Date of Award
Summer 2024
Degree Type
Dissertation/Thesis
Degree Name
Doctor of Education
Department
Secondary and Middle Grades Education
Committee Chair/First Advisor
Dr. Rachel Gaines
Second Advisor
Dr. Michael Dias
Third Advisor
Dr. David Glassmeyer
Abstract
Integrated Science Technology Engineering Math (STEM) education allows students to build conceptual understanding by connecting material to other content areas and real-world contexts. Strong conceptual understanding allows students to move beyond factual recall and instead synthesize and transfer their knowledge to new applications. In high school biology, students need to develop a strong conceptual understanding of genetic inheritance in the context of dihybrid inheritance. This qualitative case study was designed to understand the influence of an integrated STEM approach on student conceptual understanding of genetic dihybrid inheritance. The situated STEM learning and conceptual change theoretical frameworks guided the research design and findings. In this case study, three integrated STEM lessons were implemented in three on-level freshman biology classes in a Southeastern U.S. suburban school. These lessons related dihybrid inheritance and statistical reasoning to predict dihybrid inheritance instead of using the traditional Punnett square. Data was collected through pre/post-integrated STEM student concept interviews (n=6), student-led discussions (n=6) and pre/post-integrated STEM student work artifacts (n=35). Findings revealed that students demonstrated higher levels of conceptual understanding following the integrated STEM lessons in the areas of explanation of the dihybrid process, meaning of dihybrid probability answer, transfer of knowledge into practice, and extension of dihybrid inheritance. Additionally, when given the novel context of “What are the Odds?” students applied their conceptual understanding of dihybrid inheritance through their process and methods, probability-based analysis, and use of vocabulary terms. Science educators should include integrated STEM as an instructional strategy to increase student conceptual understanding of genetic dihybrid inheritance.