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Running head: NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
A Curriculum Model for Integrating the Three NGSS Dimensions
and Utilizing Published Biology Data
Nicola C. Barber
University of Utah
Martin M. Fernandez
American Association for the Advancement of Science
Jo Ellen Roseman
American Association for the Advancement of Science
Louisa A. Stark
University of Utah
Author Note
This research was supported by a grant from the National Science Foundation (1222869).
Correspondence concerning this article should be addressed to Nicola Barber, 383
Colorow Drive, Salt Lake City, UT 84108. Contact: nicola.barber@utah.edu
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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Abstract
The Framework for K-12 Science Education and the Next Generation Science Standards
call for curricula that integrate disciplinary core ideas, science practices and crosscutting
concepts. However, there are very few models for high school biology curriculum materials—
and associated, closely-aligned assessment tasks—that address all three of these dimensions. To
address this issue, the Genetic Science Learning Center (GSLC) at the University of Utah and
AAAS Project 2061 collaborated to develop a new set of high school evolution curriculum
materials and associated assessment items. The six lessons on natural selection, which were
designed for grades 9-10, integrate elements of (a) the life science disciplinary core ideas of
biological evolution and concepts from heredity needed to understand evolution, (b) the science
practices of analyzing and interpreting data, and engaging in argument from evidence, and (c) the
crosscutting concepts of patterns, and cause and effect. Throughout the lessons and assessment
tasks students work with skill-level-appropriate data from published scientific research. The
natural selection lessons underwent several iterations of revision as well as pilot testing in 10
teacher’s classrooms across the country with diverse student demographics. In the largest study,
students (n=308) showed significant learning gains from pre-test to post-test (t=4.265, p<0.001),
along with decreases in misconception prevalence. Additionally, student ability measured via
Rasch modeling also reflected improvement (t=9.289, p<0.001). On the post-enactment survey
teachers reported that although the materials were quite different from their typical natural
selection lessons, they would use the materials again. We conclude that our approach holds
promise for increasing students’ understanding of natural selection and ability to work with data.
Keywords: biology education, evolution education, curriculum development, high school
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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A Curriculum Model for Integrating the Three NGSS Dimensions
and Utilizing Published Biology Data
The Framework for K-12 Science Education (NRC, 2011) and the Next Generation
Science Standards (NGSS) (NGSS Lead States, 2013) delineate a vision for science education
that integrates disciplinary core ideas, science practices and crosscutting concepts. However,
there are very few models for high school biology curriculum materials—and associated,
closely-aligned assessment tasks—that explicitly address all three of these dimensions. The
empirical evidence supporting the efficacy of curriculum materials that embody the vision
described in the Framework and NGSS is also still limited.
To address the need for empirical studies of NGSS-aligned curriculum, we developed
high school biology curriculum materials on natural selection that incorporate the practices of
analyzing and interpreting data and engaging in argument from evidence, and the crosscutting
concepts of patterns, and cause and effect. Evolution is a foundational theory that informs all of
modern biology (Dobzhansky, 1973). Despite the importance of evolution as a disciplinary core
idea (NRC, 2011) and the numerous research studies that have documented students’
misconceptions about evolution (reviewed in Gregory, 2009), few studies have reported research
on instructional methods that have shown promise for increasing students’ understanding of
evolution, particularly at the secondary level.
This paper describes the design, development and testing of a new set of high school
biology curriculum materials and associated assessments on natural selection. We begin with a
review of the literature on natural selection misconceptions and evolution instruction with
particular focus on the incorporation of genetics content and the practices of data analysis and
argumentation. Next we present our research objectives and describe our methods for curriculum
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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design and testing. We conclude with the results of field-testing the new curriculum materials
and discuss implications for future research and NGSS-aligned curriculum design.
Literature Review
Natural Selection Misconceptions
A major challenge of evolution instruction is overcoming widely held misconceptions
about natural selection. Indeed many misconceptions persist after years of biology instruction.
The central tenets of evolution by natural selection are that individuals of a species vary in their
heritable traits and that those individuals whose traits confer an advantage to survival and
reproduction will be more likely to pass on these traits to the next generation. Over the course of
several generations, those advantageous heritable traits will increase in a population. Despite the
logic of these principles, misconceptions stem from the difference between the mechanism of
evolution through natural selection and our intuitive understanding of how things typically
change. Particularly prevalent misconceptions at the high school and undergraduate level are
those that involve intentional change, concerted population transformation, directed variation,
and the inheritance of traits acquired within an individual’s lifetime (Abraham, Meir, Perry,
Herron, Maruca & Stal, 2009; Gregory, 2009). These persistent ideas act as barriers to
evolutionary thinking. Effective evolution curriculum materials and instruction must facilitate
both increases in student understanding of evolution and decreases in common misconceptions.
Evolution and Genetics
Studies at the undergraduate and high school level found that the explicit integration of
heredity and genetics with evolution instruction led to increases in accepted scientific
explanations and reductions of student misconceptions. Indeed, the NGSS makes many explicit
ties between these two disciplinary core ideas, as a robust understanding of the evolutionary
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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process requires a foundational understanding of the genetic variation upon which evolution acts
(NGSS Lead States, 2013). The most rigorous study using this approach was conducted in an
undergraduate introductory biology course. DNA sequences of gene variants affecting survival
and reproduction were used to establish connections between evolution and genetics, illustrate
the process of natural selection, and create cognitive conflict in students who held alternative
conceptions (Kalinowski, Leonard & Andrews, 2010). A validated assessment (Anderson,
Fisher, & Norman, 2002) was administered as a pre/post test. Students showed a normalized gain
of 66% on questions addressing genetic aspects of natural selection. These data suggest that
integrating genetics and evolution can significantly reduce students’ alternative conceptions. At
the secondary level, a 6-week unit integrating genetics and evolution was enacted with students
in Spain (Banet & Ayuso, 2003). Pre/post test analysis showed that 74% of the students changed
their explanations of evolutionary change from ones based on unaccepted to accepted scientific
concepts. A study in The Netherlands with age 15-16 students found that a majority developed
Darwinian explanations after an evolution unit that incorporated genetics (Geraedts & Kerst,
2006). However, there is a current lack of research on the effect of integrating genetics into
evolution instruction in U.S. high school classrooms.
Evolution and data analysis
The NGSS defines analyzing and interpreting data as one of seven critical science
practices. Two studies that engaged students with data analysis and simple statistics to
understand variation and selection suggest that analyzing and interpreting data improves student
understanding of natural selection (Passmore & Stewart, 2002; Tabak & Reiser, 2008). In the
Tabak & Reiser study, 9th-grade students used software that engaged them in analyzing and
synthesizing primary data related to the evolution of Galápagos finches. Pre/post tests showed
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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statistically significant improvements in their selection of scientific explanations for evolutionary
phenomena and their identification of natural selection mechanisms (Tabak & Reiser, 2008).
Passmore and Stewart (2002) reported increased student understanding of natural selection when
9th and 10th grade students worked with data-rich cases and simple statistics to support the
Darwinian model of evolution.
The timescale in which evolutionary phenomena are observed tends to prevent students
from conducting evolution experiments and collecting original data. A challenge to curriculum
developers and instructors is to engage students with the collection and analysis of evolution data
in meaningful ways. Materials that draw upon real scientific data allow students to grapple with
data that are fuzzy or incomplete and craft arguments for their explanations.
Evolution and argumentation
The practice of engaging in argument from evidence challenges students to evaluate their
ideas. Here we define argumentation as the practice of supporting or rejecting a claim, often a
scientific explanation, using evidence and scientific reasoning. Explanation and argumentation
are often tightly linked in science as good explanations require supporting evidence and
reasoning. Likewise, most scientific arguments are centered on a proposed explanation of a
natural phenomenon. Our definition of argumentation as substantiating a scientific explanation
with evidence and reasoning is consistent with the work of other researchers in this field
(Berland & McNeill, 2012; Osborne & Patternson, 2011).
Ninth-grade students using a genetics unit that included argumentation scored
significantly higher in both biological knowledge and argumentation than the comparison group,
and they were able to transfer their skills to everyday situations (Zohar & Nemet, 2001). A study
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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with undergraduates showed that explicit engagement in argumentation significantly improved
evolution learning gains and retention (Asterhan & Schwarz, 2007).
Evolution and interactive multimedia
Researchers have reported that interactive, computer simulations and learning
experiences can both increase understanding of evolution and decrease misconceptions. Paired
online interactive modules on natural selection and speciation have elicited significant evolution
learning gains in undergraduate introductory biology courses (Heitz, Cheetham, Capes & Jeanne,
2010). Online interactive tree diagramming has been shown to increase undergraduate student
understanding of evolutionary relationships and macroevolution (Perry, Meir, Herron, Maruca &
Stal, 2008). Instruction with a web-based natural selection simulation decreased undergraduates’
evolution misconceptions, particularly those concerning intentional change, concerted population
transformation and the inheritance of acquired traits (Abraham, Meir, Perry, Herron, Maruca &
Stal, 2009).
Research Objectives and Purpose
The Genetic Science Learning Center (GSLC) at the University of Utah and AAAS
Project 2061 collaborated on an exploratory project in which the GSLC developed curriculum
materials for high school evolution instruction and Project 2061 developed associated assessment
items. We sought to (a) develop prototype lessons that build upon evolution education research
and integrate the three dimensions of the NGSS and (b) test whether this approach holds promise
for eliciting student learning gains and decreasing student misconceptions. Our intention was to
develop curricula that could serve as a model for operationalizing the three dimensions of the
NGSS.
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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Theory of Change for Curriculum Development
Based on the research summarized above, our lesson development was guided by a
theory of change which posits that students will better understand the disciplinary core ideas
about evolution when curriculum materials and instruction:
• Integrate the disciplinary core ideas about heredity that are essential for understanding
evolution.
• Engage students in the science practices of (a) Analyzing and interpreting data while
they work with skill-level-appropriate data from published research studies, and (b)
Engaging in argument from evidence, particularly arguments involving quantitative data.
• Include interactive, multimedia learning experiences that engage students in collecting
and analyzing data to make sense of relevant phenomena.
Methods
Curriculum Materials: Natural Selection Lessons
The curriculum materials consist of six consecutive lessons on natural selection that
model the type of instruction outlined in the Framework and NGSS. These lessons will form part
of a larger curriculum replacement unit on biological evolution designed for use in grades 9-10,
which was recently funded by NSF for complete development. The six prototype lessons on
natural selection (available at http://learn.genetics.utah.edu/content/evo/) integrate elements of
the following dimensions of the Framework and NGSS:
• Life science disciplinary core ideas: LS4: Biological evolution: Unity and diversity and
the concepts from LS3: Heredity: Inheritance and variation of traits needed to
understand evolution.
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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• Science practices: Analyzing and interpreting data, and Engaging in argument from
evidence (SP4, 7).
• Crosscutting concepts: Patterns, and Cause and effect: Mechanism and explanation
(CC1, 2).
Based on the targeted disciplinary core ideas and practices, we sought appropriate
phenomena that would allow students to work with data on trait variability, heritability and
reproductive advantage, the three conditions that must be met for natural selection to occur, as
well as the change over time that results from natural selection. Most biological evolution occurs
too slowly to observe within the classroom, so we leveraged a multimedia approach to engage
students with evolutionary data from published research studies. Choosing phenomena that
illustrated a complete story of natural selection with skill-level appropriate data was a challenge.
Ultimately we chose the rapid evolution of lateral plate armor in three-spine sticklebacks as a
phenomenon to examine in depth. This selection guided which aspects of the practices and
crosscutting concepts we would address in the lessons. We let this particular phenomenon and
guide the appropriate crosscutting concepts, as well as the particulars of the practices.
In the lessons a multimedia presentation with teacher-led discussion introduces students
to the three-spine stickleback fish, which shows variability among individuals in the lateral plate
number trait. Students are invited to become researchers, investigating whether a newly
introduced population of highly-plated fish in Loberg Lake, Alaska, will change over time to
become more like the low-plated sticklebacks in other lakes. An online, virtual lab (based on
published scientific data) allows students to collect and analyze data from the stickleback
population in the Lake over several years, observing changes in lateral plate numbers. Students
are introduced to a checklist that scaffolds their collection of data-based evidence for three
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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criteria to determine if natural selection is acting on a trait in a population over time—variation
in the trait, heritability of the trait, and selection on the trait (differential reproductive success).
As students learn about these criteria they use skill-level-appropriate mathematics, including
graphing and basic statistics, to work with data from published scientific studies. Students
conclude their stickleback study by creating a poster summary and using a scaffold to construct a
written argument, supported by data-based evidence, about whether or not natural selection is
acting on plate number in the Loberg Lake stickleback population. Finally, small groups of
students work with data about one of seven other trait examples (four subject to natural selection
and three not). They again use the natural selection checklist and argumentation scaffold to
construct an evidence-based argument about whether or not the trait is undergoing natural
selection in the population they examined. The lessons conclude with groups presenting their
example and argument to the class.
These lessons underwent several iterations of testing and revision prior to the pilot test
study. Initially the GSLC’s Senior Education Specialist, an experienced high school teacher, led
two enactments in Salt Lake City, UT schools. The first identified areas where the materials
required clarification, and the second identified how the materials and draft assessment items
could better align to the module’s learning goals. A third enactment at a private school in Tulsa,
OK, provided feedback from a teacher who was not involved in developing the materials or
teacher guides.
Study Design
We used a treatment-only pre/post test design to look for learning gains and decreases in
misconceptions associated with the natural selection lessons. This research design was deemed
appropriate as a proof of concept study for an exploratory, curriculum development grant. As a
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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part of our iterative design model, this small-scale study will inform further revisions and lay the
groundwork for the complete evolution unit which will undergo randomized control testing.
Participants
The curriculum materials were pilot tested with 461 students in 20 biology classes, taught
by seven teachers. The teachers were recruited through the GSLC’s email list as well as past
GSLC curriculum design course participants and were chosen to represent a broad array of
teaching settings and student demographics (Table 1).
Table 1: Student demographics for curriculum enactments
School
#
CauHisF/R
Location
Setting
Students Asian Black casian panic LD
Lunch
Salt Lake City,
Urban
37
67%
33%
5%
47%
UT
Bend, OR*
Suburban
159
88%
7%
3%
22%
Draper, UT
Private
33
8%
75%
15% 15%
nd
Rexburg, ID
Rural
38
93%
4%
8%
30%
Grenada, MS
Rural
94
25%
65%
9%
3%
67%
St. Louis, MO Suburban
100
5%
45%
35%
15%
9%
70%
LD = Learning Disabled; F/R Lunch = Free or Reduced Lunch; nd = no data * = 2 teachers
Data Collection and Procedure
The instruments used in the study were a 15-item pre-test, a 15-item post-test, a student
activity checklist, a daily teacher activity checklist, a daily teacher lesson log, and a postenactment teacher survey.
Multiple choice items used in pre- and post-tests were developed and piloted with 1012
students in a national sample according to established assessment procedures (Herrmann-Abell
& DeBoer, 2014; DeBoer, et al., 2008). The assessment tasks are aligned with the learning goals
for the lessons and associated dimensions of the Framework and NGSS and incorporate
published scientific data but do not use the same phenomena as the lessons. The assessment
items also incorporate incorrect answer choices designed to probe common misconceptions.
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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Assessment item pilot testing included student feedback on any difficulties understanding the
items and explanations of why they chose a particular response. Item difficulties were assessed
by Rasch modeling. Following iterative item testing and revision, 15-item pre- and post-tests
were created to target key concepts in natural selection and data analysis with a range of item
difficulties. Pre- and post-tests used essentially the same items (in different order), with two
items being substituted in the post-test for similar questions with different biological contexts.
In addition, we collected students’ written arguments and digital photos of their posters
from the lessons. Classroom observations were conducted in the two Utah schools.
Data Analysis and Validation
A quantitative approach was taken to determine student learning gains. Students’ pretests and post-tests were matched (tests for 153 students could not be matched). Paired t-test
analysis was conducted to look for differences in test scores after completing the lessons.
Assessment items were also grouped by the themes of math-based data analysis, natural selection
and heredity/genetics for paired t-test analyses. Analysis of the students’ written arguments and
posters is underway.
Teacher activity checklists, teacher lesson logs, student activity checklists, postenactment teacher surveys, and classroom observations in the two Utah schools were used to
assess fidelity of implementation. Daily teacher lesson logs and post-enactment surveys were
also used to solicit teacher feedback on the lessons and their usual practice.
Results
Fidelity of implementation measures indicated that although there was variability in the
amount of time teachers spent on some lessons, on the whole, the natural selection lessons were
implemented as intended. Students (n=308) showed significant learning gains from pre-test
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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(mean=52.92±1.20%) to post-test (mean=61.58±1.41%, t= 8.544, p<0.001). Further analysis
revealed significant student learning gains in data analysis (t=6.359, p<0.001), knowledge of
natural selection theory (t=5.027, p<0.001), and genetics and heritability (t=5.711, p<0.001).
Additionally, chi-square analysis of misconception prevalence revealed a decrease in the
selection of distractors associated with the deliberate development of advantageous traits by
individuals (χ2=7.425, p=.007) and misinterpretation of the x-axis as time (χ2=6.536, p=.007).
Survey data from participating pilot test teachers revealed that although the materials
were quite different from their typical natural selection lessons, the lessons were easy to enact,
and contained appropriate math, language and science content. All of the teachers reported that
they would use the materials again.
Discussion
The curriculum materials developed for this study provide one of the first models for
integrating the three dimensions of the Framework and NGSS—disciplinary core ideas, science
practices and crosscutting concepts—in materials designed for high school biology classes. In
addition, the lessons illustrate ways to authentically engage students in the science practice of
Analyzing and Interpreting Data utilizing the same or similar methods that researchers used to
analyze the data in published studies. The statistically significant learning gains students
achieved through using the lessons show that the materials hold initial promise for supporting
students in achieving the knowledge and skills delineated in the Framework and NGSS.
Specifically, the data indicate that our approach holds preliminary evidence of promise for
increasing students’ understanding of natural selection and decreasing misconceptions about
natural selection and graphs.
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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Our study outcomes support our theory of change and the findings of other researchers
who found that explicitly connecting heredity and evolution concepts (Banet & Ayuso, 2003;
Geraedts & Kerst, 2006; Kalinowski, Leonard & Andrews, 2010), utilizing interactive, webbased simulations and learning experiences (Abraham, Meir, Perry, Herron, Maruca & Stal,
2009; Heitz, Cheetham, Capes & Jeanne, 2010; Perry, Meir, Herron, Maruca & Stal, 2008),
engaging students in analyzing and interpreting data and using mathematics (Passmore &
Stewart, 2002; Tabak & Reiser, 2008), and engaging them in constructing evidence-based
arguments (Asterhan & Schwarz, 2007; Zohar & Nemet, 2001) support students’ increased
understanding of evolutionary processes. The lessons we developed appear to be unique among
those reported in the literature for combining all of these elements, which are congruent with the
vision for K-12 science education in the Framework and NGSS.
The long timescales on which most evolutionary change can be observed poses a
challenge for engaging students with authentic data as classroom evolution experiments are
largely unfeasible. Through this curriculum development work we have learned that a key aspect
of developing lessons that engage students in the science practice of analyzing and interpreting
data is identifying appropriate published scientific studies on which to build the lessons. This
involves identifying studies that (a) contain evidence that both relates to the targeted core idea(s)
and is or can be simplified to be understandable to students of the intended grade(s), (b) use skilllevel-appropriate mathematics for data analysis or data that can be presented in an accessible
format, (c) encompass various life forms, to help students see that the disciplinary core ideas are
broadly applicable and to serve as examples in both the lessons and assessments, and (d) focus
on organisms that engage student interest. Once appropriate data are identified, decisions about
the inclusion and weighting of specific math practices, science practices and crosscutting
NGSS CURRICULUM USING PUBLISHED BIOLOGY DATA
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concepts must be made while maintaining a coherent story line for students with respect to the
lessons’ disciplinary core idea(s). After making these decisions, as well as deciding which
phenomena to use in the lessons and which to use for assessment, the assessment items can be
developed.
The strength of our findings on student learning gains is tempered by the fact that 13 of
the 15 items of the pretest and posttest were the same; some of the improvement in student
scores on the posttest could have been due to the fact that students had previously seen most of
the items. New assessment items are currently in development to mitigate the potential for this
retest effect.
As we build upon these natural selection lessons to design a complete 6-week high school
evolution unit, we will investigate ways in which we can support students in making connections
between microevolution and macroevolution. We also will provide students more opportunities
to explore the crosscutting concepts of patterns and cause and effect. Although these crosscutting
concepts are present in the natural selection lessons, we felt that they were not made explicit
enough to directly assess. The adequate treatment of crosscutting concepts, which by definition
are to be integrated throughout instruction to bridge disciplines and core ideas, is a challenge for
curriculum developers who are designing smaller modules.
This study provides useful lessons for curriculum writers about developing curricula and
assessments that utilize published scientific data, as well as the advantages and challenges of
integrating disciplinary core ideas, science practices and crosscutting concepts.
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Acknowledgements
We thank (a) the high school biology teachers and their students who participated in
testing the curriculum and assessment items, (b) the GSLC team, especially Molly Malone and
Sheila Homburger, who helped develop and produce the curriculum materials, (c) the AAAS
Project 2061 team that developed the assessment items, and (d) the scientists, teachers, and
educators of our advisory board for their input and feedback, especially Michael A. Bell
(Stonybrook University) for sharing stickleback data and Marco Festa-Bianchet (Université de
Sherbrooke) for sharing bighorn sheep data.
All research reported in this paper was supported by Award Number DRL-1222869 from
the National Science Foundation (NSF). The content is solely the responsibility of the authors
and does not necessarily represent the official views of the NSF.