Features of Knowledge Building in Biology: Understanding Undergraduate Students' Ideas about Molecular Mechanisms

Autor/inn/en	Southard, Katelyn; Wince, Tyler; Meddleton, Shanice; Bolger, Molly S.
Titel	Features of Knowledge Building in Biology: Understanding Undergraduate Students' Ideas about Molecular Mechanisms
Quelle	In: CBE - Life Sciences Education, 15 (2016) 1, Artikel 7 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.15-05-0114
Schlagwörter	Molecular Biology; Undergraduate Students; Knowledge Level; Scientific Literacy; Interviews; Teaching Methods; Cognitive Processes; Cytology; Scientific Concepts; Science Achievement; Achievement Gains; Student Attitudes; Semi Structured Interviews; Statistical Analysis; Nonparametric Statistics; Arizona + Suchen Sie Ihr Suchwort? Molekularbiologie; Wissensbasis; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Zytologie; Achievement gain; Leistungssteigerung; Schülerverhalten; Statistische Analyse
Abstract	Research has suggested that teaching and learning in molecular and cellular biology (MCB) is difficult. We used a new lens to understand undergraduate reasoning about molecular mechanisms: the knowledge-integration approach to conceptual change. Knowledge integration is the dynamic process by which learners acquire new ideas, develop connections between ideas, and reorganize and restructure prior knowledge. Semistructured, clinical think-aloud interviews were conducted with introductory and upper-division MCB students. Interviews included a written conceptual assessment, a concept-mapping activity, and an opportunity to explain the biomechanisms of DNA replication, transcription, and translation. Student reasoning patterns were explored through mixed-method analyses. Results suggested that students must sort mechanistic entities into appropriate mental categories that reflect the nature of MCB mechanisms and that conflation between these categories is common. We also showed how connections between molecular mechanisms and their biological roles are part of building an integrated knowledge network as students develop expertise. We observed differences in the nature of connections between ideas related to different forms of reasoning. Finally, we provide a tentative model for MCB knowledge integration and suggest its implications for undergraduate learning. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01