Assessing Students' Ability to Trace Matter in Dynamic Systems in Cell Biology

Autor/inn/en	Wilson, Christopher D.; Anderson, Charles W.; Heidemann, Merle; Merrill, John E.; Merritt, Brett W.; Richmond, Gail; Sibley, Duncan F.; Parker, Joyce M.
Titel	Assessing Students' Ability to Trace Matter in Dynamic Systems in Cell Biology
Quelle	In: CBE - Life Sciences Education, 5 (2006) 4, S.323-331 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.06-02-0142
Schlagwörter	Educational Strategies; Cytology; Botany; Biology; Misconceptions; Undergraduate Students; Multiple Choice Tests; Teaching Methods; Student Attitudes; Student Evaluation; Obesity; Interviews + Suchen Sie Ihr Suchwort? Lehrstrategie; Zytologie; Botanik; Biologie; Missverständnis; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Schulnote; Studentische Bewertung; Adipositas; Interviewing; Interviewtechnik
Abstract	College-level biology courses contain many complex processes that are often taught and learned as detailed narratives. These processes can be better understood by perceiving them as dynamic systems that are governed by common fundamental principles. Conservation of matter is such a principle, and thus tracing matter is an essential step in learning to reason about biological processes. We present here multiple-choice questions that measure students' ability and inclination to trace matter through photosynthesis and cellular respiration. Data associated with each question come from students in a large undergraduate biology course that was undergoing a shift in instructional strategy toward making fundamental principles (such as tracing matter) a central theme. We also present findings from interviews with students in the course. Our data indicate that 1) many students are not using tracing matter as a tool to reason about biological processes, 2) students have particular difficulties tracing matter between systems and have a persistent tendency to interconvert matter and energy, and 3) instructional changes seem to be effective in promoting application of the tracing matter principle. Using these items as diagnostic tools allows instructors to be proactive in addressing students' misconceptions and ineffective reasoning. (Contains 3 tables, 5 figures, and 1 footnote.) (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	2017/4/10