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Thinking on your feet: potentially enhancing phylogenetic tree learning accessibility through a kinaesthetic approach

Laurentino, Telma G.; Scheller, Meike; Glover, Gillian; Proulx, Michael J.; de Sousa, Alexandra A.

Authors

Telma G. Laurentino

Gillian Glover

Michael J. Proulx

Alexandra A. de Sousa



Abstract

Background: Phylogenetics is one of the main methodologies to understand cross-cutting principles of evolution, such as common ancestry and speciation. Phylogenetic trees, however, are reportedly challenging to teach and learn. Furthermore, phylogenetics teaching methods traditionally rely solely on visual information, creating inaccessibility for people with visual impairment. Sensory learning style models advocate for tailoring teaching to individual preferred sensory learning style. However, recent research suggests that optimal learning, independently of preferred learning style, depends on the types of transmitted information and learning tasks. The lack of empirically-supported education into the effectiveness of teaching phylogenetics through alternative sensory modalities potentially hinders learning. The aim of this study was to determine whether phylogenetic trees could be better understood if presented in kinaesthetic or multisensory teaching modalities. Results: Participants (N = 52) self-assessed personal learning style and were randomly assigned to: visual, kinaesthetic or multisensory learning conditions. Phylogeny reading performance was better for both kinaesthetic and multisensory teaching conditions, compared to the visual teaching condition. There was no main effect and no interaction effect of personal learning style. Conclusions: This study establishes a baseline for further research by suggesting that easy-to-implement kinaesthetic teaching modalities might support phylogenetic tree learning and reading. This has practical implications for evolution education and accessibility for students with visual impairment, underscoring the need to shift from vision-centric teaching paradigms towards evidence-based instructional strategies that accommodate sensory diversity.

Citation

Laurentino, T. G., Scheller, M., Glover, G., Proulx, M. J., & de Sousa, A. A. (2024). Thinking on your feet: potentially enhancing phylogenetic tree learning accessibility through a kinaesthetic approach. Evolution: Education and Outreach, 17(1), Article 19. https://doi.org/10.1186/s12052-024-00215-y

Journal Article Type Article
Acceptance Date Nov 4, 2024
Online Publication Date Nov 11, 2024
Publication Date Nov 11, 2024
Deposit Date Nov 20, 2024
Publicly Available Date Nov 20, 2024
Journal Evolution: Education and Outreach
Print ISSN 1936-6426
Electronic ISSN 1936-6434
Publisher BioMed Central
Peer Reviewed Peer Reviewed
Volume 17
Issue 1
Article Number 19
DOI https://doi.org/10.1186/s12052-024-00215-y
Public URL https://durham-repository.worktribe.com/output/3098777

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