You are here:

Improving Conceptual Understanding and Representation Skills through Excel-Based Modeling
ARTICLE

, ,

Journal of Science Education and Technology Volume 27, Number 1, ISSN 1059-0145

Abstract

The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering practices. This is especially the case for biology education. This paper describes a quasi-experimental design study to test the effectiveness of a model-based curriculum focused on the concepts of natural selection and population ecology that makes use of Excel modeling tools (Modeling Instruction in Biology with Excel, MBI-E). The curriculum revolves around the bio-engineering practice of controlling an invasive species. The study takes place in the Midwest within ten high schools teaching a regular-level introductory biology class. A post-test was designed that targeted a number of common misconceptions in both concept areas as well as representational usage. The results of a post-test demonstrate that the MBI-E students significantly outperformed the traditional classes in both natural selection and population ecology concepts, thus overcoming a number of misconceptions. In addition, implementing students made use of more multiple representations as well as demonstrating greater fascination for science.

Citation

Malone, K.L., Schunn, C.D. & Schuchardt, A.M. (2018). Improving Conceptual Understanding and Representation Skills through Excel-Based Modeling. Journal of Science Education and Technology, 27(1), 30-44. Retrieved September 21, 2023 from .

This record was imported from ERIC on January 9, 2019. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords