Confronting Scientific Misconceptions by Fostering a Classroom of Scientists in the Introductory Biology Lab

Autor/inn/en	Holding, Matthew L.; Denton, Robert D.; Kulesza, Amy E.; Ridgway, Judith S.
Titel	Confronting Scientific Misconceptions by Fostering a Classroom of Scientists in the Introductory Biology Lab
Quelle	In: American Biology Teacher, 76 (2014) 8, S.518-523 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
DOI	10.1525/abt.2014.76.8.5
Schlagwörter	Science Instruction; Scientific Concepts; Misconceptions; Science Laboratories; Biology; Inquiry; Science Process Skills; Science Activities; Active Learning; Science Experiments; College Science; Introductory Courses + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Biologie; Aktives Lernen; Einführungskurs
Abstract	A fundamental component of science curricula is the understanding of scientific inquiry. Although recent trends favor using student inquiry to learn concepts through hands-on activities, it is often unclear to students where the line is drawn between the content and the process of science. This activity explicitly introduces students to the processes of science and allows the classroom to become a scientific community where independent studies are performed, shared, and revised. We designed this activity to be relatively independent of the chosen content, allowing instructors to utilize the presented framework for classes of various disciplines and education levels. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10