• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Student acquisition of biological evolution-related misconceptions: The role of public high school introductory biology teachers.
【24h】

Student acquisition of biological evolution-related misconceptions: The role of public high school introductory biology teachers.

机译：学生习得的与生物进化有关的误解：公立高中生物学入门教师的角色。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In order to eliminate student misconceptions concerning biological evolution, it is important to identify their sources. The purposes of this study were to: (a) identify biological evolution-related misconceptions held by Oklahoma public high school Biology I teachers; (b) identify biological evolution-related misconceptions held by Oklahoma public high school students prior to and following instruction in Biology I course curriculum; and (c) identify which, if any, biological evolution-related misconceptions held by Oklahoma public high school Biology I teachers were being transmitted to their students by way of instruction in biological evolution curriculum. Seventy-six teachers and 993 of their students participated in this study. To identify participants' misconceptions, calculate conception index scores, and collect demographic data, the Biological Evolution Literacy Survey (BEL Survey) was developed. The BEL Survey presents 23 biological misconception statements grouped into five categories. Analysis revealed teacher participants possessed a 72.9% mean rate of understanding of evolution concepts coupled with a 23.0% mean misconception rate whereas student participants possessed a pre-instruction 43.9% mean rate of understanding combined with a 39.1% mean misconception rate. Students exited the Biology I classroom more confident in their evolution knowledge but holding greater numbers of misconceptions than they possessed prior to entering the course. Significant relationships were revealed between students' acquisition of misconceptions and teachers' bachelor's degree field, terminal degree, and hours dedicated to instruction. One student misconception was revealed to be significantly more common following instruction as opposed to prior to instruction.
机译：为了消除学生对生物进化的误解，重要的是找出其来源。这项研究的目的是：（a）确定俄克拉荷马州公立高中生物学I老师所持的与生物进化有关的误解； （b）在生物学I课程课程教学之前和之后，确定俄克拉荷马州公立高中学生对生物进化的误解； （c）确定在俄克拉荷马州公立高中生物学I老师所持的与生物进化有关的误解（如果有的话）是通过生物进化课程的教学方式传授给学生的。 76名教师和993名学生参加了这项研究。为了识别参与者的误解，计算概念指数得分并收集人口统计数据，开发了生物进化素养调查（BEL Survey）。 BEL调查提供了23种生物学误解陈述，分为五类。分析显示，教师参与者对进化概念的理解平均率为72.9％，平均误解率为23.0％，而学生参与者的教学前平均理解率为43.9％，平均误解率为39.1％。学生退出生物学I课堂后对自己的进化知识更加自信，但是比进入课程之前所遭受的误解更多。发现学生对误解的获取与教师的学士学位领域，终极学位以及专门用于授课的时间之间存在重要关系。发现一个学生的误解在接受指导后比在指导前明显更普遍。

著录项

  • 作者

    Yates, Tony Brett.;

  • 作者单位

    The University of Oklahoma.;

  • 授予单位 The University of Oklahoma.;
  • 学科 Education Teacher Training.;Education Sciences.;Education Secondary.
  • 学位 Ph.D.
  • 年度 2011
  • 页码 327 p.
  • 总页数 327
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号