Energy and Matter: Differences in Discourse in Physical and Biological Sciences Can Be Confusing for Introductory Biology Students

Autor/inn/en	Hartley, Laurel M.; Momsen, Jennifer; Maskiewicz, April; D'Avanzo, Charlene
Titel	Energy and Matter: Differences in Discourse in Physical and Biological Sciences Can Be Confusing for Introductory Biology Students
Quelle	In: BioScience, 62 (2012) 5, S.488-496 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0006-3568
DOI	10.1525/bio.2012.62.5.10
Schlagwörter	Majors (Students); Botany; Biology; Sciences; Faculty; Teaching Methods; Literature; Science Education; Introductory Courses; Chemistry; Physics; Discourse Analysis; Science Instruction + Suchen Sie Ihr Suchwort? Botanik; Biologie; Science; Wissenschaft; Academic Staff; Lehrkörper; Teaching method; Lehrmethode; Unterrichtsmethode; Literatur; Naturwissenschaftliche Bildung; Einführungskurs; Chemie; Physik; Diskursanalyse; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Biology majors often take introductory biology, chemistry, and physics courses during their first two years of college. The various and sometimes conflicting discourse about and explanations of matter and energy in these courses may contribute to confusion and alternative conceptions (those that differ from scientific consensus) in biology learners. An important area of biology education research--students' alternative conceptions--has produced a lengthy list of alternative conceptions related to students' understanding of matter and energy flow through biological systems through processes such as photosynthesis and cellular respiration. By synthesizing the research literature and conducting interviews of science faculty members, we have identified similarities and differences in matter and energy discourse and teaching in these different science disciplines. This study can help biology instructors recognize and appreciate the ways in which instructors present concepts related to energy and matter in their courses and alter their discourse and teaching practices to promote learning and minimize confusion among their students. (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