A comparison of the conceptual change model and a traditional model of instruction for teaching undergraduate marine science laboratory courses

Improving understanding of science and technology among science students is an area of concern for all science departments in institutions of higher education throughout the nation. Constructivist instructional practices have been suggested as preferred approaches to facilitate improved scientific learning. This dissertation describes aspects of improving student learning in undergraduate marine science laboratory courses. A comparison between the Conceptual Change Model (CCM; a constructivist-based model) and a Traditional Model (TM) of instruction was conducted in a marine science laboratory course for non-science majors and in a similar course for marine science majors during 1997. Hypotheses tested in each of these studies were: (A) the CCM has a more positive effect on students' cognitive performance in introductory marine science laboratory courses than the TM and, (B) the CCM has a more positive effect on students' attitudes toward introductory marine science laboratory courses than those taught with the TM. For the two student-focused studies, cognitive change was determined by comparing total point accumulations and by using instructor-designed cumulative tests developed specifically for each study. Attitudinal change was assessed using an instructor-designed attitude survey (quantitative measure) and open response items on the instructor and course evaluation (qualitative measure). In a third study, a comparison between GIAs receiving supplemental professional development (necessary for implementation of the previously described studies) and those receiving no supplemental professional development was conducted in marine science laboratory courses during 1997. The specific hypothesis tested was: receiving supplemental professional development will improve GIA attitudes about and confidence in teaching marine science to undergraduates more than GIAs receiving no supplemental professional development. Instructor-designed quantitative (attitude survey) and qualitative (interviews and journal responses) measures were used to assess attitudinal change in marine science GIAs during each semester.;Support for each of the hypotheses was mixed. However, the CCM was preferred by the GIAs and is a valid and viable alternative to the TM. Support for employing both quantitative and qualitative data collection and analysis methods was also provided. Finally, the necessity of providing graduate students charged with teaching undergraduates additional opportunities to become excellent instructors was identified as a critical need.