Teaching Interests

Evolutionary Biology
Plant Systematics
College Science Teaching
Visualizations in Science Education

Research Interests

My science education research interests focus on college biology student learning. I am interested in pursuing how students develop science content knowledge and how they work with and make sense of biological representations, particularly with phylogenetic trees. Representations are critical for communicating abstract science concepts; they can enhance learning, improve problem solving, and facilitate connections between new knowledge and prior ideas. In my most recent project, I explored students’ understandings and use of phylogenetic trees, challenges and supports for developing core tree thinking skills, and proposed a representational competence framework. My future research agenda goals include continuing to investigate how representational competence in phylogenetics is achieved by college undergraduates, the effect of tree thinking on evolution content understanding in introductory biology and upper-level biology courses, and exploring other biological representations and the role they play in college student learning.

Other research projects I have worked on include investigating: decision making processes involved with biotechnology issues, specifically stem cell research, equitable assessments for English language learners, and intraspecific variation in polyploidy in flowering plants and its impacts on host use in associated insect herbivores.

I would like to involve students with my investigations. Within my research, students would have the opportunity to assist with research design including the development of research instruments, data collection, data analysis, transformation of findings into research-based instructional activities, and dissemination of findings through presentations and/or publications. I am also open to the possibility of having students come to me with novel ideas they curious to investigate within educational research regarding college student learning or teaching.

Representative Publications

Halverson, K. L., Siegel, M. A., Freyermuth, S. K., & Clark, C. (In Press, 2009). What undergraduates misunderstand about stem cell research. International Journal of Science Education.

Halverson, K. L. & Lankford, D. M. (In Press, 2009). Science galls me: What is a niche anyway? American Biology Teacher.

Halverson, K. L., Siegel, M. A., Freyermuth, S. K. (2009). Lenses for framing decisions: Undergraduates’ decision making about stem cell research. International Journal of Science Education, 31, 1249-1268.

Siegel, M., Wissehr, C. F., & Halverson, K. L. (2008). Sounds like “success:” A framework for equitable assessment. The Science Teacher, 75 (3), 43-46.

Halverson, K. L., Heard, S. B., Nason, J. D., & Stireman, J. O. (2008). Differential attack on diploid, tetraploid, and hexaploid Solidago altissima L. by five insect gallmakers. Oecologia, 154, 755-761.

Halverson, K. L., Heard, S. B., Nason, J. D., & Stireman, J. O. (2008). Origins, distribution and local co-occurance of polyploidy cytotypes in Solidago altissima (Asteraceae). American Journal of Botany, 95, 50-58.