SCHUCHARDT, ANITA
(2016)
LEARNING BIOLOGY THROUGH CONNECTING MATHEMATICS TO SCIENTIFIC MECHANISMS: STUDENT OUTCOMES AND TEACHER SUPPORTS.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
Integrating mathematics into science classrooms has been part of the conversation in science education for a long time. However, studies on student learning after incorporating mathematics in to the science classroom have shown mixed results. Understanding the mixed effects of including mathematics in science has been hindered by a historical focus on characteristics of integration tangential to student learning (e.g., shared elements, extent of integration). A new framework is presented emphasizing the epistemic role of mathematics in science. An epistemic role of mathematics missing from the current literature is identified: use of mathematics to represent scientific mechanisms, Mechanism Connected Mathematics (MCM). Building on prior theoretical work, it is proposed that having students develop mathematical equations that represent scientific mechanisms could elevate their conceptual understanding and quantitative problem solving. Following design and implementation of an MCM unit in inheritance, a large-scale quantitative analysis of pre and post implementation test results showed MCM students, compared to traditionally instructed students) had significantly greater gains in conceptual understanding of mathematically modeled scientific mechanisms, and their ability to solve complex quantitative problems. To gain insight into the mechanism behind the gain in quantitative problem solving, a small-scale qualitative study was conducted of two contrasting groups: 1) within-MCM instruction: competent versus struggling problem solvers, and 2) within-competent problem solvers: MCM instructed versus traditionally instructed. Competent MCM students tended to connect their mathematical inscriptions to the scientific phenomenon and to switch between mathematical and scientifically productive approaches during problem solving in potentially productive ways. The other two groups did not. To address concerns about teacher capacity presenting barriers to scalability of MCM approaches, the types and amount of teacher support needed to achieve these types of student learning gains were investigated. In the context of providing teachers with access to educative materials, students achieved learning gains in both areas in the absence of face-to-face teacher professional development. However, maximal student learning gains required the investment of face-to-face professional development. This finding can govern distribution of scarce resources, but does not preclude implementation of MCM instruction even where resource availability does not allow for face-to-face professional development.
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Details
Item Type: |
University of Pittsburgh ETD
|
Status: |
Unpublished |
Creators/Authors: |
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ETD Committee: |
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Date: |
5 August 2016 |
Date Type: |
Publication |
Defense Date: |
6 May 2016 |
Approval Date: |
5 August 2016 |
Submission Date: |
3 August 2016 |
Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
Number of Pages: |
238 |
Institution: |
University of Pittsburgh |
Schools and Programs: |
School of Education > Learning Sciences and Policy |
Degree: |
PhD - Doctor of Philosophy |
Thesis Type: |
Doctoral Dissertation |
Refereed: |
Yes |
Uncontrolled Keywords: |
science education, problem solving, mathematics, student learning, professional development |
Date Deposited: |
05 Aug 2016 18:17 |
Last Modified: |
15 Nov 2016 14:35 |
URI: |
http://d-scholarship.pitt.edu/id/eprint/29104 |
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