02/29/2024
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Lindsey L'Ecuyer “Deeper Learning in Biology - Argumentation of Socioscientific Issues for Students with Learning Disabilities.”

Candidate: Lindsey L'Ecuyer
Degree: Doctoral- Leadership in Education STEM
Defense Date: Wednesday, March 13, 2024
Time: 9 a.m.
Location: Remote via Zoom 
Thesis/Dissertation Title: "Deeper Learning in Biology - Argumentation of Socioscientific Issues for Students with Learning Disabilities”

Dissertation Committee

  • Dissertation Chair: Michelle Scribner, Ed.D., Clinical Professor of Mathematics and Science Education, School of Education, University of Massachusetts Lowell
  • Phitsamay S. Uy, Ed.D., Associate Professor, Leadership in Schooling, Graduate Coordinator for Ed.D. Programs, & Co-director of Center for Asian American Studies, School of Education, University of Massachusetts Lowell
  • James Nehring, Ed.D., Professor, Leadership in Schooling, School of Education, University of Massachusetts Lowell

Abstract
Biology and biotechnology are increasingly ubiquitous and genome research will define the 21st century as the century of biology (Venter & Cohen, 2004). Comprehension of biology is needed to engage with major public policy issues and to make informed decisions (Barton & Uphadyay, 2010; Ladson-Billings, 2003; NRC, 2012; Walker, 2021). However, science courses traditionally emphasize experiences that are in contrast to students with learning disabilities (SWLD) strengths, including semantic memory, vocabulary learning, and conceptually dense reading. Teachers value meaningful learning but in the absence of time for collaboration, an aspirations gap persists between values and practice (Johnson, 2007; Mehta & Fine, 2019).

Deeper learning offers one model for reform in which students have authentic meaning-making experiences, solve real-world problems, and take ownership of their work (DESE, 2021; Hewlett Foundation, 2013; McTighe & Silver, 2020; Mehta & Fine, 2019; NRC 2012). Research was conducted in high school biology classrooms regarding a reformed unit on DNA, in which students worked in teams to negotiate and justify their perspectives on genetically modified (GMO) foods. This leveraged scientific argumentation as a deeper learning experience in that students made decisions about GMO food as a socioscientific issue, combining scientific data with ethical perspectives. Evidence-based practices were incorporated to support argumentation skills for SWLD including scaffolding, sentence frames, reducing language demands, and opportunities to respond to feedback.

A mixed-methods design was used to determine the impact of this intervention on students’ content knowledge, argumentation skills, and motivation, as well as how teachers engage in collaborative professional development (PD). Collaborating biology and special education teachers were able to appreciably close the gap between college preparatory (CP) and honors students’ scientific argumentation skills in the unit, however timing of instruction needs to be adjusted in order to properly measure impact on content knowledge and motivation. Participating teachers valued the work, and more time should be built into the school day for biology and special education teachers to collaborate on sustainable improvements that better meet the needs of all students.