slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Shawna McMahon, John Moore & Biodiversity Team Colorado State University PowerPoint Presentation
Download Presentation
Shawna McMahon, John Moore & Biodiversity Team Colorado State University

Loading in 2 Seconds...

play fullscreen
1 / 17

Shawna McMahon, John Moore & Biodiversity Team Colorado State University - PowerPoint PPT Presentation


  • 142 Views
  • Uploaded on

Endangered Species Conservation as a Context for Understanding Student Thinking about Genetic Diversity 2011 NARST Presentation Written by: Shawna McMahon and John Moore (Colorado State University) Culturally relevant ecology, learning progressions and environmental literacy

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Shawna McMahon, John Moore & Biodiversity Team Colorado State University' - honora


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Endangered Species Conservation as a Context for Understanding Student Thinking about Genetic Diversity

2011 NARST Presentation

Written by: Shawna McMahon and John Moore (Colorado State University)

Culturally relevant ecology, learning progressions and environmental literacy

Long Term Ecological Research Math Science Partnership

April 2011

Disclaimer: This research is supported by a grant from the National Science Foundation: Targeted Partnership: Culturally relevant ecology, learning progressions and environmental literacy (NSF-0832173). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

slide2

Endangered Species Conservation as a Context for Understanding Student Thinking about Genetic Diversity

Shawna McMahon, John Moore & Biodiversity Team

Colorado State University

research goals

Learning Progressions for Environmental Literacy

Research Goals
  • Explore student thinking about genetic diversity in the context of endangered species – do they even think about it?
  • Evaluate if “place” plays a role in this thinking – specifically, will answers differ between charismatic, distant megafauna and local, less charismatic organisms?
level 1 answers relationships aesthetics protectionism

Learning Progressions for Environmental Literacy

Level 1 Answers:Relationships, Aesthetics, Protectionism

Student 709 (10th Grade, Polar Bear): “i w ould slect the non violentones that can have self controll.the bears that are nice and polayfuland that look interesting.i would only choose 4”

Student 1015 (9th Grade Polar Bear): “i would select a group that is healthy and very good in the wild. i would look for nice fur, good survival instincs, and friendly. i would choose the same amount of male and female.”

Student 1219 (8th Grade, Plover): “i would get the ones who needed the most help”

level 2 answers healthy reproductive

Learning Progressions for Environmental Literacy

Level 2 Answers:Healthy & Reproductive

Student 1230 (7th Grade, Warbler): “I will probably choose healthy birds, so they live longer.I would look for young, entergetic birds. I would choose about 10 males and 10 females, to be safe.

level 3 answers best adapted

Learning Progressions for Environmental Literacy

Level 3 Answers:Best Adapted

Student 1127 (12th Grade, Polar Bear): “I would look for the polar bears that are the biggest size population because those seem to be surviving the best and probably have characteristics best suted to there envronment.”

level 4 answers genetic variation for future adaptation

Learning Progressions for Environmental Literacy

Level 4 Answers:Genetic Variation for Future Adaptation

Student 1219 (8th Grade, Plover): “i would look for a lot of different birds w/ different characteristics. i would choose just the weak or just the strong birds because if you take stonger birds you can mess up the ecosystem and if you take the weaker ones and try to re introduce them back into the wild, they'll probably die. when you get a mix of strong and waek ones you keep the gene pool varied and give the birds a better chance of survival”

Student 765 (9th Grade, Polar Bear): “I would select a fairly large group that had sufficient genetic diversity in order to preserve as many traits and variations as possible.“

distant vs local colorado

Learning Progressions for Environmental Literacy

Distant vs. Local - Colorado

n = (L1-4) =

54(84%)

58(79%)

n = (L1-4) =

42(95%)

46(90%)

distant vs local michigan

Learning Progressions for Environmental Literacy

Distant vs. Local - Michigan

40(93%)

49(92%)

n = (L1-4) =

57(92%)

66(92%)

n = (L1-4) =

distant vs local md ny

Learning Progressions for Environmental Literacy

Distant vs. Local – MD & NY

17(89%)

19(95%)

n = (L1-4) =

17(77%)

24(96%)

n = (L1-4) =

summary of findings

Learning Progressions for Environmental Literacy

Summary of Findings
  • HS slightly higher than MS
  • Not much difference in distant vs. local species
  • Some differences between site (especially NY)
  • Good context for talking about genetic diversity in populations

Future: Design an intervention that helps kids explore genetic diversity & its consequences