The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation
The Conceptual Analysis of Disciplinary Evidence (CADE) framework as a guide for evidentiary reasoning: A practical implementation in a Hardy-Weinberg Equilibrium (HWE) laboratory investigation
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作为证据推理指南的纪律证据概念分析 (CADE) 框架：哈代-温伯格平衡 (HWE) 实验室调查的实际实施
DOI：
10.1080/00219266.2022.2100450
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发表时间：
2022
影响因子：
1.1
通讯作者：
Pelaez, Nancy
中科院分区：
文献类型：
--
作者：
Liu, Chaonan;Dreger, Dayna L.;Liu, Shiyao;Samarapungavan, Ala;Gardner, Stephanie M.;Clase, Kari L.;Pelaez, Nancy
最近强调通过科学研究学习生物学，重点是理解和使用科学证据。为了解开证据推理的复杂性，在这里，我们提出了一个新的实验室调查教学的哈代温伯格平衡（HWE）在介绍生物实验室课程，是由学科证据的概念分析（CADE）框架。这个HWE实验室调查突出了证据推理与脚手架问题的目标推理与科学证据，它为学生提供了详细的学科知识，支持他们的调查和证据推理。为了表明如何CADE影响教学的证据推理在调查过程中，在一个教师的实验室讨论的问题之前和之后实施CADE的变化。此外，我们的CADE通知HWE实验室调查相比，其他公布的活动，让学生与HWE。研究结果表明，与CADE，教师实施了更多的脚手架，引导学生考虑多方面的证据推理，并鼓励学生的认识性考虑的性质，范围和科学证据的质量。这些变化表明，CADE可以成为一种实用的教学工具，为改进HWE实验室调查提供信息，并帮助教师开发和实施支架，以指导学生在科学调查期间的证据推理。
Recent emphasis on learning biology through scientific investigations has focused instruction on understanding and using scientific evidence. To unpack the complexities of evidentiary reasoning, here we present a novel laboratory investigation for teaching the Hardy Weinberg Equilibrium (HWE) in an introductory biology laboratory course that was informed by the Conceptual Analysis of Disciplinary Evidence (CADE) framework. This HWE laboratory investigation highlights evidentiary reasoning with scaffolding questions to target reasoning with and about scientific evidence and it provides students with detailed disciplinary knowledge underpinning their investigation and evidentiary reasoning. To indicate how CADE influenced instruction on evidentiary reasoning during the investigation, changes in one instructor’s laboratory discussion questions before and after implementing CADE are provided. Also, our CADE-informed HWE laboratory investigation is compared to other published activities for engaging students with HWE. Findings show that with CADE, the instructor implemented more scaffolds for directing students to consider multiple aspects of evidentiary reasoning and encouraged students’ epistemic considerations about the nature, scope and quality of scientific evidence. These changes suggest that CADE can be a practical pedagogical tool to inform improvements in HWE laboratory investigations and to help instructors develop and implement scaffolds to guide students’ evidentiary reasoning during a scientific investigation.
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