The effects of The Apple Genomics Project active-learning lessons on high school students' knowledge, motivation and perceptions of learning experiences and teachers' perceptions of teaching experiences
Abstract
The content and activities of unit lessons in science or agricultural science classes can influence student knowledge, motivation and perception of learning experience and teachers' perceptions of teaching experiences. This quasi-experimental study focused on the effects of the integration of information from The Apple Genomics Project website, a National Science Foundation-funded website. High school students' knowledge, motivation and perceptions of learning experiences and teachers' perceptions of teaching experiences were evaluated. The information was used in introductory science or agricultural science classes. Two biotechnology and genomics units, a control unit, which utilized a passive-learning (teacher-centered) environment, and a treatment unit, which utilized an active-learning environment (student-centered), were developed for this study. Quantitative data were collected from instruments administered to the students prior to and after the implementation of the biotechnology and genomics unit. Quantitative and qualitative were also collected from teacher questionnaires administered upon completion of the biotechnology and genomics unit. Four classrooms implemented the control unit (N = 85), and four classrooms implemented the treatment unit (N = 115). Results suggested that students enrolled in The Apple Genomics Project active-learning classrooms and the passive-learning classrooms demonstrated a significant gain between knowledge pretest and posttest scores, although treatment students demonstrated a significantly higher level of knowledge application than their counterparts. Second, students enrolled in The Apple Genomics Project active-learning classrooms and the passive-learning classrooms did not demonstrate a significant change in motivation between pretest and posttest scores. Third, students enrolled in The Apple Genomics Project active-learning classrooms demonstrated a significant positive perception of learning experiences compared to those students enrolled in the passive-learning classrooms. Lastly, it was concluded that teachers found provided resources useful, but the appropriateness of the content and the length of the unit was questioned. This study is pertinent because biotechnology and genomics are examples of a relevant, timely topics for 21st century students to learn, and it explored the best teaching methodologies for these and other subjects of interest to teachers. A high school biotechnology and genomics curriculum that includes active-learning components, particularly computer-based, may be effective in promoting student knowledge and positive perceptions of learning experiences.
Degree
M.S.
Advisors
Orvis, Purdue University.
Subject Area
Agricultural education|Secondary education|Science education
Off-Campus Purdue Users:
To access this dissertation, please log in to our
proxy server.