as an aspiring educator. I appreciate the strengths and candor that each committee member exhibited in our discussions which helped me tremendously in the development and conducting of my research. My committee members were supportive in allowing me to be open with my ideas but firm on points important to maintaining the credibility of my study. I am especially thankful to my major professor for breaking bread with me and putting her foot down with diplomacy. Furthermore, I am forever thankful to God for placing three important women in my life. First to my wife, LaMonica, who with an open heart was very supportive and considerate of what I was trying to accomplish. I thank her for the meals, ideas and the love notes left on my pillow when I came to bed late. My sister and mom whom I talked with everyday were great sounding boards even when they pretended to understand and showing patience when I couldn‘t talk. Many thanks go out to my son, Austin, who never complained when I couldn‘t do something because of my studies. He never made me feel that I was neglecting him. Furthermore, I must thank the graduate students that I collaborated with as we ventured through school, and to Calandra Walker that proof-read, made corrections when I couldn‘t and helped me figure out options in Microsoft Word to get things done. And let me not forget Carol Zimmerman for setting up my classes for my research twice and TCC for helping me financially. Last but not least, my gratitude goes out to Felicia Moore Mensah for her support and iv inciting me to attend graduate school. Other supporters in their different ways were Frank Brown, Vera Mack, Donmetrie Clark, Kenya Thompkins, Leigh Brown, Brenda Jarmon, Dallas Williams, Eddy Stringer, Patricia Green-Powell, Joi Walker and the student participants. v TABLE OF CONTENTS List of Tables ……….......................................................................................... xi List of Figures ................................................................................................ xii Abstract …….............................................................................................. xiii 1. INTRODUCTION .......................................................................................... 1 Significance of the Study ............................................................................ 6 Research Questions ..................................................................................... 7 Limitations of the Study.............................................................................. 7 Definitions of Terms ................................................................................... 8 2. LITERATURE REVIEW…………………………………………………… 10 Introduction ................................................................................................ 10 What is Scientific Literacy? ........................................................................ 10 What is Understanding? .............................................................................. 12 Introducing the Nature of Science .............................................................. 13 Importance of Understanding the Nature of Science .................................. 14 Why do Students lack NOS Understanding? .............................................. 15 Research on NOS in the Post Secondary Setting ........................................ 17 Assessment of Students‘ Conceptions of the NOS ..................................... 22 Development, Use, and Assessment of NOS .............................................. 25 Introduction of Evolution ............................................................................ 26 Students‘ Understanding of Evolution ........................................................ 30 Research on Students‘ Understanding of Evolution ................................... 32 Role of NOS in the Understanding of Evolution ........................................ 33 vi Intersection of Knowledge, Belief and Acceptance .................................... 34 3. METHODOLOGY………………………………………………………… . 36 Methodological Approach .......................................................................... 36 Quasi-Experimental Design ........................................................................ 37 Setting ................................................................................................ 37 Participants ................................................................................................ 37 Benefits of Being a Teacher-Researcher .................................................... 38 Instruction/Activities Presented ................................................................. 39 Description of Instrumentation ................................................................... 44 Data Analysis .............................................................................................. 47 Steps to Ensure Rigor of Research .............................................................. 54 Steps for the Methodology .......................................................................... 54 Personal Perspective ................................................................................... 55 Limitations of Methodology ....................................................................... 56 4. QUANTITATIVE RESULTS AND DISCUSSION ...................................... 58 Students‘ Conceptual Framework of Microevolution ................................ 58 Differences in Conceptions of Evolution between the NOS Rich and Implicit NOS Classes .................................................................. 58 Comparison of Change in Understanding of Evolution ............................. 59 Trends Observed in Analysis of CINS Data .............................................. 65 Students‘ Acceptance of Evolution ............................................................ 69 Summary ................................................................................................ 72 5. ANALYSIS OF THE QUALITATIVE DATA .............................................. 74 vii Use of Specific Conceptions of Evolution: Comparison of Students‘ Understanding of Evolution across Courses ............................................... 74 Comparison of Informed Conceptions of Evolution across each Course ................................................................................................ 79 Assessment of Students‘ Understanding of Evolution using a Biological Phenomenon .............................................................................. 82 Students‘ Understanding of the Nature of Science .................................... 84 Data from Course Writings ........................................................................ 85 Data from Interviews ................................................................................. 86 Data from a Survey of Students‘ Understanding of NOS and the VNOS-B ................................................................................................ 86 Summary Comparison of Change in Understanding ................................. 91 The Role of NOS in Understanding Evolution .......................................... 94 Summary ................................................................................................ 95 6. DISCUSSION AND IMPLICATION ............................................................ 96 Assertion 1 ................................................................................................ 96 Assertion 2 ................................................................................................ 98 Assertion 3 ................................................................................................ 99 Assertion 4 ...............................................................................................
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