Teaching Evolution: Blog as a Liminal Space

A threshold concept is a challenging concept that acts as a doorway leading to deeper understanding and a dramatic shift in perception. A learner that is in- volved in grasping a threshold concept is said to be undergoing a threshold expe- rience within a liminal space or learning environment. We used the blog as a lim- inal space for our students to engage with the theory of evolution, which is a threshold concept. In order to teach evolution effectively it is necessary to address both understanding and acceptance of evolutionary theory. To explore the latter in an introductory biology course, we used a series of reflection assignments, sub- mitted by students using a blog format, designed to inform, engage, and probe students’ views on evolution without dismissing their prior beliefs. Using the blog feature on our learning management system (LMS), students were asked to feel free to express their views on the nature of science (NOS), evidence for evolution and natural selection, and the application of the concept of non-overlapping mag- isteria (NOMA) to the evolution-versus-creationism debate without fear of being graded poorly for a wrong response. Grades were based solely on the level of en- gagement expressed via thoughtful responses to the specific prompts within each reflection assignment. A student reflection rubric was used to grade and assess student performance and allowed us to examine how students integrated evolution into their prior knowledge. We found the blog to be a highly effective online tool to closely analyze students’ written reflections on a topic that can be both intellec- tually and emotionally challenging

Writing to Learn: Embedding a crucial study skill in a gateway science course

Handwriting is a multisensory process known to enhance memory, focus, engagement, and cognition in the learner, thereby making it a valuable study skill. In an attempt to embed handwriting as a study skill in a gateway science course, I used a combination of scaffolding and individual student consultations. Scaffolding emphasized the use of desirable difficulties and retrieval practice through the implementation of techniques such as the flipped learning approach and take home-in class hybrid essay exams. While the former helped to increase overall student success the latter technique was aimed at enhancing written fluency in the subject, curbing procrastination, and providing opportunities for high impact retrieval practice during the in-class essay exams. One-on-one student consultations that emphasized rewriting and maintaining good notes were used as interventions throughout the semester to promote positive study behavior and also as a crucial stage in preparing for each unit exam. Level of student engagement in using handwriting as a study skill was traced within the context of a typical threshold experience. Handwriting as a study skill was successfully embedded in this course and showed positive results in terms of student retention, engagement, and overall success