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Abstract Detail

Recent Topics Posters

Landis, Jacob [1], Bokor, Julie [2].

High School Students’ Learning and Perceptions of Phylogenetics of Flowering Plants.

Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K-12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities, increase awareness of college and career options as well as highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a six-hour module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during week-long University STEM immersion programs and aimed to increase student understanding of phylogenetics and co-evolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as use in multiple course settings at the high school and undergraduate levels.

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1 - University Of Florida, Dept Of Biology, Florida Museum Of Natural History - Dickinson Hall, Museum Road And Newell Drive, Gainesville, FL, 32611, USA
2 - University of Florida, School of Teaching adn Learning, College of Education, Center for Precollegiate Education and Training, 334 Yon Hall, Gainesville, FL, 32611, USA

flowering plants
secondary students.

Presentation Type: Recent Topics Poster
Session: P
Location: /
Date: Monday, July 28th, 2014
Time: 5:30 PM
Number: PRT006
Abstract ID:1243
Candidate for Awards:None

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