Research on Cognition and Learning in Biology
My graduate students and I study problems of conceptual development, cognition and learning in the biological sciences. We are especially interested in several questions that focus on learning in the life sciences: (1) How do learners of all ages understand those fundamental concepts underlying the structure, function, evolution and diversity of life forms?; (2) How do learners structure their knowledge in the life sciences, and how do those structures change over the course of time as a result of formal and informal learning experiences?; and finally, (3) What kinds of intervention strategies are useful for facilitating conceptual change in the life sciences.
Significance:
The research we do is of particular interest to cognitive scientists, developmental psychologists, and especially to classroom science teachers and informal environmental educators who use it as a basis for decision-making and instructional planning. Studies by graduate students in our laboratory have explored such diverse areas as students' alternative conceptions (ie. "misconceptions"; "preconceptions") of the human circulatory system, animals and animal classification, cell structure and function, mammals, and sexually transmitted diseases. Recently we have focused on ways that learners "restructure" their understandings in university-level courses, using such techniques as concept mapping, structured clinical interviews, and sorting tasks. Tressa Thompson recently completed her M.S. thesis on students' knowledge and attitudes about sharks. Her work was furthered by Erin Barney who studied similar issues in bottlenose dolphins. Heather Quinn chose to work on knowledge about prehistoric life (dinosaurs). Kris Andrews is evaluating the effects of UNCW's Marine Quest Program, a summer marine biology program for adolescents.
Graduate Students:
Students who have a strong commitment to science education at all levels (K-16) and an equally strong background (B.S. degree) in the natural sciences are encouraged to consider our program. Former students have found jobs in a variety of formal and informal learning environments, including but not limited to: elementary and secondary schools, universities, nature conservancies, national and state parks, 4H clubs, aquaria, zoos, museums, marine education and nature centers, as well as regulatory positions in state and federal agencies devoted to preservation of the natural environment. Some former graduate students:
Mary W. Arnaudin (M.S., 1983). 4H Director and instructor, NC State University.
John E. Trowbridge (M.S., 1985; Ph.D., 1995 LSU). Associate Professor of Science Education and Chair, Teacher Education Dept. Southeastern Louisiana State University
Kimberly M. Markham (M.S. 1991). Environmental consultant, Raleigh, NC
Jean E. Benton (M.S. 1991). Director, Raleigh Field Office, U.S Army Corp of Engineers.
Cathy Songer (M.S. 1993). Community College Professor, Coastal Carolina College
Jo El J. Skipper (M.S. 1995). Biology Teacher, John T. Hoggard High School, Wilmington, NC
Renee Pearsall Griffin (M.S. 1995). Instructional Specialist in Science and Mathematics, New Hanover County Schools
Barbara L. Martin (M.S. 1998). Director, Children's & Family Programs, NJ State Aquarium
Tressa Thompson (M.S. 2000). Biology Teacher, Brevard Co. Schools
Erin Barney (M.S. 2002). Candidate for the D.V.M., University of Florida School of Veterinary Medicine.
Heather Quinn (M.S. 2002). Biology Teacher, Wake County Public Schools, Durham, NC
Kristen Elizabeth Andrews (M.S. 2004). Director of Education, UNCW MarineQuest Program, Office of Special Programs
Kurt Tressler (M.S. in progress).
Thesis: "A Further Assessment of the MarineQuest Program"
Recent Publications:
The findings of our research have appeared in a wide variety of venues, including scientific research journals, scholarly books, websites (www.wcer.wisc.edu/nise/cl1), and on the PBS television miniseries "Minds of Our Own" (under a grant to the Harvard-Smithsonian Center for Astrophysics from the National Science Foundation, the CPB Math and Science Project, the Annenberg Foundation, and the Smithsonian Institution). Examples include the following:
Barney, E.C., Mintzes, J.J. and Yen, C-F (2005). Assessing knowledge, attitudes and behavior toward charismatic megafauna: The case of dolphins. Journal of Environmental Education, 36 (2): 41-55.Thompson, T.L. and Mintzes, J.J.
(2002). Cognitive structure and the affective domain: On knowing and feeling in biology. Int Journal of Science Education, 24 (6): 645-660.
Mintzes, J.J., Wandersee,
J.H. and J.D. Novak (2001). Assessing understanding in
biology. Journal of Biological Education, 35 (3): 118-124.
Contact:
If you are a recent college graduate and/or have interest in pursuing some of these issues further, you may contact me at: (910) 962-3437 (voice mail) or drop me an e-mail at mintzes@uncwil.edu
