35 results on '"Louise S. Mead"'
Search Results
2. Applying measurement standards to evolution education assessment instruments
- Author
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Louise S. Mead, Cory Kohn, Alexa Warwick, and Kathryn Schwartz
- Subjects
Evolution education ,Assessment ,Natural selection ,CINS ,ACORNS ,I-SEA ,Special aspects of education ,LC8-6691 ,Evolution ,QH359-425 - Abstract
Abstract Over the past 25 years a number of instruments have been published that attempt to measure understanding and acceptance of evolution. Science educators have been administering these instruments and reporting results, however, it is not clear these instruments are being used appropriately. The goal of this paper is to review these instruments, noting the original criteria and population for which evidence of validity and reliability was assessed, and to survey other publications that report their use, examining each for evidence of validity and reliability with subsequent populations. Our hope is that such a comprehensive review will engage researchers and practitioners in a careful examination of how they intend to use a particular instrument and whether it can provide an accurate and meaningful assessment of the desired outcomes. We encourage the community to administer evolution education assessments with the consideration of an instrument’s measurement support and past use with similar populations. We also encourage researchers to add additional evidence of validity and reliability for these instruments, especially if modifications have been made to the instrument or if its use has been extended to new populations.
- Published
- 2019
- Full Text
- View/download PDF
3. Ten simple rules for partnering with K–12 teachers to support broader impact goals
- Author
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Alexa R. Warwick, Angela Kolonich, Kristin M. Bass, Louise S. Mead, Frieda Reichsman, and Russell Schwartz
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Biology (General) ,QH301-705.5 - Abstract
Contributing to broader impacts is an important aspect of scientific research. Engaging practicing K–12 teachers as part of a research project can be an effective approach for addressing broader impacts requirements of grants, while also advancing researcher and teacher professional growth. Our focus is on leveraging teachers’ professional expertise to develop science education materials grounded in emerging scientific research. In this paper, we describe ten simple rules for planning, implementing, and evaluating teacher engagement to support the broader impact goals of your research project. These collaborations can lead to the development of instructional materials or activities for students in the classroom or provide science research opportunities for teachers. We share our successes and lessons learned while collaborating with high school biology teachers to create technology-based, instructional materials developed from basic biological research. The rules we describe are applicable across teacher partnerships at any grade level in that they emphasize eliciting and respecting teachers’ professionalism and expertise.
- Published
- 2020
4. A digital technology-based introductory biology course designed for engineering and other non-life sciences STEM majors.
- Author
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Cory Kohn, Michael J. Wiser, Robert T. Pennock, James J. Smith, and Louise S. Mead
- Published
- 2018
- Full Text
- View/download PDF
5. Comparing Human and Automated Evaluation of Open-Ended Student Responses to Questions of Evolution.
- Author
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Robert T. Pennock, James J. Smith, and Louise S. Mead
- Published
- 2016
- Full Text
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6. ConnectedBio
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Peter J. T. White, Louise S. Mead, Kiley McElroy-Brown, Rebecca Ellis, Frieda Reichsman, and James J. Smith
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0106 biological sciences ,Population level ,Ecology (disciplines) ,05 social sciences ,050301 education ,010603 evolutionary biology ,01 natural sciences ,Agricultural and Biological Sciences (miscellaneous) ,Education ,Phenomenon ,Mathematics education ,Trait ,General Agricultural and Biological Sciences ,Set (psychology) ,0503 education ,Model building ,Multilevel simulation ,User feedback - Abstract
Teaching and understanding evolution is challenging because students must synthesize several biological processes that are traditionally taught separately. We developed a set of free online lessons and activities centered on a single evolutionary phenomenon – why deer mice have different fur colors in different subpopulations – to help high school students better understand how these different biological processes, operating at different scales, work together to influence a single organismal trait. Through scaffolded investigations, guiding questions, model building, and pointed analysis, students learn how ecology, cellular biology, molecular biology, genetic inheritance, and population genetics all work together to influence a shift in fur color over time. Using an innovative multilevel simulation, students manipulate and examine these different processes from the population level all the way down to the DNA level. In this article, we describe the lessons and materials we have developed for high school biology students. We outline the learning goals and highlight the major components of the technology and activities in each lesson. We then provide information on how to access our curricular and support materials, and conclude with user feedback from our pilot testing.
- Published
- 2021
- Full Text
- View/download PDF
7. Comparing Human and Automated Evaluation of Open-Ended Student Responses to Questions of Evolution.
- Author
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Michael J. Wiser, Louise S. Mead, James J. Smith, and Robert T. Pennock
- Published
- 2016
8. Eastern red-backed salamanders: A comprehensive review of an undervalued model in evolution, ecology, & behavior
- Author
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Alyssa St John, Meigan Starr, Louise S. Mead, Madelyn A. Hair, M. Caitlin Fisher-Reid, Kristine L. Grayson, Sara R. Grouleff, Sean C. Sterrett, Tanya J. Hawley Matlaga, Kody N. Streeter, and Angelina K. Ireland
- Subjects
Geography ,biology ,Ecology ,Plethodon cinereus ,Inclusive development ,biology.animal ,Ecology (disciplines) ,Salamander ,Context (language use) ,Variation (game tree) ,biology.organism_classification - Abstract
What makes a model organism? Identifying the qualities of a model organism has been given a great deal of attention in the biomolecular sciences, but less so in the fields of evolution, ecology, and behavior (EEB). In EEB, biotic and abiotic variation are features to understand, not bugs to get rid of, and EEB scientists often select organisms to study which best suit the scientific question at hand. Successful EEB model organisms can be studied at multiple biological scales and have a wealth of accumulated knowledge on which current research programs build. A recent call within EEB to invest in the inclusive development of diverse model systems and scientists has led us to evaluate the standing of the widespread, abundant, terrestrial salamander we study, the eastern red-backed salamander (Plethodon cinereus). We first look at salamanders as EEB models more generally, to determine where P. cinereus fits in this broader context. We next present a comprehensive review of the literature on the eastern red-backed salamander (Plethodon cinereus) since the last comprehensive review was completed in 1998. The core of our paper reviews 410 recent studies and highlights inconsistencies, gaps in our knowledge, and future directions in the context of the 1998 review. Finally, we present a collaborative research network, SPARCnet, as a nascent infrastructure for continued research on P. cinereus. Here, we especially discuss how this type of infrastructure can be broadly applied not just to other salamanders, but to other model systems, so that the future of EEB research may benefit from models which accurately represent, in Darwin’s words, “endless forms most beautiful and most wonderful.”
- Published
- 2021
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9. Evolution assessment: introduction to the special issue
- Author
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Louise S. Mead and Ross H. Nehm
- Subjects
lcsh:LC8-6691 ,lcsh:Special aspects of education ,lcsh:Evolution ,lcsh:QH359-425 ,Engineering ethics ,Sociology ,Sociology of Education ,Ecology, Evolution, Behavior and Systematics ,Education - Published
- 2019
- Full Text
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10. Applying measurement standards to evolution education assessment instruments
- Author
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Cory Kohn, Louise S. Mead, Kathryn Schwartz, and Alexa Warwick
- Subjects
0106 biological sciences ,ACORNS ,Natural selection ,CINS ,Population ,lcsh:Evolution ,Validity ,I-SEA ,Assessment ,computer.software_genre ,010603 evolutionary biology ,01 natural sciences ,Education ,Educational assessment ,lcsh:QH359-425 ,education ,Ecology, Evolution, Behavior and Systematics ,Evolution education ,Medical education ,Measure (data warehouse) ,education.field_of_study ,lcsh:LC8-6691 ,lcsh:Special aspects of education ,05 social sciences ,050301 education ,Sociology of Education ,Psychology ,0503 education ,computer - Abstract
Over the past 25 years a number of instruments have been published that attempt to measure understanding and acceptance of evolution. Science educators have been administering these instruments and reporting results, however, it is not clear these instruments are being used appropriately. The goal of this paper is to review these instruments, noting the original criteria and population for which evidence of validity and reliability was assessed, and to survey other publications that report their use, examining each for evidence of validity and reliability with subsequent populations. Our hope is that such a comprehensive review will engage researchers and practitioners in a careful examination of how they intend to use a particular instrument and whether it can provide an accurate and meaningful assessment of the desired outcomes. We encourage the community to administer evolution education assessments with the consideration of an instrument’s measurement support and past use with similar populations. We also encourage researchers to add additional evidence of validity and reliability for these instruments, especially if modifications have been made to the instrument or if its use has been extended to new populations.
- Published
- 2019
- Full Text
- View/download PDF
11. Ten simple rules for partnering with K-12 teachers to support broader impact goals
- Author
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Louise S. Mead, Kristin M. Bass, Alexa Warwick, Frieda Reichsman, and Angela Kolonich
- Subjects
0301 basic medicine ,Evolutionary Genetics ,Science and Technology Workforce ,Biomedical Research ,Social Sciences ,Careers in Research ,Science education ,0302 clinical medicine ,Learning and Memory ,Sociology ,ComputingMilieux_COMPUTERSANDEDUCATION ,Psychology ,Cooperative Behavior ,Biology (General) ,Grade level ,Simple (philosophy) ,Schools ,Ecology ,Professional development ,Research Personnel ,Professions ,Science research ,Editorial ,Computational Theory and Mathematics ,Modeling and Simulation ,Physical Sciences ,Educational Status ,Engineering ethics ,Human learning ,Science Policy ,QH301-705.5 ,Science ,Materials Science ,Schoolchildren ,Biology ,Education ,03 medical and health sciences ,Cellular and Molecular Neuroscience ,Human Learning ,Genetics ,Humans ,Learning ,Molecular Biology ,Ecology, Evolution, Behavior and Systematics ,Evolutionary Biology ,Cognitive Psychology ,Biology and Life Sciences ,Teachers ,030104 developmental biology ,Science Education ,People and Places ,Cognitive Science ,Scientists ,Population Groupings ,School Teachers ,030217 neurology & neurosurgery ,Professional expertise ,Neuroscience - Abstract
Contributing to broader impacts is an important aspect of scientific research. Engaging practicing K-12 teachers as part of a research project can be an effective approach for addressing broader impacts requirements of grants, while also advancing researcher and teacher professional growth. Our focus is on leveraging teachers' professional expertise to develop science education materials grounded in emerging scientific research. In this paper, we describe ten simple rules for planning, implementing, and evaluating teacher engagement to support the broader impact goals of your research project. These collaborations can lead to the development of instructional materials or activities for students in the classroom or provide science research opportunities for teachers. We share our successes and lessons learned while collaborating with high school biology teachers to create technology-based, instructional materials developed from basic biological research. The rules we describe are applicable across teacher partnerships at any grade level in that they emphasize eliciting and respecting teachers' professionalism and expertise.
- Published
- 2020
12. A digital technology-based introductory biology course designed for engineering and other non-life sciences STEM majors
- Author
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Louise S. Mead, Robert T. Pennock, James J. Smith, Cory Kohn, and Michael J. Wiser
- Subjects
0301 basic medicine ,Education reform ,03 medical and health sciences ,Digital evolution ,030104 developmental biology ,General Computer Science ,05 social sciences ,General Engineering ,050301 education ,Engineering ethics ,0503 education ,Education ,Course (navigation) - Published
- 2018
- Full Text
- View/download PDF
13. Exploring the Relationship between Experiences with Digital Evolution and Students' Scientific Understanding and Acceptance of Evolution
- Author
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Amy Lark, Louise S. Mead, Gail Richmond, Robert T. Pennock, and James J. Smith
- Subjects
0301 basic medicine ,Authentic science ,Digital evolution ,Biological modeling ,05 social sciences ,050301 education ,Nature of Science ,Agricultural and Biological Sciences (miscellaneous) ,Science education ,Education ,03 medical and health sciences ,030104 developmental biology ,Scientific literacy ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Student learning ,General Agricultural and Biological Sciences ,Psychology ,Association (psychology) ,0503 education - Abstract
Recent reforms in K-16 science education advocate for the integration of science content and practice. However, engaging students in authentic science practices can be particularly challenging for certain subjects such as evolution. We describe Avida-ED, a research-based platform for digital evolution that overcomes many of the challenges associated with using biological model organisms in the classroom. We then report the findings of a nationwide, multiple-case study on classroom implementation of Avida-ED and its influence on student understanding and acceptance of evolution. We found that engagement in lessons with Avida-ED both supported student learning of fundamental evolution concepts and was associated with an increase in student acceptance of evolution as evidence-based science. In addition, we found a significant, positive association between increased understanding and acceptance. We discuss the implications of supporting reform-based pedagogical practices with tools such as Avida-ED that integrate science content with authentic science practice.
- Published
- 2018
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14. Student Learning Across Course Instruction in Genetics and Evolution
- Author
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Teresa L. McElhinny, Louise S. Mead, and Emily Weigel
- Subjects
Genetics ,education.field_of_study ,Population ,ComputingMilieux_COMPUTERSANDEDUCATION ,Inheritance (genetic algorithm) ,Evolutionary change ,Selection (linguistics) ,ComputingMethodologies_GENERAL ,Tracking (education) ,Student learning ,education ,Course (navigation) - Abstract
Genetics and evolution are interconnected topics — evolutionary change requires inheritance and correspondingly, genetic variation is required for selection to have any impact on a population. However, misconceptions and naive ideas of both genetic and evolutionary concepts can fundamentally impact a student’s understanding of biology. It is therefore important to understand what information students obtain in various courses at the undergraduate level, and how knowledge of concepts in one course might impact learning in another course. This is particularly important with respect to genetics concepts, as Genetics courses are often a prerequisite to Evolution courses and serve frequently as students’ introduction to the basic concepts that underlie evolution. This study compared student performance related to key genetics concepts after taking both Fundamental Genetics and Evolution courses to taking Fundamental Genetics alone and tracked student performance as they progressed through the Genetics-Evolution course sequence. We created a 16-question assessment, developed from published literature on these topics, and administered the survey at three timepoints: the end of Fundamental Genetics, the beginning of Evolution and again at the end of the Evolution course. Our data suggest students do complete Fundamental Genetics with a few misconceptions related to genetic information pertinent to evolution, and that these concepts are varyingly corrected by taking Evolution. This research highlights the advantages of both tracking and comparing students as they progress through a Genetics-to-Evolution course sequence, particularly with respect to how faculty can leverage course sequencing to improve student performance.
- Published
- 2020
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15. Evolution education is a complex landscape
- Author
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Michael Reiss, Anila Asghar, Sara E. Brownell, Emily M. Walter, B. Elijah Carter, Louise S. Mead, M. Elizabeth Barnes, Jason R. Wiles, Ryan D. P. Dunk, Brian Alters, Eugenie C. Scott, Craig E. Nelson, Louis S. Nadelson, Patricia H. Hawley, Amanda L. Glaze, Gale M. Sinatra, Sherry A. Southerland, Jamie L. Jensen, Sehoya Cotner, Briana Pobiner, and Andrew Shtulman
- Subjects
0106 biological sciences ,Ecology ,Computer science ,05 social sciences ,050301 education ,Biological evolution ,010603 evolutionary biology ,01 natural sciences ,Data science ,Biological Evolution ,Chart ,Path (graph theory) ,Humans ,Comprehension ,0503 education ,Biology ,Ecology, Evolution, Behavior and Systematics - Abstract
Researchers in various contexts have long struggled with an apparent disconnect between an individual’s level of understanding of biological evolution and their acceptance of it as an explanation for the history and diversity of life. Here, we discuss the main factors associated with acceptance of evolution and chart a path forward for evolution education research.
- Published
- 2019
16. The Genetic Drift Inventory: A Tool for Measuring What Advanced Undergraduates Have Mastered about Genetic Drift
- Author
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Louise S. Mead, Anna Thanukos, Kathryn E. Perez, Teresa L. McElhinny, Rebecca M. Price, Tessa C. Andrews, and Joel K. Abraham
- Subjects
0106 biological sciences ,Concept inventory ,Educational measurement ,Computer science ,Concept Formation ,education ,010603 evolutionary biology ,01 natural sciences ,General Biochemistry, Genetics and Molecular Biology ,Education ,Cronbach's alpha ,Genetic drift ,Surveys and Questionnaires ,Concept learning ,Genetics ,Mathematics education ,Students ,Reliability (statistics) ,4. Education ,Genetic Drift ,05 social sciences ,Academies and Institutes ,050301 education ,Articles ,Test (assessment) ,Comprehension ,Curriculum ,Educational Measurement ,0503 education - Abstract
The Genetic Drift Inventory is a multiple true–false format concept inventory consisting of 22 statements. It tests how well upper-division undergraduate biology students grasp four key concepts, while simultaneously testing for the presence of six misconceptions., Understanding genetic drift is crucial for a comprehensive understanding of biology, yet it is difficult to learn because it combines the conceptual challenges of both evolution and randomness. To help assess strategies for teaching genetic drift, we have developed and evaluated the Genetic Drift Inventory (GeDI), a concept inventory that measures upper-division students’ understanding of this concept. We used an iterative approach that included extensive interviews and field tests involving 1723 students across five different undergraduate campuses. The GeDI consists of 22 agree–disagree statements that assess four key concepts and six misconceptions. Student scores ranged from 4/22 to 22/22. Statements ranged in mean difficulty from 0.29 to 0.80 and in discrimination from 0.09 to 0.46. The internal consistency, as measured with Cronbach's alpha, ranged from 0.58 to 0.88 across five iterations. Test–retest analysis resulted in a coefficient of stability of 0.82. The true–false format means that the GeDI can test how well students grasp key concepts central to understanding genetic drift, while simultaneously testing for the presence of misconceptions that indicate an incomplete understanding of genetic drift. The insights gained from this testing will, over time, allow us to improve instruction about this key component of evolution.
- Published
- 2014
- Full Text
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17. An Avida-ED digital evolution curriculum for undergraduate biology
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Amy Lark, James J. Smith, Wendy Johnson, Louise S. Mead, Robert T. Pennock, and Michael J. Wiser
- Subjects
0106 biological sciences ,Digital evolution ,4. Education ,05 social sciences ,050301 education ,010603 evolutionary biology ,01 natural sciences ,Education ,Test (assessment) ,Artificial life ,ComputingMilieux_COMPUTERSANDEDUCATION ,Mathematics education ,Curriculum revision ,Set (psychology) ,Sociology of Education ,Avida ,0503 education ,Curriculum ,Ecology, Evolution, Behavior and Systematics - Abstract
We present an inquiry-based curriculum based on the digital evolution platform Avida-ED ( http://avida-ed.msu.edu ). We designed an instructional sequence and lab book consisting of an introduction to Avida-ED and a set of three lessons focused on specific evolutionary concepts. These served to familiarize students with experimental evolution and Avida-ED. Students then developed independent Avida-ED research projects to test their own questions. Curriculum design and implementation occurred over the course or two semesters, with a pilot implementation in the first semester, followed by curriculum revision and full implementation in the second semester. The curriculum was implemented in an undergraduate Introductory Cell and Molecular Biology course at a major research university. Full implementation of the curriculum in semester two involved the use of Avida-ED mainly in the teaching lab in parallel with a bacterial antibiotic resistance experimental research stream, allowing students to draw connections between Avidian digital evolution and the evolution of antibiotic resistance in microbial populations. After carrying out the introductory exercises, students developed independent Avida-ED projects to test their own research questions, and presented their data to researchers in the NSF-funded BEACON Center for the Study of Evolution in Action. Preliminary results of our studies to assess the impacts of an Avida-ED curriculum indicate a positive effect on student learning of evolutionary concepts, particularly in increasing the level of complexity of student explanations about the random nature of mutation.
- Published
- 2016
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18. Transforming Our Thinking about Transitional Forms
- Author
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Louise S. Mead
- Subjects
Fossil Record ,Macroevolution ,Social science ,Biology ,Evolutionary transitions ,Sociology of Education ,Curriculum ,Ecology, Evolution, Behavior and Systematics ,Creationism ,Education ,Epistemology ,Focus (linguistics) - Abstract
A common misconception of evolutionary biology is that it involves a search for “missing links” in the history of life. Relying on this misconception, antievolutionists present the supposed absence of transitional forms from the fossil record as evidence against evolution. Students of biology need to understand that evolution is a branching process, paleontologists do not expect to find “missing links,” and evolutionary research uses independent lines of evidence to test hypotheses and make conclusions about the history of life. Teachers can facilitate such learning by incorporating cladistics and tree-thinking into the curriculum and using evograms to focus on important evolutionary transitions.
- Published
- 2009
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19. Misconceptions About the Evolution of Complexity
- Author
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Louise S. Mead and Andrew J. Petto
- Subjects
Structure (mathematical logic) ,genetic structures ,Extant taxon ,Intelligent design ,Evolutionary biology ,Evolutionary developmental biology ,Genomics ,Biology ,Comparative anatomy ,Common ancestry ,Ecology, Evolution, Behavior and Systematics ,Education - Abstract
Despite data and theory from comparative anatomy, embryology, molecular biology, genomics, and evolutionary developmental biology, antievolutionists continue to present the eye as an example of a structure too complex to have evolved. They stress what we have yet to explain about the development and evolution of eyes and present incomplete information as evidence that evolution is a “theory in crisis.” An examination of the evidence, however, particularly evidence that has accumulated in the twentieth and twenty-first centuries, refutes antievolutionists’ claims. The distribution of eyes in extant organisms, combined with what we now know about the control of eye development across diverse groups of organisms, provides significant evidence for the evolution of all major components of the eye, from molecular to morphological, and provides an excellent test of predictions based on common ancestry.
- Published
- 2008
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20. Comparing Human and Automated Evaluation of Open-Ended Student Responses to Questions of Evolution
- Author
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Louise S. Mead, Robert T. Pennock, Michael J. Wiser, and James J. Smith
- Subjects
FOS: Computer and information sciences ,Computer Science - Artificial Intelligence ,Computer science ,4. Education ,education ,05 social sciences ,050301 education ,01 natural sciences ,Data science ,Formative assessment ,010104 statistics & probability ,Artificial Intelligence (cs.AI) ,Summative assessment ,Mathematics education ,0101 mathematics ,0503 education ,Reliability (statistics) - Abstract
Written responses can provide a wealth of data in understanding student reasoning on a topic. Yet they are time- and labor-intensive to score, requiring many instructors to forego them except as limited parts of summative assessments at the end of a unit or course. Recent developments in Machine Learning (ML) have produced computational methods of scoring written responses for the presence or absence of specific concepts. Here, we compare the scores from one particular ML program -- EvoGrader -- to human scoring of responses to structurally- and content-similar questions that are distinct from the ones the program was trained on. We find that there is substantial inter-rater reliability between the human and ML scoring. However, sufficient systematic differences remain between the human and ML scoring that we advise only using the ML scoring for formative, rather than summative, assessment of student reasoning., Submitted to ALife 2016
- Published
- 2016
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21. NEWLY DISCOVERED POPULATIONS OF SALAMANDERS FROM SISKIYOU COUNTY CALIFORNIA REPRESENT A SPECIES DISTINCT FROM PLETHODON STORMI
- Author
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David R. Clayton, Deanna H. Olson, Michael E. Pfrender, Louise S. Mead, and Richard S. Nauman
- Subjects
Mitochondrial DNA ,biology ,Cytochrome b ,Ecology ,Morphological variation ,macromolecular substances ,biology.organism_classification ,Plethodon asupak ,Data sequences ,Animal Science and Zoology ,Plethodon stormi ,Clade ,Ecology, Evolution, Behavior and Systematics ,Plethodon elongatus - Abstract
Plethodon stormi and Plethodon elongatus are two closely related species of plethodontid salamanders that are restricted to the Klamath Province of northwestern California and southwestern Oregon. Discovery of three localities south of the Klamath River, in the Scott River drainage, not assignable to either P. elongatus or P. stormi, motivated closer examination of this complex. We describe molecular (mitochondrial DNA) and morphological variation among specimens collected from the three newly discovered populations and compare these to populations of P. elongatus and P. stormi from Siskiyou County, California and Jackson and Josephine Counties, Oregon. Analyses of mitochondrial sequence data from the ATPase 6 and cytochrome b genes recovered clades corresponding to P. elongatus, P. stormi and the Scott River populations. Multivariate analyses indicate that Scott River drainage animals are morphologically distinct from P. elongatus and P. stormi. Because both genetic and morphological data indicate that t...
- Published
- 2005
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22. Quantitative genetic models of sexual selection
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Stevan J. Arnold and Louise S. Mead
- Subjects
education.field_of_study ,Natural selection ,Mate choice ,Sexual attraction ,Mechanism (biology) ,Evolutionary biology ,Sexual selection ,Population ,Genetic model ,Biology ,education ,Ecology, Evolution, Behavior and Systematics ,Sex characteristics - Abstract
Quantitative genetic models of sexual selection have disproven some of the central tenets of both the handicap mechanism and the 'sexy son' hypothesis. These results suggest that the 'good genes' approach to sexual selection may generally lead to erroneous results. Runaway sexual selection seems possible under a wide variety of circumstances. Quantitative genetic models have revealed runaway processes for sexually selected attributes expressed in both sexes and for attributes of parental care. Furthermore, the runaway could occur simultaneously in a series of populations that straddle an environmental gradient. While the models support the feasibility of runaway processes, empirical studies are needed to evaluate whether runaways actually happen. Estimates of critical genetic parameters are particularly needed, as well as measures of natural and sexual selection acting on the same population. The models also show that sexual selection has tremendous potential to produce population differentiation, particularly in epigamic traits. Differentiation is promoted by indeterminancy of evolutionary outcome, transient differences among populations during the final slow approach to equilibrium, sampling drift among equilibrium populations, and the tendency of sexual selection to amplify geographic variation arising from spatial differences in natural selection. Recent work with two- and three-locus models of sexual selection has produced results that parallel the results of the polygenic models. Thus the feature of indeterminate equilibria (outcome dependent on initial conditions) is common to both types of model.
- Published
- 2004
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23. Evolution of Courtship Behaviour Patterns and Reproductive Isolation in the Desmognathus ochrophaeus Complex
- Author
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Louise S. Mead and Paul Verrell
- Subjects
biology ,Courtship display ,Ecology ,media_common.quotation_subject ,fungi ,Desmognathus ochrophaeus ,Context (language use) ,Reproductive isolation ,Dusky salamander ,biology.organism_classification ,Intraspecific competition ,Courtship ,Sister group ,Evolutionary biology ,behavior and behavior mechanisms ,Animal Science and Zoology ,Ecology, Evolution, Behavior and Systematics ,media_common - Abstract
The extent to which differences in courtship behaviour patterns act as mechanisms of reproductive isolation is critical to understanding both speciation and the evolution of these behaviour patterns. While numerous studies have investigated intraspecific and interspecific differences in courtship, fewer interpret results in a phylogenetic framework. We describe and analyse geographic variation in the courtship behaviour patterns of the Allegheny Dusky salamander (Desmognathus ochrophaeus). We then examine courtship among closely related species in the D. ochrophaeus complex in a phylogenetic context. We found that populations of D. ochrophaeus separated by extensive geographic distances show little variation in courtship behaviour patterns and are sexually compatible. This contrasts with significant levels of sexual isolation between D. ochrophaeus and other species in the complex. Mapping behaviour patterns onto a phylogeny that we generated from cytochrome b sequences indicates that two behaviour patterns present in the courtship sequence of other members in the complex have either been lost in D. ochrophaeus or gained independently in other species in the complex. Loss of these behaviour patterns may result in reproductive isolation between D. ochrophaeus and its sister taxon, D. orestes.
- Published
- 2002
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24. GENETIC STRUCTURE OF THE BLUE RIDGE DUSKY SALAMANDER (DESMOGNATHUS ORESTES): INFERENCES FROM ALLOZYMES, MITOCHONDRIAL DNA, AND BEHAVIOR
- Author
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Stephen G. Tilley, Laura A. Katz, and Louise S. Mead
- Subjects
Male ,Species complex ,Mitochondrial DNA ,Urodela ,DNA, Mitochondrial ,Desmognathus orestes ,Sexual Behavior, Animal ,Gene Frequency ,biology.animal ,Genetics ,Animals ,Phylogeny ,Ecology, Evolution, Behavior and Systematics ,Likelihood Functions ,biology ,Ecology ,Genetic Variation ,Reproductive isolation ,biology.organism_classification ,Dusky salamander ,Intergradation ,Isoenzymes ,Haplotypes ,Desmognathus ,Evolutionary biology ,Salamander ,Female ,General Agricultural and Biological Sciences - Abstract
The plethodontid salamander Desmognathus orestes, a member of the D. ochrophaeus species complex, is distributed in southwestern Virginia, eastern Tennessee, and western North Carolina. Previous allozyme analyses indicate that D. orestes consists of two distinct groups of populations (D. orestes 'B' and D. orestes 'C') with extensive intergradation and probable gene flow between these two groups. Spatially varying allele frequencies can reflect historical associations, current gene flow, or a combination of population-level processes. To differentiate among these processes, we use multiple markers to further characterize divergence among populations of D. orestes and assess the degree of intergradation between D. orestes 'B' and D. orestes 'C', specifically investigating variation in allozymes, mitochondrial DNA (mtDNA), and reproductive behavior among populations. On a broad scale, the mtDNA genealogies reconstruct haplotype clades that correspond to the species identified from previous allozyme analyses. However, at a finer geographic scale, the distributions of the allozyme and mtDNA markers for D. orestes 'B' and D. orestes 'C' are discordant. MtDNA haplotypes corresponding to D. orestes 'B' are more broadly distributed across western North Carolina than predicted by allozyme data, and the region of intergradation with D. orestes 'C' indicates asymmetric gene flow of these markers. Asymmetric mating may contribute to observed discordance in nuclear versus cytoplasmic markers. Results support describing D. orestes as a single species and emphasize the importance of using multiple markers to examine fine-scale patterns and elucidate evolutionary processes affecting gene flow when making species-level taxonomic decisions.
- Published
- 2001
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25. 'Theory' in Theory and Practice
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Louise S. Mead and Glenn Branch
- Subjects
Obstacle ,Constructivism (philosophy of education) ,medicine ,Sociology ,Pejorative ,Social science ,medicine.symptom ,Sociology of Education ,Ecology, Evolution, Behavior and Systematics ,Education ,Epistemology ,Constructivist teaching methods ,Confusion - Abstract
A central obstacle to accepting evolution, both among students and the general public, is the idea that evolution is “just a theory,” where “theory” is understood in a pejorative sense as something conjectural or speculative. Although scientists and textbooks constantly explain that the scientific use of “theory” is quite different, the pejorative use continues to cause confusion, in part because of its deep roots in a popular, Baconian, understanding of science. A constructivist approach, whereby students are helped to examine the adequacy of their preconceptions about “theory” for themselves and to revise or replace them appropriately, is recommended.
- Published
- 2008
- Full Text
- View/download PDF
26. Biology undergraduates' misconceptions about genetic drift
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Rebecca M. Price, Anastasia Thanukos, Teresa L. McElhinny, Paula P. Lemons, Clyde Freeman Herreid, Kathryn E. Perez, Louise S. Mead, David R. Terry, and Tessa M. Andrews
- Subjects
Adult ,Educational measurement ,Vocabulary ,Adolescent ,Universities ,media_common.quotation_subject ,General Biochemistry, Genetics and Molecular Biology ,Education ,03 medical and health sciences ,Genetic drift ,Concept learning ,Mathematics education ,medicine ,Humans ,Learning ,Students ,Biology ,030304 developmental biology ,media_common ,Confusion ,0303 health sciences ,Science instruction ,Models, Genetic ,4. Education ,05 social sciences ,Genetic Drift ,050301 education ,Articles ,Biological Evolution ,Faculty ,Comprehension ,Conceptual framework ,Educational Measurement ,medicine.symptom ,Psychology ,0503 education - Abstract
This study explores biology undergraduates’ misconceptions about genetic drift. We use qualitative and quantitative methods to describe students’ definitions, identify common misconceptions, and examine differences before and after instruction on genetic drift. We identify and describe five overarching categories that include 16 distinct misconceptions about genetic drift. The accuracy of students’ conceptions ranges considerably, from responses indicating only superficial, if any, knowledge of any aspect of evolution to responses indicating knowledge of genetic drift but confusion about the nuances of genetic drift. After instruction, a significantly greater number of responses indicate some knowledge of genetic drift (p = 0.005), but 74.6% of responses still contain at least one misconception. We conclude by presenting a framework that organizes how students’ conceptions of genetic drift change with instruction. We also articulate three hypotheses regarding undergraduates’ conceptions of evolution in general and genetic drift in particular. We propose that: 1) students begin with undeveloped conceptions of evolution that do not recognize different mechanisms of change; 2) students develop more complex, but still inaccurate, conceptual frameworks that reflect experience with vocabulary but still lack deep understanding; and 3) some new misconceptions about genetic drift emerge as students comprehend more about evolution.
- Published
- 2012
27. Drift promotes speciation by sexual selection
- Author
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Josef C. Uyeda, Stevan J. Arnold, Louise S. Mead, and Paul A. Hohenlohe
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Male ,Genetic Speciation ,Biology ,Article ,Ecological speciation ,Genetic drift ,Genetic algorithm ,Genetic model ,Genetics ,Animals ,Computer Simulation ,Selection, Genetic ,Ecology, Evolution, Behavior and Systematics ,Population Density ,Models, Genetic ,Ecology ,Genetic Drift ,Reproductive isolation ,Incipient speciation ,Mating Preference, Animal ,Genetics, Population ,Evolutionary biology ,Sexual selection ,Female ,General Agricultural and Biological Sciences - Abstract
Quantitative genetic models of sexual selection have generally failed to provide a direct connection to speciation and to explore the consequences of finite population size. The connection to speciation has been indirect because the models have treated only the evolution of male and female traits and have stopped short of modeling the evolution of sexual isolation. In this article we extend Lande's (1981) model of sexual selection to quantify predictions about the evolution of sexual isolation and speciation. Our results, based on computer simulations, support and extend Lande's claim that drift along a line of equilibria can rapidly lead to sexual isolation and speciation. Furthermore, we show that rapid speciation can occur by drift in populations of appreciable size (N(e)or= 1000). These results are in sharp contrast to the opinion of many researchers and textbook writers who have argued that drift does not play an important role in speciation. We argue that drift may be a powerful amplifier of speciation under a wide variety of modeling assumptions, even when selection acts directly on female mating preferences.
- Published
- 2008
28. Ethological Isolation and Variation in Allozymes and Dorsolateral Pattern between Parapatric Forms in the Desmognathus ochrophaeus Complex
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Stephen G. Tilley and Louise S. Mead
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Hybrid zone ,Taxon ,Desmognathus ochrophaeus ,Zoology ,Biological dispersal ,Introgression ,Hybrid swarm ,Reproductive isolation ,Parapatric speciation ,Biology ,biology.organism_classification - Abstract
Questions regarding the nature of species (here defined as genetically cohesive, reproductively isolated groups) are central to understanding the evolutionary history of a group of organisms. Insight into the processes responsible for creating and maintaining genetically cohesive units can be attained by examining areas where such units contact one another. Clearly, it seems most pertinent to examine the maintenance of a species upon secondary contact with related taxa, assessing the genetic structure and possible outcomes of these interactions. Research on secondary contact has focused on hybrid zones, usually those marked by sharp clines in particular characters. A hybrid zone is characterized as an area where genetically distinct groups meet, mate, and produce some offspring of mixed ancestry (Barton and Hewitt, 1985; Harrison, 1990,Harrison, 1993). Upon secondary contact, a number of outcomes are possible. Narrow zones may be maintained by a balance between dispersal and selection against hybrids (Barton and Hewitt, 1985). Alternatively, there can be fusion of the two taxa (Hewitt, 1988) or replacement of one taxon by another (Shapiro, 1998). Various degrees of introgression may occur (Arnold and Bennett, 1993) or a hybrid swarm may develop (Heiser, 1947).
- Published
- 2000
- Full Text
- View/download PDF
29. GENETIC STRUCTURE OF THE BLUE RIDGE DUSKY SALAMANDER (DESMOGNATHUS ORESTES): INFERENCES FROM ALLOZYMES, MITOCHONDRIAL DNA, AND BEHAVIOR
- Author
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Louise S. Mead, Stephen G. Tilley, and Laura A. Katz
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Genetics ,General Agricultural and Biological Sciences ,Ecology, Evolution, Behavior and Systematics - Published
- 2001
- Full Text
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30. Problem Concepts in Evolution Part I: Purpose and Design
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Louise S. Mead and Eugenie C. Scott
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Sociological naturalism ,Appeal ,medicine ,Sociology ,Social science ,medicine.symptom ,Sociology of Education ,Ecology, Evolution, Behavior and Systematics ,Naturalism ,Existentialism ,Education ,Epistemology ,Confusion - Abstract
In 1999, Scott suggested that evolution has existential repercussions for some students because they confuse methodological naturalism with philosophical naturalism: conflating the incapacity of scientific explanations to appeal to the supernatural with the idea that God must not exist. Unfortunately, part of the reason for the confusion involves terms that are used in a technical sense by evolutionary biologists but that also convey existential meanings to the general public. Such terms therefore should be used carefully by teachers, and their scientific meanings distinguished from their common meanings. We revisit these problem concepts, particularly in light of recent papers in cognitive psychology as they relate to understanding evolution, in a two-part series of articles. Here, in part I, we address design and purpose.
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31. Homology: Why We Know a Whale Is Not a Fish
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Louise S. Mead and Andrew J. Petto
- Subjects
Fossil Record ,Whale ,Evolutionary biology ,biology.animal ,education ,Biology ,Common ancestry ,Curriculum ,Ecology, Evolution, Behavior and Systematics ,Homology (biology) ,Education - Abstract
Homology is a fundamental concept in comparative and evolutionary biology and yet often the focus of antievolution challenges. In describing structural similarity that is the result of common ancestry, hypotheses about homology require rigorous testing and form the basis for making predictions about anatomy and physiology as well as the fossil record. Communicating the basics of homology to students is essential for a high school biology curriculum.
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32. Problem Concepts in Evolution Part II: Cause and Chance
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Louise S. Mead and Eugenie C. Scott
- Subjects
Evolutionary change ,medicine ,Sociology ,medicine.symptom ,Social science ,Sociology of Education ,Ecology, Evolution, Behavior and Systematics ,Naturalism ,Education ,Confusion ,Epistemology - Abstract
In a previous article, we suggested that differences in how the general public and scientists use terms such as purpose and design can lead to confusion, particularly around understanding evolution and mechanisms of evolutionary change. Here, we present two additional problem concepts, cause and chance, and discuss how these concepts lead to confusion, suggesting how to address these specific challenges to understanding evolution in light of recent research in cognitive psychology and biological concept inventories.
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33. Why Science Standards are Important to a Strong Science Curriculum and How States Measure Up
- Author
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Anton Mates and Louise S. Mead
- Subjects
business.industry ,Learning standards ,Social science education ,Public relations ,National Science Education Standards ,Science education ,Education ,Reform mathematics ,Sociology ,Science, technology, society and environment education ,Social science ,business ,Standards for Educational and Psychological Testing ,Ecology, Evolution, Behavior and Systematics ,Creationism - Abstract
In 2000, Lawrence Lerner and the Thomas B. Fordham Foundation reviewed state science standards in 49 states and the District of Columbia, specifically with respect to the coverage of evolution. We repeat his survey for all current standards publicly available as of May 2009 and discuss the history and role of state science standards in American public education. Our survey indicates that science standards tend to cover evolution more extensively than they did a decade ago, and that the average quality of the treatment has increased. However, certain types of creationist language are also becoming more common in state standards. We also discuss the history and role of state science standards in American public education.
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34. Overcoming Obstacles to Evolution Education: Why Bother Teaching Evolution in High School?
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Louise S. Mead and Glenn Branch
- Subjects
Organizing principle ,ComputingMilieux_COMPUTERSANDEDUCATION ,Engineering ethics ,ComputingMethodologies_GENERAL ,Social science ,Sociology of Education ,Curriculum ,Ecology, Evolution, Behavior and Systematics ,Education - Abstract
Evolution is a foundational organizing principle of the life sciences, and yet people still argue that it should be taught only in college, urging that it’s not necessary, too controversial, or too difficult to teach evolution in high school. Faced with such arguments, teachers and administrators need to have responses. Moreover, they need to teach evolution so that the coverage of evolution in the K-12 curriculum reflects its central place in biology.
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35. Factors influencing minority student decisions to consider a career in evolutionary biology
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Frank L. Forcino, Joseph L. Graves, Louise S. Mead, and Judi Brown Clarke
- Subjects
media_common.quotation_subject ,Field (Bourdieu) ,Ethnic group ,Education ,Religiosity ,Evolutionary biology ,Underrepresented Minority ,Workforce ,Quality (business) ,Sociology ,Sociology of Education ,Social psychology ,Ecology, Evolution, Behavior and Systematics ,Diversity (politics) ,media_common - Abstract
Without an understanding of evolution, members of the public are unlikely to fully grasp many important issues necessary for the understanding science. In addition, evolutionary science plays an important role in advancing many other STEM disciplines. In stark contrast to the importance of the evolutionary sciences, is its enigmatic acceptance by the general American public. This acceptance is also not uniform within African American, Hispanic, and American Indian populations, who show higher rates of rejection of evolutionary reasoning. In an effort to advance our scientific community, it is imperative that we recruit highly quality students from an ever-increasing diverse population. Thus, the field is failing to attract and maintain the diversity desired in America’s scientific workforce with the above-mentioned minority groups, which are even further underrepresented in evolutionary science. To examine why underrepresented minorities may not choose careers in evolutionary sciences, we surveyed 184 people who have chosen to pursue a career in science. The two questions we examined were: (1) what factors influence the career choices of underrepresented minorities (URMs) interested in science? and (2) what factors influence these URM students to choose careers in other sub-disciplines in biology rather than careers in evolutionary science? A survey was created from previously published research, and our analysis examined statistical differences between different racial/ethnic groups. Our data suggest there are significant differences among racial/ethnic groups in factors that appear to influence their career paths, specifically African Americans and non-Puerto Rican Hispanic/Latino(a)s place greater emphasis on the presence of people of similar racial/ethnic background. Additionally we found differences between the URM groups in terms of their interest in, and understanding of, evolutionary biology; which appears to result in less likelihood of choosing careers in evolutionary science. And for some African Americans, reluctance to pursue evolutionary biology may be tied to holding misconceptions about evolution and higher levels of religiosity. Our current work is preliminary, but once there is a better understanding of why URMs do not pursue evolutionary science, strategic steps can be taken to overcome these barriers. When an inclusive culture is at work, a diverse scientific team becomes capable of producing a broad range of original and engaging ideas not possible among homogenous groups. Educators, researchers, and equality advocates will be able to target the specific causes of underrepresentation in the evolutionary sciences and improve representation of racial and ethnic minorities in evolutionary science, to the ultimate benefit of the greater scientific community and the world at large.
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- View/download PDF
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