A Cross-Age Study of Students' Knowledge of Insect Metamorphosis: Insights Into Their Understanding of Evolution
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Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1993 A Cross-Age Study of Students' Knowledge of Insect Metamorphosis: Insights Into Their Understanding of Evolution. Mary Susan Nichols Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Nichols, Mary Susan, "A Cross-Age Study of Students' Knowledge of Insect Metamorphosis: Insights Into Their ndeU rstanding of Evolution." (1993). LSU Historical Dissertations and Theses. 5662. https://digitalcommons.lsu.edu/gradschool_disstheses/5662 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. 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Ann Arbor, Ml 48106 A CROSS-AGE STUDY OF STUDENTS' KNOWLEDGE OF INSECT METAMORPHOSIS: INSIGHTS INTO THEIR UNDERSTANDING OF EVOLUTION A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Curriculum and Instruction by Mary Susan Nichols B.S.Ed., California State College, 1971 M.S., University of Georgia, 1974 December 1993 ACKNOWLEDGMENTS Many people have made this study possible. My Major Professor, Dr. James H. Wandersee, deserves a special accolade. He gave unselfishly of his time, gave of his professional expertise and experience, provided extensive technical assistance during the writing of the dissertation and encouraged me professionally. My committee members, Dr. Richard A. Goyer, Dr. Hollis U. Cox, Dr. Ronald G. Good, Dr. S. Kim MacGregor, Dr. F. Neil Mathews, and Dr. Barbara M. Strawitz gave invaluable advice which has improved this dissertation. My colleagues, Dr. Catherine L. Cummins and Sherry S. Demastes gave needed support, advise, and assistance at important junctures in the research. To the following parish school administrators, principals, guidance counselors, and teachers I extend my sincere appreciation: William J. Glasper, Mary E. Jordan, Richard Capps, Richard Day, Lois Anne R. Sumrall, Shelton Watts, Connie Dickinson, Linda Joseph, Anne Silva, Bobbie Scott, Elaine Smith, Carol Brown, Audrey Burns, Diane Bynum, Frances Frost, Mary Hamilton, Violet Jeanpierre, Mary Maples, Helen Peterson, Robyn Vaughan, and Faye Wicker. Each of these individuals gave of their time to further this study. The students who participated in this study cannot be cited for reasons of confidentiality, but their participation is gratefully acknowledged. ii Last, but certainly not least, I owe a great deal to my husband Gary and daughter Michelle. Gary helped with computer software and statistical data treatments, contributed editorial advice, and did proofreading. Michelle continually provided perspective on the study from a student's viewpoint and helped with proofreading. They put up with night classes, less than auspicious meals, a house with not everything in place, and most importantly time away from them for study and research. Without their support, encouragement, and love I would not have been able to complete my graduate work. i l l TABLE OF CONTENTS ACKNOWLEDGMENTS................................................... ii TABLE OF CONTENTS........... iv ABSTRACT............................................................vi INTRODUCTION........................................................1 Research Questions.......................................... 4 Definition of Terms......................................... 4 REVIEW OF LITERATURE.............................................. 6 Learning Theory.............................................. 6 Entomology Education.......................................12 Insect Metamorphosis ..................................... 21 Evolution............................ 26 Summary.......................................................30 MATERIALS AND METHODS.............. 34 Subjects............................... 34 Materials.................................................... 34 Procedure.................................................... 35 Anal ysis..................................................... 39 RESULTS AND DISCUSSION.......................................... 44 Major Alternative Conceptions Students Hold Concerning Insect Metamorphosis................... 44 Student Understanding of Insect Metamorphosis Across Grade Levels.......................................... 60 Student Explanations for Insect Metamorphosis........69 Summary.......................................................82 Suggestions for Instruction.............................. 84 Suggestions for Future Research......................... 87 Limitations of the Study...................... 88 SUMMARY AND CONCLUSIONS......................................... 8 9 Study Summary............................................... 89 Significance of the Study.................................92 REFERENCES......................................................... 96 APPENDIX A SCIENCE TEXTBOOK SURVEY.......................... 109 APPENDIX B COPYRIGHT PERMISSION.............................. 110 APPENDIX C PRIOR KNOWLEDGE QUESTIONS........................112 APPENDIX D STAGE PICTURE SCORING............................ 113 APPENDIX E CONCEPT CIRCLE DIAGRAMS..........................114 APPENDIX F CONCEPT CIRCLE DIAGRAM SCORING................. 116 APPENDIX G CLINICAL INTERVIEW PROTOCOL.....................117 VITA............................................................... 120 v ABSTRACT Insect metamorphosis is relatively easy to explain at a superficial level, but a deep understanding of the concept reveals a complex array of interrelationships, most importantly those that address evolution. This is significant because, in biology, evolution is considered to be a central theme. Participants for this study were selected from grades 5, 7, 9, and 11 according to low, middle, or high achievement levels in their science classes, and to scores on a national achievement test. The research incorporated a three-level response strategy in order to ascertain more completely students' knowledge of insect metamorphosis, and to better suggest how that knowledge could give insight into their understanding of evolution. First, a series of scientifically accurate line drawings depicting grasshopper and butterfly metamorphic stages probed understanding of basic concepts. Second, concept circle diagrams identified and explored students' concept clusters involving insect metamorphosis. Third, clinical interviews involving direct observation of insect metamorphosis in. vivo assessed the degree of integration of two clusters of insect metamorphosis concepts; metamorphic and evolutionary. In formulating this study's research questions, the theoretical bases of prescientific conceptions and meaningful learning, as well as histories of science and entomological literature were accessed. Specific questions addressed by this research were: (1) What major alternative conceptions do students hold concerning insect metamorphosis?; (2) How does students' understanding of insect metamorphosis change across grade levels?; (3) Are students able to give evolutionary explanations for insect metamorphosis? The major alternative conceptions of public school students taking part in this study about insect metamorphosis fell into five major categories: visual stage recognition, stage terminology, characteristics of stages, factors influencing insect metamorphosis, and types of metamorphosis. No increase in student