Literaturnachweis - Detailanzeige
| Autor/inn/en | Hartley, Laurel M.; Wilke, Brook J.; Schramm, Jonathon W.; D'Avanzo, Charlene; Anderson, Charles W. |
|---|---|
| Titel | College Students' Understanding of the Carbon Cycle: Contrasting Principle-Based and Informal Reasoning |
| Quelle | In: BioScience, 61 (2011) 1, S.65-75 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0006-3568 |
| DOI | 10.1525/bio.2011.61.1.12 |
| Schlagwörter | Energy; Ecology; Botany; Biology; Concept Formation; College Students; Higher Education; Science Instruction; Science Education; Models; United States |
| Abstract | Processes that transform carbon (e.g., photosynthesis) play a prominent role in college biology courses. Our goals were to learn about student reasoning related to these processes and provide faculty with tools for instruction and assessment. We created a framework illustrating how carbon-transforming processes can be related to one another during instruction by explicitly teaching students to employ principle-based reasoning--using, for example, laws of conservation of energy and matter. Frameworks such as ours may improve biology instruction more effectively than a strategy of cataloging alternate conceptions and addressing them individually. We created four sets of diagnostic question clusters to help faculty at 13 US universities assess students' understanding of carbon-transforming processes from atomic-molecular through ecosystem scales. The percentage of students using principle-based reasoning more than doubled from 12% to 27% after instruction, but 50% of students still poorly used principle-based reasoning in their responses, and 16% exhibited informal reasoning with no attempt to trace matter or energy. (As Provided). |
| Anmerkungen | American Institute of Biological Sciences. 1444 I Street NW Suite 200, Washington, DC 20005. Tel: 202-628-1500; Fax: 202-628-1509; e-mail: bioscience@aibs.org; Web site: http://www.aibs.org/bioscience |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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