Exploratory learning activities in the physics classroom: contrasting cases versus a rich dataset.

In exploratory learning, students engage in an exploration activity on a new topic prior to instruction. This inversion of the traditional tell-then-practice order has been shown to benefit learning outcomes, especially conceptual knowledge and preparation for future learning, but not always. In three studies, the current work examines whether the type of exploration activity impacts learning mechanisms and outcomes, on the topic of gravitational field in undergraduate physics classrooms. Activities using either contrasting cases (CC) or a rich dataset (RD) are compared in two instructional orders, explore-first (EF) and instruct-first (IF). Learning outcomes measured procedural knowledge, conceptual knowledge, and performance using a dynamic preparation for future learning (PFL) assessment that included a learning resource within the posttest. In addition, the current studies investigated process level measurements of interest and enjoyment, knowledge gap awareness, and cognitive load. Study 1 revealed that students in the EF-CC condition had better conceptual knowledge and PFL scores than students in the IF-CC condition. Study 2 investigated learning outcomes following an RD activity in EF and IF orders in two separate physics classrooms (algebra-based physics for pre-medicine majors, and calculus-based for engineering majors). Procedural and conceptual knowledge overall was improved by the EF order, but only in the calculus-based course; PFL showed no differences. Study 3 compared learning outcomes from the two activities directly in a 2 (order: EF, IF) × 2 (activity: CC, RD) study design. Overall, the CC activity resulted in better student learning than the RD activity. However, an effect of instructional order was not found, potentially due to a methodological error. Across the three studies, interest and enjoyment did not differ by condition and did not predict learning outcomes. Knowledge gap awareness was higher for students in the EF order than the IF order for both activities, and negatively predicted learning outcomes. Cognitive load was negatively correlated with conceptual and PFL learning outcomes, but only in Study 3. Overall, results indicate that the type of activity could moderate learning outcomes, with any instructional order. More work is needed to investigate the boundary conditions impacting the benefit of exploratory learning, including activity type, amount of guidance during the activity, and the type of instruction

A Phylogenetic Analysis of the Bee Tribe Epeolini, with a Review of the Genus Triepeolus

The University of Kansas has long historical connections with Central America and the many Central Americans who have earned graduate degrees at KU. This work is part of the Central American Theses and Dissertations collection in KU ScholarWorks and is being made freely available with permission of the author through the efforts of Professor Emeritus Charles Stansifer of the History department and the staff of the Scholarly Communications program at the University of Kansas Libraries’ Center for Digital Scholarship.A generic-level cladistic analysis of the cleptoparasitic bee tribe Epeolini (Apinae: Nomadinae) is presented. One hundred and two characters of adult external morphology are identified and coded for 32 species representing all genera and subgenera presently recognized within the tribe, along with five outgroup taxa. The resulting topology is used in the formation of a higher-level classification of the tribe. Four subtribes are characterized: Odyneropsina Handlirsch, Rhogepeolina Rightmyer, Epeolina Robertson, and Thalestriina Rightmyer. Pseudepeolus and Triepeolus are not supported as subgenera of Doeringiella and are elevated to generic rank. The subgenus Trophocleptria renders Epeolus sensu stricto paraphyletic and is synonymized. The group Parammobates is recognized as a subgenus of Odyneropsis. A key to the genera of the tribe is provided. The taxonomic history of the tribe, as well as available information on hosts and biology of epeolines is summarized. In addition, a study of the species of Triepeolus is presented, with three separate keys. The first key is for the females of species occurring in North and Central America, excluding those of the T. verbesinae and T. simplex species groups. The second and third keys are for both sexes of all Triepeolus species found in eastern North America, and in South America and the Caribbean, respectively. Diagnoses, geographical ranges, host and floral records, and flight times are recorded for each species presented in the keys, with the addition of several well-defined species belonging to the T. verbesinae and T. simplex species groups. A total of 103 species, excluding those in the T. verbesinae and T. simplex species groups, are recognized. Fifty-two species names are newly synonymized (Table 6 and Appendix 5). The currently known and suspected host relationships for Triepeolus species are summarized (Appendix 3), and a list of the Triepeolus species found in various geographical regions is presented (Appendix 4)