Analysis of Biochemistry Students' Graphical Reasoning Using Misconceptions Constructivism and Fine-Grained Constructivism: Why Assumptions about the Nature and Structure of Knowledge Matter for Research and Teaching

Autor/inn/en	Rodriguez, Jon-Marc G.; Towns, Marcy H.
Titel	Analysis of Biochemistry Students' Graphical Reasoning Using Misconceptions Constructivism and Fine-Grained Constructivism: Why Assumptions about the Nature and Structure of Knowledge Matter for Research and Teaching
Quelle	In: Chemistry Education Research and Practice, 22 (2021) 4, S.1020-1034 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodriguez, Jon-Marc G.) ORCID (Towns, Marcy H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
Schlagwörter	Biochemistry; Science Instruction; Constructivism (Learning); Misconceptions; Thinking Skills; Science Tests; Cues; Knowledge Level; Learning Experience; Models; Student Attitudes; Graphs; Research Universities; Undergraduate Students; Abstract Reasoning; Teaching Methods + Suchen Sie Ihr Suchwort? Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Denkfähigkeit; Stichwort; Wissensbasis; Lernerfahrung; Analogiemodell; Schülerverhalten; Grafische Darstellung; Forschungseinrichtung; Abstraktes Denken; Denken; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this work, we discuss the importance of underlying theoretical assumptions in research, focusing on the conclusions reached when analyzing data from a misconceptions constructivist (stable, unitary) perspective in contrast to a fine-grained constructivist (resources, knowledge-in-pieces) perspective. Both frameworks are rooted in the idea that students construct knowledge based on experiences, but differ in terms of assumptions about the nature and structure of knowledge. Importantly, we argue that misconceptions constructivism and fine-grained constructivism represent different models that can be used to draw conclusions about student reasoning in order to modify instruction. To this end, we present the results of a qualitative study that focused on how students reasoned graphically, analyzing biochemistry student exam responses (n = 50) using both the misconceptions constructivist framework and the fine-grained constructivist framework. The prompts analyzed were two open-ended exam questions administered in a biochemistry course, with the questions requiring students to draw conclusions about rate and reason about how graphs (such as a typical Michaelis-Menten plot) are constructed. As part of this work, themes emerged related to (1) alternative conceptions for reaction rate, reaction order, and Michealis-Menten plots (misconceptions constructivist interpretation), as well as (2) perceptual cuing that lead students to attend to less relevant surface features (fine-grained constructivist interpretation). (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01