Wandersee, James H. , Clary, Renee M. .
Research on Improving Instructional Saliency of Lessons on Flowering Plants.
Salient instructional examples can help students recall botanical and geobiological concepts. Instructors can learn to tell over 1,000 illustrated vignettes about flowering plants that we have indexed for plant biology teaching. We have analyzed, catalogued, and repurposed a large existing online resource that was not specifically designed or intended for science teachers. Our data mining efforts yielded over 1,000 illustrated mini-stories about flowering plants. We have prepared a teaching index for these mini-stories by URL, topic, and ASPB Principles of Plant Biology, so that plant science teachers at all levels can conveniently find one that fits today’s lesson--to help anchor plant science concepts and to enliven their teaching with real-world examples with a international span, as well as to frame novel situations for students’ concept application during assessment. During most of the Earth's history, ~97% of it, plants did not have flowers or fruits. The flower of a flowering plant is the most remarkable feature that distinguishes them from other seed plants. Flowers initiated the differences between gymnosperms and angiosperms by broadening the scope of evolutionary relationships and niches open to flowering plants, allowing them to ultimately dominate terrestrial ecosystems. From a human perspective, agriculture is almost entirely dependent on angiosperms, either directly or indirectly through livestock feed. We think flowering plants merit the best and most memorable teaching possible.
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1 - Louisiana State University, Dept. of Educational Theory, Policy, & Practice, Ph.D. Studies in Biology Education, 223 Peabody Hall, Baton Rouge, LA, 70803, USA
2 - Mississippi State University, Dept. of Geosciences, 301-B Hilbun Hall, Mississippi State, Mississippi, 39762, USA
Presentation Type: Oral Paper:Papers for Sections
Location: Boulevard A/Hilton
Date: Monday, July 9th, 2007
Time: 9:30 AM