Conceptual Framework Alignment between Primary Literature and Education in Animal Behaviour

313 Pages·2017·2.47 MB·English

WWeesstteerrnn MMiicchhiiggaann UUnniivveerrssiittyy
SScchhoollaarrWWoorrkkss aatt WWMMUU
Dissertations Graduate College
6-2014
CCoonncceeppttuuaall FFrraammeewwoorrkk AAlliiggnnmmeenntt bbeettwweeeenn PPrriimmaarryy LLiitteerraattuurree aanndd
EEdduuccaattiioonn iinn AAnniimmaall BBeehhaavviioouurr
Andrea Marie-Kryger Bierema
Western Michigan University, [email protected]
Follow this and additional works at: https://scholarworks.wmich.edu/dissertations
Part of the Curriculum and Instruction Commons, Higher Education Commons, and the Science and
Mathematics Education Commons
RReeccoommmmeennddeedd CCiittaattiioonn
Bierema, Andrea Marie-Kryger, "Conceptual Framework Alignment between Primary Literature and
Education in Animal Behaviour" (2014). Dissertations. 272.
https://scholarworks.wmich.edu/dissertations/272
This Dissertation-Open Access is brought to you for free
and open access by the Graduate College at
ScholarWorks at WMU. It has been accepted for inclusion
in Dissertations by an authorized administrator of
ScholarWorks at WMU. For more information, please
contact [email protected].
CONCEPTUAL FRAMEWORK ALIGNMENT BETWEEN PRIMARY LITERATURE
AND EDUCATION IN ANIMAL BEHAVIOUR

by

Andrea Marie-Kryger Bierema

A dissertation submitted to the Graduate College
in partial fulfillment of the requirements
for the degree of Doctor of Philosophy
Mallinson Institute for Science Education
Western Michigan University
June 2014

Doctoral Committee

Renee’ S. Schwartz, Ph.D., Chair
Brandy A. Skjold, Ph.D.
Sharon A. Gill, Ph.D.
CONCEPTUAL FRAMEWORK ALIGNMENT BETWEEN PRIMARY LITERATURE
AND EDUCATION IN ANIMAL BEHAVIOUR

Andrea Marie-Kryger Bierema, Ph.D.

Western Michigan University, 2014

In 1963, Tinbergen revolutionized the study of animal behaviour in his paper On
aims and methods of ethology (Zeitschrift Tierpsycholgie, 20, 410-433) by revamping the
conceptual framework of the discipline. His framework suggests an integration of four
questions: causation, ontogeny, survival value, and evolution. The National Research
Council Committee (U.S.) on Undergraduate Biology Education to Prepare Research
Scientists for the 21st Century published BIO2010: Transforming Undergraduate
Education for Future Research Biologists (Washington, DC: The National Academies
Press, 2003), which suggests alignment between current research and undergraduate
education. Unfortunately, alignment has been rarely studied in college biology, especially
for fundamental concepts. The purpose of this study, therefore, is to determine if the
conceptual framework used by animal behaviour scientists, as presented in current
primary literature, aligns with what students are exposed to in undergraduate biology
education. After determining the most commonly listed textbooks from randomly-
selected animal behaviour syllabi, four of the most popular textbooks, as well as the
course descriptions provided in the collected syllabi, underwent content analysis in order
to determine the extent that each of Tinbergen’s four questions is being applied in
education. Mainstream animal behaviour journal articles from 2013 were also assessed
via content analysis in order to evaluate the current research framework. It was
discovered that over 80% of the textbook text covered only two of Tinbergen’s questions
(survival value and causation). The other two questions, evolution and ontogeny, were
rarely described in the text. A similar trend was found in journal articles. Therefore,
alignment is occurring between primary literature and education, but neither aligns with
the established conceptual framework of the discipline. According to course descriptions,
many instructors intend to use an integrated framework in their courses. Utilizing an
integrated framework within textbooks and teaching this framework is recommended in
order to increase the number of scientists in the next generation that study evolution and
ontogeny of behaviour. In order to use an integrated framework in animal behaviour
textbooks and courses primary literature from mainstream and less mainstream behaviour
journals, as well as broader biology journals, are necessary.
Copyright by
Andrea Marie-Kryger Bierema
2014
ACKNOWLEDGEMENTS

There are several people that I personally thank for their assistance and guidance.
I thank my committee chair, Dr. Renee’ Schwartz. She pushed me to excel while in the
program. Although I originally thought that my Chapter 2 was going to be way too broad,
I trusted her and she led me in the right direction. I also have a lot to thank her for that
goes beyond my dissertation, such as the several national conferences in which I
presented. Moreover, I thank my committee members, Dr. Brandy Skjold and Dr. Sharon
Gill. Brandy provided a unique perspective as she recently finished her dissertation.
Sharon taught me a great deal about the discipline of animal behaviour. Moreover, I give
her special recognition for helping me code textbooks, course descriptions, and articles in
order to check for inter-coder reliability. She really went above and beyond as a
committee member.
I also thank my department, Mallinson Institute for Science Education.
Throughout the program, I learned a great deal regarding the theoretical framework,
including what a theoretical framework even is, and the methods that I used in this study.
Moreover, I thank the department and Dr. Jacqueline Mallinson for their financial
assistance. Heather White, the office coordinator, was also of great help with taking care
of all of the endless paperwork. The Writing Center at Western Michigan University,
especially Kim Ballard, was also extremely helpful in providing a different perspective
on content analysis. The statistician consultant provided through the Graduate College
gave excellent suggestions for how to analyze the results.
ii
Acknowledgements—Continued

The textbook publishers provided free textbooks, and I thank them for that.
Additionally, I am appreciative of the many professors who took the time to send me
their course syllabi- especially those that were out in the field at the time doing their own
research. Many were very interested in my dissertation, which provided me further
motivation to move forward.
Finally, I thank my family. I thank my parents, who have stayed positive through
my many years of working on my degrees. I thank my husband, Brad Bierema, for being
patient with my late hours typing on the computer and coding textbooks and articles.
Also, I thank him for his positive attitude and motivation to press on with my doctoral
program and dissertation. I also thank my step-children, Gavin and Caitlin, especially my
step-daughter who blinded three of the four textbooks for me- she did a fantastic job and I
would not have been able to continue my work without her help. My husband blinded the
fourth, which I am also extremely thankful. Lastly, I thank my dog, Pumba, who kept me
company and my feet warm while I sat at the computer.

Andrea Marie-Kryger Bierema

iii
TABLE OF CONTENTS

ACKNOWLEDGEMENTS ........................................................................................ ii
LIST OF TABLES .................................................................................................... vii
LIST OF FIGURES .................................................................................................... ix
I. INTRODUCTION .............................................................................................. 1
Animal Behaviour Conceptual Framework ................................................... 1
Trends in Animal Behaviour .......................................................................... 6
Statement of the Problem ............................................................................... 9
Purpose of Study .......................................................................................... 11
Significance of Study ................................................................................... 12
Research Questions ...................................................................................... 13
Overview of Methods .................................................................................. 14
Delimitations and Limitations of the Study ................................................. 15
Definitions of Key Terms ............................................................................ 16
Biological Terms ...................................................................................... 16
Methods Terms ........................................................................................ 18
Chapter One Summary ................................................................................. 19
II. LITERATURE REVIEW OF COLLEGE BIOLOGY CURRICULAR
RESOURCES ................................................................................................... 21
Textbooks ..................................................................................................... 21
Topics in Textbooks ................................................................................. 22
Textbook Features .................................................................................... 42
Textbook Selection .................................................................................. 59
Textbook Impact on Students .................................................................. 61
Conclusion ............................................................................................... 78
Laboratory Manuals ..................................................................................... 78
Trade Books ................................................................................................. 83
iv
Table of Contents‒Continued

CHAPTER

Primary Literature ........................................................................................ 87
Uses of Primary Literature ....................................................................... 88
Student Perceptions .................................................................................. 93
Student Performance .............................................................................. 102
Conclusion ............................................................................................. 103
Videos …………………………………………………………………….104
Animations ................................................................................................. 111
Simulations ................................................................................................ 143
Podcasts...................................................................................................... 177
Course Web Sites ....................................................................................... 192
Other Curricular Resources ........................................................................ 206
Conclusion ................................................................................................. 214
III. METHODS ................................................................................................... 216
Resource Selection ..................................................................................... 218
Syllabus Selection .................................................................................. 218
Textbook Selection ................................................................................ 219
Primary Literature Selection .................................................................. 219
Content Analysis ........................................................................................ 220
Identification of Intended Conceptual Framework .................................... 221
Extent of Tinbergen’s Four Questions ....................................................... 224
Textbook Coding ................................................................................... 225
Journal Article Coding ........................................................................... 228
Alignment .................................................................................................. 230
Blinding Process ........................................................................................ 231
Reliability ................................................................................................... 231
IV. RESULTS .................................................................................................... 236
v
Table of Contents‒Continued

CHAPTER

Syllabi …………………………………………………………………….236
Textbooks ................................................................................................... 238
Textbook #1: Alcock, 2013 ................................................................... 240
Textbook #2: Dugatkin, 2013 ................................................................ 242
Textbook #3: Breed and Moore, 2012 ................................................... 245
Textbook #4: Drickamer et al., 2002 ..................................................... 247
Textbook Comparison ............................................................................ 249
Course Descriptions ................................................................................... 252
Alignment within Education ...................................................................... 256
Primary Literature ...................................................................................... 258
V. CONCLUSIONS AND IMPLICATIONS .................................................... 263
Conclusions ................................................................................................ 263
Alignment between Primary Literature and Education ......................... 263
Mayr’s Proximate and Ultimate Causation Framework ........................ 267
Implications................................................................................................ 271
Implications for Animal Behaviour Curriculum Developers ................ 271
Implications for Animal Behaviour Instructors ..................................... 273
Implications for Science Education Researchers ................................... 274
REFERENCES ................................................................................................... 280
APPENDICES
A. HSIRB Approval Request .................................................................... 294
B. HSIRB Letter........................................................................................ 296
C. Intended Framework Codes ................................................................. 298

vi