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  1. Article ; Online: Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation.

    Gardner, Stephanie M / Angra, Aakanksha / Harsh, Joseph A

    CBE life sciences education

    2023  Volume 23, Issue 1, Page(s) fe1

    Abstract: Graphs are ubiquitous tools in science that allow one to explore data patterns, design studies, communicate findings, and make claims. This essay is a companion to the online, evidence-based interactive guide intended to help inform instructors' decision- ...

    Abstract Graphs are ubiquitous tools in science that allow one to explore data patterns, design studies, communicate findings, and make claims. This essay is a companion to the online, evidence-based interactive guide intended to help inform instructors' decision-making in how to teach graph reading, interpretation, construction, and evaluation within the discipline of biology. We provide a framework with a focus on six instructional practices that instructors can utilize when designing graphing activities: use data to engage students, teach graphing grounded in the discipline, practice explicit instruction, use real world "messy" data, utilize collaborative work, and emphasize reflection. Each component of this guide is supported by summaries of and links to articles that can inform graphing practices. The guide also contains an instructor checklist that summarizes key points with actionable steps that can guide instructors as they work towards refining and incorporating graphing into their classroom practice and emerging questions in which further empirical studies are warranted.
    MeSH term(s) Humans ; Reading ; Students ; Teaching ; Aptitude ; Data Interpretation, Statistical ; Comprehension ; Audiovisual Aids ; Data Visualization
    Language English
    Publishing date 2023-12-15
    Publishing country United States
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 2465176-X
    ISSN 1931-7913 ; 1931-7913
    ISSN (online) 1931-7913
    ISSN 1931-7913
    DOI 10.1187/cbe.22-10-0207
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Thesis ; Online: Understanding, Evaluating, and Diagnosing Undergraduate Student Difficulties with Graph Choice and Construction

    Angra, Aakanksha

    2016  

    Abstract: Creating effective graphical representations of biological data is an essential component in the practices of science and involves engaging concepts and skills of quantitative literacy. With undergraduate biology students increasingly involved in ... ...

    Abstract Creating effective graphical representations of biological data is an essential component in the practices of science and involves engaging concepts and skills of quantitative literacy. With undergraduate biology students increasingly involved in scientific inquiry and experimentation, they are faced with the task of choosing and creating appropriate graphical representations of their data to communicate their findings. However, difficulties with graph choice and construction that were previously documented in literature, still exist today at both the K-12 and undergraduate levels. The purpose of this dissertation is to understand the reasoning involved behind choosing certain graph types and the process that occurs during graph construction, and to design and validate instructional materials to improve graphing skills. The first chapter reviews recent policy documents and relevant literature that have stressed the importance of graphing skill development. Although graphing has been heavily emphasized at the K-12 level and in the context of math and physics, the stepwise thought process and reasoning that determine how the graph is constructed and the final message it conveys are not well understood. In chapter two, I attempt to understand these reasoning that occurs during graph choice and construction by studying expert and novice biologists. Clinical think-aloud interviews were conducted and participants were presented with a small data set and asked to construct a graph using pen and paper. In chapter three, I look at how graphs are constructed in a naturalistic, classroom setting. In Spring 2013 and 2014, students in an upper level physiology laboratory engaged in inquiry-based labs, which required them to work in a team to design experiments, collect data, and present these findings in an oral presentation. Students engaged in guided reflective practices multiple times over the course of the semester, which forced them to evaluate their graph choice and describe the advantages and the disadvantages of their graph. The work described in fourth chapter utilized findings from the second and third chapters, as well as existing literature to develop instructional and learning tools aimed at improving reasoning with graphs. These tools are: the step-by-step guide, guide to data displays, and the graph rubric. The step-by-step guide was informed by the data from the think-aloud interviews (chapter 2) and its purpose is to provide students with a framework for data presentation, as practiced by experts. The purpose of the guide to data displays is to inform students of various types of graphs, their usage, advantages, and disadvantages. The purpose of the graph rubric was to help instructors provide quick and consistent feedback on students’ graphs and for students to use when constructing and critiquing graphs. The graph rubric was informed by: seminal literature in math and science education that informed the 12 assessment categories, expert-novice graphing interviews (chapter 2), and student graphs and reflections (chapter 3). The rubric was validated in three ways: assessing graphs from five introductory biology textbooks, graphs generated in the classroom, and graphs from the science literature. Chapter 5 used the cognitive apprenticeship model and tested the utility of the instructional and learning materials mentioned in chapter 4 in an upper-level physiology laboratory classroom (same setting and curriculum as chapter 3). Data for this chapter were collected during the Spring 2015 and 2016 semesters. Overall findings from this dissertation elucidated the presence of graphing competencies and difficulties in clinical and naturalistic settings in undergraduate biology students, graduate students, and professors, and informed the development and validation of three instructional and learning tools. These materials have the potential to resolve persistent difficulties with graphing and can be incorporated in teacher education and implemented in science classrooms at the undergraduate and K-12 levels.
    Keywords Biology|Education|Science education|Higher education
    Subject code 420
    Language ENG
    Publishing date 2016-01-01 00:00:01.0
    Publisher Purdue University
    Publishing country us
    Document type Thesis ; Online
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  3. Article ; Online: The Graph Rubric: Development of a Teaching, Learning, and Research Tool.

    Angra, Aakanksha / Gardner, Stephanie M

    CBE life sciences education

    2018  Volume 17, Issue 4, Page(s) ar65

    Abstract: As undergraduate biology curricula increasingly aim to provide students with access to courses and experiences that engage them in the practices of science, tools are needed for instruction, evaluation, and research around student learning. One of the ... ...

    Abstract As undergraduate biology curricula increasingly aim to provide students with access to courses and experiences that engage them in the practices of science, tools are needed for instruction, evaluation, and research around student learning. One of the important skills for undergraduate biology students to master is the selection and creation of appropriate graphs to summarize data they acquire through investigations in their course work and research experiences. Graphing is a complex skill, and there are few, discipline-informed tools available for instructors, students, and researchers to use. Here, we describe the development of a graph rubric informed by literature from the learning sciences, statistics, representations literature, and feedback and use of the rubric by a variety of users. The result is an evidence-based, analytic rubric that consists of categories essential for graph choice and construction: graph mechanics, graph communication, and graph choice. Each category of the rubric can be evaluated at three levels of achievement. Our analysis demonstrates the potential for the rubric to provide formative feedback to students and allow instructors to gauge and guide learning and instruction. We further discuss and identify potentially interesting research targets for science education researchers.
    MeSH term(s) Biology/education ; Curriculum ; Feedback ; Humans ; Learning ; Reproducibility of Results ; Research ; Science/education ; Students ; Teaching
    Language English
    Publishing date 2018-11-29
    Publishing country United States
    Document type Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 2465176-X
    ISSN 1931-7913 ; 1931-7913
    ISSN (online) 1931-7913
    ISSN 1931-7913
    DOI 10.1187/cbe.18-01-0007
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article ; Online: Development of a framework for graph choice and construction.

    Angra, Aakanksha / Gardner, Stephanie M

    Advances in physiology education

    2016  Volume 40, Issue 1, Page(s) 123–128

    MeSH term(s) Choice Behavior ; Computer Graphics ; Humans ; Medical Illustration/education ; Students ; Teaching
    Language English
    Publishing date 2016-03
    Publishing country United States
    Document type Journal Article
    ZDB-ID 1024917-5
    ISSN 1522-1229 ; 1043-4046
    ISSN (online) 1522-1229
    ISSN 1043-4046
    DOI 10.1152/advan.00152.2015
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    In stock of ZB MED Cologne/Königswinter

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  5. Article: Claw Waving for Sex: An Inquiry-Based Lab to Teach Sexual Dimorphism and Behavior in Fiddler Crabs.

    Angra, Aakanksha / Weigel, Emily / Onstine, Alison

    Journal of microbiology & biology education

    2018  Volume 19, Issue 2

    Language English
    Publishing date 2018-06-29
    Publishing country United States
    Document type Journal Article
    ISSN 1935-7877
    ISSN 1935-7877
    DOI 10.1128/jmbe.v19i2.1537
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  6. Article ; Online: Reflecting on Graphs: Attributes of Graph Choice and Construction Practices in Biology.

    Angra, Aakanksha / Gardner, Stephanie M

    CBE life sciences education

    2017  Volume 16, Issue 3

    Abstract: Undergraduate biology education reform aims to engage students in scientific practices such as experimental design, experimentation, and data analysis and communication. Graphs are ubiquitous in the biological sciences, and creating effective graphical ... ...

    Abstract Undergraduate biology education reform aims to engage students in scientific practices such as experimental design, experimentation, and data analysis and communication. Graphs are ubiquitous in the biological sciences, and creating effective graphical representations involves quantitative and disciplinary concepts and skills. Past studies document student difficulties with graphing within the contexts of classroom or national assessments without evaluating student reasoning. Operating under the metarepresentational competence framework, we conducted think-aloud interviews to reveal differences in reasoning and graph quality between undergraduate biology students, graduate students, and professors in a pen-and-paper graphing task. All professors planned and thought about data before graph construction. When reflecting on their graphs, professors and graduate students focused on the function of graphs and experimental design, while most undergraduate students relied on intuition and data provided in the task. Most undergraduate students meticulously plotted all data with scaled axes, while professors and some graduate students transformed the data, aligned the graph with the research question, and reflected on statistics and sample size. Differences in reasoning and approaches taken in graph choice and construction corroborate and extend previous findings and provide rich targets for undergraduate and graduate instruction.
    MeSH term(s) Biology/education ; Computer Graphics ; Education, Graduate ; Educational Measurement ; Humans ; Research Design ; Students
    Language English
    Publishing date 2017-08-18
    Publishing country United States
    Document type Journal Article
    ZDB-ID 2465176-X
    ISSN 1931-7913 ; 1931-7913
    ISSN (online) 1931-7913
    ISSN 1931-7913
    DOI 10.1187/cbe.16-08-0245
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  7. Article ; Online: Claw Waving for Sex

    Aakanksha Angra / Emily Weigel / Alison Onstine

    Journal of Microbiology & Biology Education, Vol 19, Iss

    An Inquiry-Based Lab to Teach Sexual Dimorphism and Behavior in Fiddler Crabs

    2018  Volume 2

    Abstract: We designed a three-week guided inquiry-based lab for non-biology majors revolving around the ideas of sexual dimorphism, selection, and behavior, using fiddler crabs (Uca pugilator) as a model. Specifically, students worked in small teams to design ... ...

    Abstract We designed a three-week guided inquiry-based lab for non-biology majors revolving around the ideas of sexual dimorphism, selection, and behavior, using fiddler crabs (Uca pugilator) as a model. Specifically, students worked in small teams to design experiments, collect data, and present findings in a short oral presentation. Students gained exposure to scientific skills, including designing an ethogram, understanding the purpose of inter-observer reliability, graphing, statistics, and oral communication.
    Keywords inquiry-based labs ; non-biology majors ; sexual selection ; sexual dimorphism ; fiddler crabs ; experimental design ; Special aspects of education ; LC8-6691 ; Biology (General) ; QH301-705.5
    Language English
    Publishing date 2018-09-01T00:00:00Z
    Publisher American Society for Microbiology
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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    Inter-library loan at ZB MED

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  8. Article ; Online: Claw Waving for Sex

    Aakanksha Angra / Emily Weigel / Alison Onstine

    Journal of Microbiology & Biology Education, Vol 19, Iss

    An Inquiry-Based Lab to Teach Sexual Dimorphism and Behavior in Fiddler Crabs

    2018  Volume 2

    Abstract: We designed a three-week guided inquiry-based lab for non-biology majors revolving around the ideas of sexual dimorphism, selection, and behavior, using fiddler crabs (Uca pugilator) as a model. Specifically, students worked in small teams to design ... ...

    Abstract We designed a three-week guided inquiry-based lab for non-biology majors revolving around the ideas of sexual dimorphism, selection, and behavior, using fiddler crabs (Uca pugilator) as a model. Specifically, students worked in small teams to design experiments, collect data, and present findings in a short oral presentation. Students gained exposure to scientific skills, including designing an ethogram, understanding the purpose of inter-observer reliability, graphing, statistics, and oral communication.
    Keywords Special aspects of education ; LC8-6691 ; Biology (General) ; QH301-705.5
    Language English
    Publishing date 2018-01-01T00:00:00Z
    Publisher American Society for Microbiology
    Document type Article ; Online
    Database BASE - Bielefeld Academic Search Engine (life sciences selection)

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    Inter-library loan at ZB MED

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  9. Article ; Online ; Research data: (with research data) Intoxicated copepods: ingesting toxic phytoplankton leads to risky behaviour.

    Lasley-Rasher, Rachel S / Nagel, Kathryn / Angra, Aakanksha / Yen, Jeannette

    Proceedings. Biological sciences

    2016  Volume 283, Issue 1829

    Abstract: Understanding interactions between harmful algal bloom (HAB) species and their grazers is essential for determining mechanisms of bloom proliferation and termination. We exposed the common calanoid copepod, Temora longicornis to the HAB species ... ...

    Abstract Understanding interactions between harmful algal bloom (HAB) species and their grazers is essential for determining mechanisms of bloom proliferation and termination. We exposed the common calanoid copepod, Temora longicornis to the HAB species Alexandrium fundyense and examined effects on copepod survival, ingestion, egg production and swimming behaviour. A. fundyense was readily ingested by T. longicornis and significantly altered copepod swimming behaviour without affecting copepod survival or fitness. A. fundyense caused T. longicornis to increase their swimming speed, and the straightness of their path long after the copepods had been removed from the A. fundyense treatment. Models suggest that these changes could lead to a 25-56% increase in encounter frequency between copepods and their predators. This work highlights the need to determine how ingesting HAB species alters grazer behaviour as this can have significant impacts on the fate of HAB toxins in marine systems.
    MeSH term(s) Animals ; Behavior, Animal/drug effects ; Behavior, Animal/physiology ; Copepoda/drug effects ; Copepoda/microbiology ; Copepoda/physiology ; Dinoflagellida/pathogenicity ; Ecosystem ; Food Chain ; Harmful Algal Bloom ; Host-Pathogen Interactions ; Models, Biological ; Neurotoxins/analysis ; Neurotoxins/toxicity ; Phytoplankton/pathogenicity ; Swimming
    Chemical Substances Neurotoxins
    Language English
    Publishing date 2016--27
    Publishing country England
    Document type Journal Article ; Research Support, U.S. Gov't, Non-P.H.S.
    ZDB-ID 209242-6
    ISSN 1471-2954 ; 0080-4649 ; 0962-8452 ; 0950-1193 ; 0080-4649 ; 0962-8452 ; 0950-1193
    ISSN (online) 1471-2954
    ISSN 0080-4649 ; 0962-8452 ; 0950-1193
    DOI 10.1098/rspb.2016.0176
    Database MEDical Literature Analysis and Retrieval System OnLINE

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    Zs.A 1364: Show issues Location:
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