Does increasing biology teacher knowledge of evolution and the nature of science lead to greater advocacy for the teaching of evolution in schools?

This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers\u27 postcourse preference positions remained unchanged; the majority of science teachers still preferred that antievolutionary ideas be taught in school

The future of natural selection knowledge measurement: A reply to Anderson et al. (2010)

The development of rich, reliable, and robust measures of the composition, structure, and stability of student thinking about core scientific ideas (such as natural selection) remains a complex challenge facing science educators. In their recent article (Nehm & Schonfeld 2008), the authors explored the strengths, weaknesses, and insights provided by a detailed exploration of three commonly used measures of student thinking about natural selection in a large sample of underrepresented minority students. One of their core findings was that all of the tools they studied--including the CINS--have strengths and weaknesses that must be carefully taken into consideration by those who employ, interpret, and act upon their outcomes. In this article, the authors offer their reply to Anderson, Fisher, and Smith\u27s (AFS) (2010) article regarding the development and evaluation of the CINS. The authors view Anderson, Fisher, and Smith\u27s defense of the CINS as sacrosanct to be antithetical to the spirit and reality of instrument development, evaluation, improvement

Measuring knowledge of natural selection: A comparison of the C.I.N.S., an open-response instrument, and an oral interview

Growing recognition of the central importance of fostering an in-depth understanding of natural selection has, surprisingly, failed to stimulate work on the development and rigorous evaluation of instruments that measure knowledge of it. We used three different methodological tools, the Conceptual Inventory of Natural Selection (CINS), a modified version of Bishop and Anderson\u27s (Bishop and Anderson [1990] Journal of Research in Science Teaching 27: 415-427) open-response test that we call the Open Response Instrument (ORI), and an oral interview derived from both instruments, to measure biology majors\u27 understanding of and alternative conceptions about natural selection. We explored how these instruments differentially inform science educators about the knowledge and alternative conceptions their students harbor. Overall, both the CINS and ORI provided excellent replacements for the time-consuming process of oral interviews and produced comparable measures of key concept diversity and, to a lesser extent, key concept frequency. In contrast, the ORI and CINS produced significantly different measures of both alternative conception diversity and frequency, with the ORI results completely concordant with oral interview results. Our study indicated that revisions of both the CINS and ORI are necessary because of numerous instrument items characterized by low discriminability, high and/or overlapping difficulty, and mismatches with the sample. While our results revealed that both instruments are valid and generally reliable measures of knowledge and alternative conceptions about natural selection, a test combining particular components of both instruments--a modified version of the CINS to test for key concepts, and a modified version of the ORI to assess student alternative conceptions--should be used until a more appropriate instrument is developed and rigorously evaluated

Does increasing biology teacher knowledge of evolution and the nature of science lead to greater advocacy for the teaching of evolution in schools?

This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers\u27 postcourse preference positions remained unchanged; the majority of science teachers still preferred that antievolutionary ideas be taught in school

Innate Immunity in Fruit Flies: A Textbook Example of Genomic Recycling

Drosophila serve as a wonderful model for studying aspects of innate immunity, i.e. the physical, cellular, and molecular features that provide the first lines of defense against infections in flies and ma

Impact of cross-section uncertainties on supernova neutrino spectral parameter fitting in the Deep Underground Neutrino Experiment

A primary goal of the upcoming Deep Underground Neutrino Experiment (DUNE) is to measure the $\mathcal{O}(10)$ MeV neutrinos produced by a Galactic core-collapse supernova if one should occur during the lifetime of the experiment. The liquid-argon-based detectors planned for DUNE are expected to be uniquely sensitive to the $\nu_e$ component of the supernova flux, enabling a wide variety of physics and astrophysics measurements. A key requirement for a correct interpretation of these measurements is a good understanding of the energy-dependent total cross section $\sigma(E_\nu)$ for charged-current $\nu_e$ absorption on argon. In the context of a simulated extraction of supernova $\nu_e$ spectral parameters from a toy analysis, we investigate the impact of $\sigma(E_\nu)$ modeling uncertainties on DUNE's supernova neutrino physics sensitivity for the first time. We find that the currently large theoretical uncertainties on $\sigma(E_\nu)$ must be substantially reduced before the $\nu_e$ flux parameters can be extracted reliably: in the absence of external constraints, a measurement of the integrated neutrino luminosity with less than 10\% bias with DUNE requires $\sigma(E_\nu)$ to be known to about 5%. The neutrino spectral shape parameters can be known to better than 10% for a 20% uncertainty on the cross-section scale, although they will be sensitive to uncertainties on the shape of $\sigma(E_\nu)$. A direct measurement of low-energy $\nu_e$-argon scattering would be invaluable for improving the theoretical precision to the needed level.Comment: 25 pages, 21 figure

The DUNE far detector vertical drift technology. Technical design report

DUNE is an international experiment dedicated to addressing some of the questions at the forefront of particle physics and astrophysics, including the mystifying preponderance of matter over antimatter in the early universe. The dual-site experiment will employ an intense neutrino beam focused on a near and a far detector as it aims to determine the neutrino mass hierarchy and to make high-precision measurements of the PMNS matrix parameters, including the CP-violating phase. It will also stand ready to observe supernova neutrino bursts, and seeks to observe nucleon decay as a signature of a grand unified theory underlying the standard model. The DUNE far detector implements liquid argon time-projection chamber (LArTPC) technology, and combines the many tens-of-kiloton fiducial mass necessary for rare event searches with the sub-centimeter spatial resolution required to image those events with high precision. The addition of a photon detection system enhances physics capabilities for all DUNE physics drivers and opens prospects for further physics explorations. Given its size, the far detector will be implemented as a set of modules, with LArTPC designs that differ from one another as newer technologies arise. In the vertical drift LArTPC design, a horizontal cathode bisects the detector, creating two stacked drift volumes in which ionization charges drift towards anodes at either the top or bottom. The anodes are composed of perforated PCB layers with conductive strips, enabling reconstruction in 3D. Light-trap-style photon detection modules are placed both on the cryostat's side walls and on the central cathode where they are optically powered. This Technical Design Report describes in detail the technical implementations of each subsystem of this LArTPC that, together with the other far detector modules and the near detector, will enable DUNE to achieve its physics goals