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Orraryd, Daniel
Publications (2 of 2) Show all publications
Orraryd, D. & Tibell, L. A. .. (2015). Creative evolution: Students generating stop-motion animations of evolutionary change. In: : . Paper presented at ESERA, European Science Education Research Association, Helsinki, August 31-Sept 4, 2015.
Open this publication in new window or tab >>Creative evolution: Students generating stop-motion animations of evolutionary change
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

iagrams have been used to visualize evolutionary relationships for more than 150 years, and are today readily found in many areas such as textbooks, media, museums and the scientific literature. The tree of life metaphor, where the diagram takes the form of an organic vertical tree has been used almost as long and is still used to a high degree in textbooks and at museums. Despite this high prevalence the instructional needed to develop tree-thinking abilities are often lacking, potentially leading to interpretational misconceptions of the evolutionary concepts presented.

In this study 5 exhibitions with evolutionary content in natural science museums in the Nordic countries have been analysed in order to understand how evolutionary tree diagrams are incorporated in these exhibitions, what design is used and what instructional support is available to the visitor. A multi-modal social semiotic approach was used, where 3 functional levels were analysed together in order to assess the meaning making potential of the evolutionary trees in these exhibitions; i) content, representational process and design. ii) instruction and interactivity. iii) spatial and organizational composition. The analyses show a wide range of communication strategies; reaching from the evolutionary tree diagrams having a pivotal role in the exhibition narrative to being placed purely in the margin with no explicit connection to the overall evolutionary content. The instructional support is in many cases lacking but is sometimes incorporated in the presentational text of specific parts of the evolutionary tree, and the design ranges from tree of life type iconic visualisations to highly abstract renderings. Overall the evolutionary tree as a visual tool to communicate important evolutionary concepts seems to be used to a high degree but important aspects in order to better afford scientific correct interpretations of the trees are sometimes lacking.

National Category
Didactics Evolutionary Biology
Identifiers
urn:nbn:se:liu:diva-122575 (URN)
Conference
ESERA, European Science Education Research Association, Helsinki, August 31-Sept 4, 2015
Projects
EvoVis
Funder
Swedish Research Council, 2012-5344
Available from: 2015-11-09 Created: 2015-11-09 Last updated: 2018-07-20
Göransson, A., Orraryd, D. & Tibell, L. (2015). Searching for threshold concepts in evolution by using an open response instrument. In: : . Paper presented at ESERA 2015 11th biannual Conference of the European Science Education Research Association. 31 august - 4 september, 2015, Helsinki, Finland..
Open this publication in new window or tab >>Searching for threshold concepts in evolution by using an open response instrument
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Despite decades of research evolution remains a challenge to teachers and learners. Student reasoning about evolutionary processes tend to lack important key concepts and exhibits a range of well documented alternative conceptions. New research in the domain of conceptual change has generated the notion of threshold concepts. Threshold concepts focus on abstract concepts thought to underlie difficult content in a discipline. The hope is that this research will contribute to better teaching practises as well as understanding of what makes certain discipline content difficult. Earlier research has revealed candidate threshold concepts underlying understanding of evolution. Our aim of this study was to pilot ways to assess if and which threshold concept student use in response to different items as well if different contexts facilitates integration of threshold concepts in explanations. We used a published evolution test instrument to assess the presence of evolution key concepts, threshold concepts. The test instrument was piloted on 113 Swedish upper secondary and university students. Analysis revealed the presence of evolution key concepts as well as threshold concepts and alternative conceptions. The context of the question seem to affect what threshold concepts are used by students. We also found indications of a relation between evolution key concepts and threshold concepts usage. Implications for future research as well as teaching are briefly discussed.

Keywords
threshold concepts, evolution, conceptual understanding
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-122569 (URN)
Conference
ESERA 2015 11th biannual Conference of the European Science Education Research Association. 31 august - 4 september, 2015, Helsinki, Finland.
Projects
EvoVis
Funder
Swedish Research Council, 2012-5344
Available from: 2015-11-09 Created: 2015-11-09 Last updated: 2016-05-04
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