共查询到20条相似文献，搜索用时 31 毫秒
1.
Salem A. Al khawaldeh Ali M. Al Olaimat 《Journal of Science Education and Technology》2010,19(2):115-125
The present study conducted to investigate the contribution of conceptual change texts, accompanied by concept mapping instruction
to eleventh-grade students’ understanding of cellular respiration concepts, and their retention of this understanding. Cellular
respiration concepts test was developed as a result of examination of related literature and interviews with teachers regarding
their observations of students’ difficulties. The test was administrated as pre-test, post-test, and delayed post-test to
a total of 70 eleventh-grade students in two classes of the same high school in an urban area, taught by the same teacher.
The experimental group was a class of 34 students who received conceptual change texts accompanied by concept mapping instruction.
A class of 36 students comprised the control group who received traditional instruction. Besides treatment, previous understanding
and logical thinking ability were other independent variables involved in this study. The results showed that logical thinking,
treatment, previous understanding of cellular respiration concepts each made a statistically significant contribution to the
variation in students’ understanding of cellular respiration concepts. The result also showed that conceptual change texts
accompanied by concept mapping instruction was significantly better than traditional instruction in retention of this understanding. 相似文献
2.
Anna Hiatt Gregory K. Davis Caleb Trujillo Mark Terry Donald P. French Rebecca M. Price Kathryn E. Perez 《CBE life sciences education》2013,12(3):494-508
To examine how well biology majors have achieved the necessary foundation in evolution, numerous studies have examined how students learn natural selection. However, no studies to date have examined how students learn developmental aspects of evolution (evo-devo). Although evo-devo plays an increasing role in undergraduate biology curricula, we find that instruction often addresses development cursorily, with most of the treatment embedded within instruction on evolution. Based on results of surveys and interviews with students, we suggest that teaching core concepts (CCs) within a framework that integrates supporting concepts (SCs) from both evolutionary and developmental biology can improve evo-devo instruction. We articulate CCs, SCs, and foundational concepts (FCs) that provide an integrative framework to help students master evo-devo concepts and to help educators address specific conceptual difficulties their students have with evo-devo. We then identify the difficulties that undergraduates have with these concepts. Most of these difficulties are of two types: those that are ubiquitous among students in all areas of biology and those that stem from an inadequate understanding of FCs from developmental, cell, and molecular biology. 相似文献
3.
Kathryn E. Perez Anna Hiatt Gregory K. Davis Caleb Trujillo Donald P. French Mark Terry Rebecca M. Price 《CBE life sciences education》2013,12(4):665-675
The American Association for the Advancement of Science 2011 report Vision and Change in Undergraduate Biology Education encourages the teaching of developmental biology as an important part of teaching evolution. Recently, however, we found that biology majors often lack the developmental knowledge needed to understand evolutionary developmental biology, or “evo-devo.” To assist in efforts to improve evo-devo instruction among undergraduate biology majors, we designed a concept inventory (CI) for evolutionary developmental biology, the EvoDevoCI. The CI measures student understanding of six core evo-devo concepts using four scenarios and 11 multiple-choice items, all inspired by authentic scientific examples. Distracters were designed to represent the common conceptual difficulties students have with each evo-devo concept. The tool was validated by experts and administered at four institutions to 1191 students during preliminary (n = 652) and final (n = 539) field trials. We used student responses to evaluate the readability, difficulty, discriminability, validity, and reliability of the EvoDevoCI, which included items ranging in difficulty from 0.22–0.55 and in discriminability from 0.19–0.38. Such measures suggest the EvoDevoCI is an effective tool for assessing student understanding of evo-devo concepts and the prevalence of associated common conceptual difficulties among both novice and advanced undergraduate biology majors. 相似文献
4.
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 a 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 did improve student's understanding, 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. 相似文献
5.
Empirical investigations on students’ conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students’ difficulties in learning this topic and to study the impact of learning activities on students’ conceptions. Using the Model of Educational Reconstruction, a four‐phase design was carried out. Firstly, there was the clarification of science subject matter. Secondly, students’ conceptions were investigated, and finally, the learning activities were designed. An evaluation of these learning activities was carried out using five teaching experiments, each with three 9th grade students (15–16 years, Grammar school). Interpretation of students’ “pathways of thinking” and their conceptual change during instruction was framed theoretically by experiential realism. Theoretical framework, methods and outcomes of the study may contribute to a deeper understanding of students’ ways of thinking in the field of cell biology and reveal the process of conceptual development by using well planned learning activities. 相似文献
6.
This study investigated the effectiveness of combining conceptual change text and discussion web strategies on students' understanding
of photosynthesis and respiration in plants. Students' conceptual understanding of photosynthesis and respiration in plants
was measured using the two-tier diagnostic test developed by Haslam and Treagust (1987, Journal of Biological Education 21: 203--211). The test was administered as pretest and posttest to a total of 233 eighth-grade students in six intact classes
of the same school located in an urban area. The test of logical thinking was used to determine the reasoning ability of students.
The experimental group was a class of 116 students received discussion web and conceptual change text instruction. A class
of 117 students comprised the control group received a traditional instruction. After instruction, data were analyzed with
two-way analysis of covariance (ANCOVA) using the Test of Logical Thinking and pretest scores as covariate. The conceptual
change instruction, which explicitly dealt with students' misconceptions, produced significantly greater achievement in understanding
of photosynthesis and respiration in plant concepts. Analysis also revealed a significant difference between performance of
females and that of males in the favor of females, but the interaction of treatment with gender difference was not significant
for learning the concepts. 相似文献
7.
Salem A. Alkhawaldeh 《Research in Science & Technological Education》2013,31(3):371-385
The purpose of this study was to investigate the effectiveness of the conceptual change text oriented instruction over traditionally designed instruction on ninth grade students’ understanding of the human circulatory system concepts, and their retention of this understanding. The subjects of this study consist of 73 ninth grade female students from two classes of a basic school in Jordan. One of the classes was randomly assigned as an experimental group in which conceptual change text oriented instruction was implemented, and the other class was randomly assigned as a control group in which students were instructed by traditionally designed biology instruction. Results showed that students exposed to conceptual change oriented instruction had better understanding of the human circulatory system concepts than those exposed to traditional instruction. The results also showed that the conceptual change text oriented instruction was significantly better than the traditional instruction in retention of this understanding. 相似文献
8.
Elementary standards include multiplication of single-digit numbers and students advance to solve complex problems and demonstrate procedural fluency in algorithms. The ability to illustrate procedural fluency in algorithms is dependent on the development of understanding and reasoning in multiplication. Development of multiplicative reasoning provides the foundation for advanced mathematics and algebraic reasoning. For students who struggle in mathematics, instruction in multiplication algorithms should ensure conceptual understanding so that students have a foundation for success in advanced mathematics. The concrete representational abstract (CRA) sequence addresses conceptual understanding and the strategic instruction model (SIM) supports procedural knowledge. The current pilot study combined these methods to teach elementary students the partial products algorithm. Twelve students in grades four and five participated in the study, receiving instruction from teachers in their school during an intervention period. Within a pre-experimental design, using pre- and postintervention data, students showed a significant change in performance. The article will describe and show how teachers implemented the CRA-SIM interventions and discuss implications for practice. 相似文献
9.
10.
Wilson CD Anderson CW Heidemann M Merrill JE Merritt BW Richmond G Sibley DF Parker JM 《CBE life sciences education》2006,5(4):323-331
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. 相似文献
11.
Jing-Ru Wang Yuh-Chao Wang Hsin-Jung Tai Wen-Ju Chen 《International Journal of Science and Mathematics Education》2010,8(5):801-820
This study examined the differential impacts of an inquiry-based instruction on conceptual changes across levels of prior
knowledge and reading ability. The instrument emphasized four simultaneously important components: conceptual knowledge, reading
ability, attitude toward science, and learning environment. Although the learning patterns and effect size analyses indicated
that students from all subgroups demonstrated substantial gains on weather concepts, students from the low prior conceptual
knowledge group demonstrated greater gains in conceptual knowledge than subgroups with more prior knowledge; and these gains
remained stable 3 weeks after the instruction ceased. However, students from the low language proficiency group showed the
least gains in conceptual knowledge. Students’ prior knowledge and reading ability were found to be positively and significantly
associated to conceptual development. Recent perspectives on the role of language in science education and suggestions that
support learning during instruction are briefly described. 相似文献
12.
While research on English-medium instruction (EMI) has proliferated in the past decades, little research has examined how students from a monolingual background actually experience EMI, or the learning processes involved in such experiences. Drawing upon in-depth interviews and student reflection journals, this study examines the experiences of Chinese university students currently studying in an EMI university in Macau. The findings show that while the students were satisfied with their learning in the EMI context, and they all expressed a perceived necessity for EMI, EMI presented major challenges to their learning and increased their study burden, and the students had experienced numerous frustrations, difficulties and challenges in the transition from the CMI context to the EMI context. The findings also indicate that the students took various measures to address these difficulties and frustrations. This study can provide a better understanding of the real learning needs of Chinese students in an EMI context, and the strategies used by them to address the difficulties and challenges experienced in the transition from the CMI context to the EMI context. 相似文献
13.
Dr. Diane Grayson 《Research in Science Education》1994,24(1):102-111
Numerous studies have shown that students often hold conceptions that conflict with accepted scientific ideas, both prior
to and after instruction. The failure of instruction to affect students' conceptions can be interpreted as a failure to facilitate
conceptual change. In this paper, an instructional strategy will be described that facilitates conceptual change in the special
case where conceptual difficulties appear to arise because students confuse related physics concepts. The strategy involves
two parts. Firstly, students observe an experiment or demonstration that conflicts with what they expect to see. Secondly,
the instructor identifies students' intuitions that are correct but that they have associated with an incorrect physics term,
and substitutes the correct physics term. Students can thus develop more scientifically acceptable understandings of physics
concepts without having to give up their intuitive ideas. The use of this strategy will be illustrated in two domains of physics.
Specializations: physics education, conceptual development, instructional design, improvement of tertiary science education. 相似文献
14.
Magdalena García Noemí Victory Alicia Navarro-Sempere Yolanda Segovia 《Anatomical sciences education》2019,12(5):541-549
The aim of this study was to provide a better understanding of the main difficulties hindering undergraduate biology students in learning histology. The study utilized a self-administered questionnaire which included three closed-ended and two open-ended questions: (1) if students had difficulty in learning about each tissue type; (2) what might be the problem in learning about the tissue at hand; (3) which topics were the most difficult; (4) what were the possible reasons that made image identification of tissue types difficult; and (5) how to improve the course curriculum from a student perspective. The survey was administered to 139 undergraduate biology students enrolled in a histology course, of which 101 surveys were completed and analyzed both qualitatively and quantitatively. The topics that students experienced the most difficulties with were: nervous tissue, plant tissues, bone tissues, and glandular epithelial tissue. The main reasons students experienced difficulties with these tissue types, according to the students themselves, were the nature of the topic, grasping the terminology used, and insufficient teaching time. Students suggested the adoption of strategies such as: teaching based on practical tasks; reducing the content of the histology curriculum; adding anatomy subjects; and making histology education more interesting. 相似文献
15.
The study examined attitudes toward teaching reported by university instructors who normally teach hearing students (with the occasional deaf or hard of hearing student) and by instructors who normally teach deaf and hard of hearing students at the same institution. Overall, a view of instruction as information transmission was associated with a teacher-focused approach to instruction, whereas viewing instruction as a means of promoting conceptual change was associated with a student-focused approach. Instructors in mainstream classrooms were more oriented toward information transmission than conceptual change, whereas instructors experienced in separate classrooms for deaf and hard of hearing students reported seeking to promote conceptual change in students and adopting more student-focused approaches to teaching. These results are consistent with previous findings concerning instructors' approaches to teaching and deaf and hard of hearing students' approaches to learning, and may help explain recent findings regarding student outcomes in separate versus mainstream secondary classrooms. 相似文献
16.
17.
Joel Mintzes Heather J. Quinn 《International Journal of Science and Mathematics Education》2007,5(2):281-306
Emerging from a human constructivist view of learning and a punctuated model of conceptual change, these studies explored
differences in the structural complexity and content validity of knowledge about prehistoric life depicted in concept maps
by learners ranging in age from approximately 10 to 20 years. Study 1 (cross-age) explored the frequencies of concepts, relationships,
levels of hierarchy, branching, and cross-links in concept maps drawn by students in grades 5, 8, 11, 13, and 14. The results
provide some support for a punctuated model of conceptual change. Study 2 (longitudinal) explored the same frequencies on
repeated occasions among students enrolled in a college course on prehistoric life, and documented the shift in frequencies
of “novice” and “expert” concepts occurring during the semester. The results suggest that college students engage in much
restructuring of their knowledge frameworks during the period of a semester. Together, the two studies raise questions about
common classroom practices that encourage the rote learning of biology and geology concepts at all levels. 相似文献
18.
This paper describes a newly adapted instrument for measuring novice-to-expert-like perceptions about biology: the Colorado Learning Attitudes about Science Survey for Biology (CLASS-Bio). Consisting of 31 Likert-scale statements, CLASS-Bio probes a range of perceptions that vary between experts and novices, including enjoyment of the discipline, propensity to make connections to the real world, recognition of conceptual connections underlying knowledge, and problem-solving strategies. CLASS-Bio has been tested for response validity with both undergraduate students and experts (biology PhDs), allowing student responses to be directly compared with a consensus expert response. Use of CLASS-Bio to date suggests that introductory biology courses have the same challenges as introductory physics and chemistry courses: namely, students shift toward more novice-like perceptions following instruction. However, students in upper-division biology courses do not show the same novice-like shifts. CLASS-Bio can also be paired with other assessments to: 1) examine how student perceptions impact learning and conceptual understanding of biology, and 2) assess and evaluate how pedagogical techniques help students develop both expertise in problem solving and an expert-like appreciation of the nature of biology. 相似文献
19.
Rachael Lancor 《International Journal of Science Education》2015,37(5-6):876-902
The meaning of the term energy varies widely in scientific and colloquial discourse. Teasing apart the different connotations of the term can be especially challenging for non-science majors. In this study, undergraduate students taking an interdisciplinary, general science course (n?=?49) were asked to explain the role of energy in five contexts: radiation, transportation, generating electricity, earthquakes, and the big bang theory. The responses were qualitatively analyzed under the framework of conceptual metaphor theory. This study presents evidence that non-science major students spontaneously use metaphorical language that is consistent with the conceptual metaphors of energy previously identified in the discourse of students in introductory physics, biology, and chemistry courses. Furthermore, most students used multiple coherent metaphors to explain the role of energy in these complex topics. This demonstrates that these conceptual metaphors for energy have broader applicability than just traditional scientific contexts. Implications for this work as a formative assessment tool in instruction will also be discussed. 相似文献
20.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献