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Conceptual understandings of biology in pre-service science educators and undergraduate biology students at Colorado institutions of higher education.

机译：科罗拉多州高等教育机构的职前科学教育者和生物学专业的学生对生物学的概念理解。

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摘要

Pre-service secondary science individuals, future middle or high school instructors training to become teachers, along with both Honors and general first year undergraduate biology students were investigated to determine how they reason about and understand two core topics in Biology: matter and energy flow through biological systems and evolution by natural selection. Diagnostic Question Clusters were used to assess student understanding of the processes by which matter and energy flow through biological systems over spatial scales, from the atomic-molecular to ecosystem levels. Key concepts and identified misconceptions were examined over topics of evolution by natural selection using the multiple-choice Concept Inventory of Natural Selection (CINS) and open-response Assessing COntextual Reasoning about Natural Selection (ACORNS). Pre-service teachers used more scientifically based reasoning than the undergraduate students over the topics of matter and energy flow. The Honors students used more scientific and less improper informal reasoning than the general undergraduates over matter and energy flow. Honors students performed best on both the CINS and ACORNS items over natural selection, while the general undergraduates scored the lowest on the CINS, and the pre-service instructors scored lowest on the ACORNS. Overall, there remain a large proportion of students not consistently using scientific reasoning about these two important concepts, even in future secondary science teachers. My findings are similar to those of other published studies using the same assessments. In general, very few biology students at the college level use scientific reasoning that exhibits deep conceptual understanding. A reason for this could be that instructors fail to recognize deficiencies in student reasoning; they assume their students use principle-based reasoning. Another reason could be that principle-based reasoning is very difficult and our teaching approaches in college promote memorization of content rather than conceptual change. My findings are significant to the work and progression of concept inventories in biology education, as well as to the instructors of students at all levels of biology curriculum, and those of future science teachers.
机译：对职前中学科学人员，未来的初中或高中教员进行培训，以使其成为教师，并与荣誉和一般的本科一年级生物学学生一起进行调查，以确定他们如何推理和理解生物学的两个核心主题：物质和能量流过生物系统和自然选择的进化。诊断问题类被用于评估学生对物质和能量在从原子分子到生态系统水平的空间尺度上流过生物系统的过程的理解。通过使用自然选择的多项选择概念清单（CINS）和关于自然选择的开放式响应评估上下文推理（ACORNS），通过自然选择对进化主题研究了关键概念和已识别的误解。在物质和能量流动方面，与大学生相比，职前教师使用的科学推理更多。与普通大学生相比，荣誉学生在物质和能量流方面使用的科学性更高，非正式推理更少。荣誉学生在CINS和ACORNS项上的表现均优于自然选择，而普通大学生在CINS上得分最低，而职前教员在ACORNS上得分最低。总体而言，即使在未来的中学科学教师中，也有很大一部分学生对这两个重要概念并没有一贯地使用科学推理。我的发现与使用相同评估的其他已发表研究的发现相似。通常，大学级别的生物学专业学生很少使用能够表现出深刻概念理解的科学推理。造成这种情况的原因可能是导师未能认识到学生推理的缺陷。他们假设学生使用基于原理的推理。另一个原因可能是基于原则的推理非常困难，并且我们在大学中的教学方法促进了内容的记忆而不是概念的改变。我的发现对生物学教育中概念清单的工作和发展，以及生物学课程各个层次的学生以及未来科学老师的讲师具有重要意义。

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  • 作者

    Smith, Trenton John.;

  • 作者单位

    University of Colorado at Denver.;

  • 授予单位 University of Colorado at Denver.;
  • 学科 Biology General.;Education Sciences.
  • 学位 M.S.
  • 年度 2012
  • 页码 99 p.
  • 总页数 99
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 石油、天然气工业;
  • 关键词

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