Literaturnachweis - Detailanzeige
| Autor/inn/en | Anderson, Charles W.; und weitere |
|---|---|
| Institution | Michigan State Univ., East Lansing. Inst. for Research on Teaching. |
| Titel | The Effects of Instruction on College Nonmajors' Conceptions of Respiration and Photosynthesis. Research Series No. 164. |
| Quelle | (1986), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Biology; Cognitive Development; College Science; Comprehension; Concept Formation; Higher Education; Misconceptions; Photosynthesis; Science Education; Science Instruction; Scientific Concepts |
| Abstract | The processes of photosynthesis and respiration are basic to the understanding of many other aspects and functions of biological systems. Because of their curricular significance, these processes served as the focal point in an investigation of student conceptions and instructional effectiveness. In this study, students in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Even though most students had taken at least one full year of biology, serious misconceptions persisted. Most students gave definitions of respiration, photosynthesis, and food which were markedly different from those generally accepted by biologists. These incorrect definitions were associated with more fundamental misunderstandings about how plants and animals function. Most students could not explain how animal cells use either food or oxygen. They understood plants as vaguely analogous to animals, taking in food through their roots instead of mouths. Previous biology instruction seemed neither to improve student performance on the pretest nor to prepare them to master these conceptions during the course. Course instruction was more successful, but misconceptions persisted for many students. These results raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses. (Author/ML) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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