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Commonplace biodiversity labs in introductory undergraduate biology typically emphasize declarative knowledge. We contend that shifting these labs to emphasize evolution, higher-order cognition, and science reasoning would benefit student learning. Four factors that likely make evolution-based higher-order learning goals difficult to achieve in these labs are: the novelty and quantity of required declarative knowledge, the number of integrated concepts, the theoretical nature of evolution, and limitations on working memory. Thus, we propose that a model to shift learning from lower-order declarative knowledge to evolution-based higher-order integration in these labs would reduce overall lower-order content, increase time efficiency through hands-on pre-lab activities, and increase evidence-based reasoning through written post-labs that emphasize evolution-based higher-order integration. We tested this contention by comparing exam performances of students who did and did not participate in the redesigned lab.

evolution

Impact of pre-lab learning activities, a post-lab written report, and content reduction on evolution-based learning in an undergraduate plant biodiversity lab