title: Educational issues in introductory tertiary biology

authors: Buntting, Catherine Michelle

subjects: undergraduate

abstract: The work presented in this thesis focuses on educational issues in first-year biology courses at university. First-year courses are important because they have the potential to influence student retention and subsequent subject selection choices, as well as learning at higher levels. Further, biology is considered to be an important enabling subject in New Zealand because of the Government's drive towards a biotechnology-based knowledge economy.

Specifically, the work in this thesis explores the educational implications of the increasingly diverse academic backgrounds of students entering first-year biology courses on teaching and learning in these courses. A social constructivist view of learning is adopted, in which prior knowledge of the learners is considered to have a significant influence on their learning. The social context of learning interactions also is considered to be important.  The research involved three phases: identification of prior knowledge assumed by faculty; identification of actual prior knowledge of students; and the implementation and evaluation of an intervention programme based on concept mapping.

In order to investigate faculty assumptions of student prior knowledge, 35 faculty from six New Zealand universities were interviewed. Document analysis and classroom observations provided data triangulation.  The findings for this phase of the research suggest that faculty were aware of the diverse prior knowledge of students, and reported a tension between teaching  from scratch  in order to accommodate those with very limited prior knowledge; and the risk of boring those with more extensive relevant backgrounds.  A range of concepts that are not explained during teaching (i.e., concepts it is assumed students understand) were identified, including biology-specific concepts and relevant chemical and mathematical concepts.

In the second phase, research findings from phase one were used to develop a prior knowledge questionnaire administered in two successive years to all students enrolled in first-year biology courses at one New Zealand university.  Data analysis for this phase suggests that although students with more extensive prior biology study were more likely to have a scientifically acceptable understanding of some key concepts, this was not true of all the concepts that were investigated, including chemical and mathematical concepts. The data also point to differences between what faculty expect students to know, and what students actually know. Furthermore, few students, regardless of the extent of prior biology study, were able to demonstrate understanding of the relationships between important biological concepts.  

In the third phase of the research, an intervention based on concept mapping was implemented and evaluated. Two of the six weekly tutorial classes associated with two first-year biology courses were used for the purposes of the intervention. The intervention differed from the other concept mapping studies reported in the literature in that its implementation was of long duration, viz., a period of 11 weeks.  

Students who participated in the intervention reported in 'tutorial experience questionnaires' and subsequent interviews that concept mapping helped them to learn the biology content covered during lectures, and to identify links between concepts. A large proportion of participants indicated that they used concept mapping for biology study outside of the intervention tutorial classes, and in some cases in other courses of study.  Classroom management strategies appeared to contribute to the positive views about the use of concept mapping during tutorials. Specifically, the tutor modelled the use of concept mapping, but students were also given opportunities to construct their own maps.  The role of the tutor in guiding discussions with students and providing feedback was also viewed as being important. Detailed analysis of course assessment tasks suggests that concept mapping enhanced learning for test questions that require understanding of links between concepts. Where tasks require only the recall of facts, concept mapping does not appear to make a statistically significant difference to student performance.

The findings from the concept mapping intervention thus suggest that although concept mapping is a strategy that can be used effectively in tertiary biology tutorial classes, it is more worthwhile if the type of deep learning that is encouraged by the use of concept mapping is also the type of learning required to successfully complete assessment tasks. This raises the issue of whether the type of learning faculty specify in course objectives is the type of learning they actually seek to develop in course delivery and associated assessment regimes.

text: Educational issues in introductory tertiary biology The work presented in this thesis focuses on educational issues in first-year biology courses at university. First-year courses are important because they have the potential to influence student retention and subsequent subject selection choices, as well as learning at higher levels. Further, biology is considered to be an important enabling subject in New Zealand because of the Government's drive towards a biotechnology-based knowledge economy.

Specifically, the work in this thesis explores the educational implications of the increasingly diverse academic backgrounds of students entering first-year biology courses on teaching and learning in these courses. A social constructivist view of learning is adopted, in which prior knowledge of the learners is considered to have a significant influence on their learning. The social context of learning interactions also is considered to be important.  The research involved three phases: identification of prior knowledge assumed by faculty; identification of actual prior knowledge of students; and the implementation and evaluation of an intervention programme based on concept mapping.

In order to investigate faculty assumptions of student prior knowledge, 35 faculty from six New Zealand universities were interviewed. Document analysis and classroom observations provided data triangulation.  The findings for this phase of the research suggest that faculty were aware of the diverse prior knowledge of students, and reported a tension between teaching  from scratch  in order to accommodate those with very limited prior knowledge; and the risk of boring those with more extensive relevant backgrounds.  A range of concepts that are not explained during teaching (i.e., concepts it is assumed students understand) were identified, including biology-specific concepts and relevant chemical and mathematical concepts.

In the second phase, research findings from phase one were used to develop a prior knowledge questionnaire administered in two successive years to all students enrolled in first-year biology courses at one New Zealand university.  Data analysis for this phase suggests that although students with more extensive prior biology study were more likely to have a scientifically acceptable understanding of some key concepts, this was not true of all the concepts that were investigated, including chemical and mathematical concepts. The data also point to differences between what faculty expect students to know, and what students actually know. Furthermore, few students, regardless of the extent of prior biology study, were able to demonstrate understanding of the relationships between important biological concepts.  

In the third phase of the research, an intervention based on concept mapping was implemented and evaluated. Two of the six weekly tutorial classes associated with two first-year biology courses were used for the purposes of the intervention. The intervention differed from the other concept mapping studies reported in the literature in that its implementation was of long duration, viz., a period of 11 weeks.  

Students who participated in the intervention reported in 'tutorial experience questionnaires' and subsequent interviews that concept mapping helped them to learn the biology content covered during lectures, and to identify links between concepts. A large proportion of participants indicated that they used concept mapping for biology study outside of the intervention tutorial classes, and in some cases in other courses of study.  Classroom management strategies appeared to contribute to the positive views about the use of concept mapping during tutorials. Specifically, the tutor modelled the use of concept mapping, but students were also given opportunities to construct their own maps.  The role of the tutor in guiding discussions with students and providing feedback was also viewed as being important. Detailed analysis of course assessment tasks suggests that concept mapping enhanced learning for test questions that require understanding of links between concepts. Where tasks require only the recall of facts, concept mapping does not appear to make a statistically significant difference to student performance.

The findings from the concept mapping intervention thus suggest that although concept mapping is a strategy that can be used effectively in tertiary biology tutorial classes, it is more worthwhile if the type of deep learning that is encouraged by the use of concept mapping is also the type of learning required to successfully complete assessment tasks. This raises the issue of whether the type of learning faculty specify in course objectives is the type of learning they actually seek to develop in course delivery and associated assessment regimes.

year: 2006

title: Diversity of Lecidea (Lecideaceae, Ascomycota) species revealed by molecular data and morphological characters

authors: Ruprecht, Ulrike

subjects: chemical races

abstract: The diversity of lichens, especially crustose species, in continental Antarctica is still poorly known. To overcome difficulties with the morphology based species delimitations in these groups, we employed molecular data (nuclear ITS and mitochondrial SSU rDNA sequences) to test species boundaries within the genus Lecidea. Sampling was done along a north–south transect at five different areas in the Ross Sea region (Cape Hallett, Botany Bay to Mount Suess, Taylor Valley, Darwin Area and Mount Kyffin). A total of 153 specimens were collected from 13 localities. Phylogenetic analyses also include specimens from other regions in Antarctica and non-Antarctic areas. Maximum parsimony, maximum likelihood and Bayesian analyses agreed in placing the samples from continental Antarctica into four major groups. Based on this phylogenetic estimate, we restudied the micromorphology and secondary chemistry of these four clades to evaluate the use of these characters as phylogenetic discriminators. These clades are identified as the following species Lecidea cancriformis, L. andersonii as well as the new species L. polypycnidophora Ruprecht & Türk sp. nov. and another previously unnamed clade of uncertain status, referred to as Lecidea sp. (L. UCR1).

text: Diversity of Lecidea (Lecideaceae, Ascomycota) species revealed by molecular data and morphological characters The diversity of lichens, especially crustose species, in continental Antarctica is still poorly known. To overcome difficulties with the morphology based species delimitations in these groups, we employed molecular data (nuclear ITS and mitochondrial SSU rDNA sequences) to test species boundaries within the genus Lecidea. Sampling was done along a north–south transect at five different areas in the Ross Sea region (Cape Hallett, Botany Bay to Mount Suess, Taylor Valley, Darwin Area and Mount Kyffin). A total of 153 specimens were collected from 13 localities. Phylogenetic analyses also include specimens from other regions in Antarctica and non-Antarctic areas. Maximum parsimony, maximum likelihood and Bayesian analyses agreed in placing the samples from continental Antarctica into four major groups. Based on this phylogenetic estimate, we restudied the micromorphology and secondary chemistry of these four clades to evaluate the use of these characters as phylogenetic discriminators. These clades are identified as the following species Lecidea cancriformis, L. andersonii as well as the new species L. polypycnidophora Ruprecht & Türk sp. nov. and another previously unnamed clade of uncertain status, referred to as Lecidea sp. (L. UCR1).

year: 2010

title: Rethinking English in Māori-medium education

authors: Hill, Richard Kenneth

subjects: Māori-medium

abstract: English language instruction in New Zealand's Māori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Māori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper reports on a project involving the English language transition programmes of three Māori-medium primary schools. Interviews and observations of key personnel within these schools revealed the components of their programmes, their perceptions of the need for English transition education and the issues they were facing in implementing English language instruction. The project found a direct relationship between levels of student language attainment and the quantity and quality of exposure to English instruction. Where an English programme occupied a significant place in a school's timetable and was staffed by teachers knowledgeable about the learning needs of bilingual students and how best to attend to these, the result was higher literacy scores and more satisfied students. This paper argues that planning English language outcomes for Māori-medium students is essential if becoming biliterate is an important aim. This planning must also be long-term, across all 13 years of the students' education.

text: Rethinking English in Māori-medium education English language instruction in New Zealand's Māori-medium schools is controversial, with many schools either excluding it from their curriculum or adopting a tokenistic approach. Yet, how Māori-medium educators can best support their students' academic English language growth is still an under-researched and unresolved question. This paper reports on a project involving the English language transition programmes of three Māori-medium primary schools. Interviews and observations of key personnel within these schools revealed the components of their programmes, their perceptions of the need for English transition education and the issues they were facing in implementing English language instruction. The project found a direct relationship between levels of student language attainment and the quantity and quality of exposure to English instruction. Where an English programme occupied a significant place in a school's timetable and was staffed by teachers knowledgeable about the learning needs of bilingual students and how best to attend to these, the result was higher literacy scores and more satisfied students. This paper argues that planning English language outcomes for Māori-medium students is essential if becoming biliterate is an important aim. This planning must also be long-term, across all 13 years of the students' education.

year: 2011