Browsing by Author "Hagman, Mats"

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    Research-based teaching about biological evolution
    (Ecole National de Formation Agronomique (ENFA), 2003) Hagman, Mats; Olander, Clas; Wallin, Anita
    This paper reports an attempt to design a teaching-learning sequence in which the students are stimulated to construct a scientific model of evolution, and to use this model in various contexts. Theoretical reflection, instructional design and classroom research have been linked in a cyclic process of development. Basic principles in the sequence were to make the students aware of different ideas about evolution, both scientific and “alternative” ones, to encourage them to reflect on their own thinking, and to use group discussions as a tool for effective learning. A group of 18 students, all at the age of 17, were followed during a 16- hour unit on evolution. The sequence was evaluated both in terms of the students’ learning and in terms of their experience of the teaching. The results from a delayed post-test, about one year after instruction, show that most students had abandoned pre-instructional “alternative” conceptions, in favour for more scientific ones. As judged from logbook entries, a vast majority of the students also appreciated the teaching approach during the unit, and some students spontaneously expressed their satisfaction with being able to use the theory of evolution as a scientific tool.
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    Teaching and learning about the biological evolution: Conceptual understanding before, during and after teaching.
    (Universidade de Santiago de Compostela, 2001) Wallin, Anita; Hagman, Mats; Olander, Clas
    This study is part of a project with the main purpose of developing a teaching-learning sequence that enables the students to construct a scientific model of the biological evolution. Another purpose is to document the students’ conceptual development. Our theoretical background is the model of conceptual change initially proposed by Posner et al (1982). Here we focused on two key concepts in evolution – “variation” and “natural selection”. The development and the long-term retention of these concepts among Swedish students (16 – 19 years old) were studied. The students’ prior knowledge was investigated by a pre-test before teaching. During the teaching period some students were interviewed about these concepts, and small group discussions about the same concepts were videotaped. Approximately a year after teaching the students was given a delayed post-test. The majority of the students abandoned their prior ideas of strive and need, and adopted a more scientific view of these concepts. This was evident both in the interviews and in the post-test. The conceptual development of the interviewed students is discussed in the paper.