Innovative teaching module for promoting phylogenetic tree understanding for high school students

Abstract

Phylogenetic tree is a central element in the study of evolution. However, biology major students and undergraduates do not read and interpret the tree correctly. Many alternative conceptions in evolutionary tree reading have been identified. The study aimed to enhance students' understanding and to reduce students' misconceptions of the phylogenetic tree, and enhance their tree thinking skills via Phylogenetic Exercise using Fish Traits (PEFT) based on an inquiry approach with the cooperation of Mrs. Ganigar Chen, Director of Science Communication and International Relations Office of Public Awareness of Science, National Science Museum. Conceptual Inventory of Evolutionary Tree Reading (CIETR) was firstly developed to identify seven common misconceptions about phylogenetic tree. CIETR was delivered to 115 high school students who had completed a biological diversity and evolution course. An inquiry-based PEFT was then developed from those findings and was implemented in two biology classes with 51 grade 11 students from two Thai high schools. Achievement tests, interviews, classroom observation, and analysis of students' documents were used to evaluate students' achievements and attitudes towards the learning activity. The results revealed that the prevalence of misconceptions in Thai high school students was at a high level. However, after the implementation, the students' average scores revealed that PEFT succeeded in enhancing students' conceptual understanding and corrected misconceptions regarding phylogenetic tree, and improved students' tree thinking skills. The students' posttest average scores (79.02±14.50) were significantly higher than those of pre-test average scores (25.24 ±7.79). The percentage of students who were able to read and interpret the tree increased. Furthermore, the percentage of students who exhibited misconceptions was significantly reduced for all concepts. Most students exhibited a positive attitude toward the learning activities and teaching/learning process of PEFT.