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Exploring Undergraduates' Understanding of Photosynthesis Using Diagnostic Question Clusters

机译：使用诊断问题集群探索大学生对光合作用的理解

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We present a diagnostic question cluster (DQC) that assesses undergraduates' thinking about photosynthesis. This assessment tool is not designed to identify individual misconceptions. Rather, it is focused on students' abilities to apply basic concepts about photosynthesis by reasoning with a coordinated set of practices based on a few scientific principles: conservation of matter, conservation of energy, and the hierarchical nature of biological systems. Data on students' responses to the cluster items and uses of some of the questions in multiple-choice, multiple-true/false, and essay formats are compared. A cross-over study indicates that the multiple-true/false format shows promise as a machine-gradable format that identifies students who have a mixture of accurate and inaccurate ideas. In addition, interviews with students about their choices on three multiple-choice questions reveal the fragility of students' understanding. Collectively, the data show that many undergraduates lack both a basic understanding of the role of photosynthesis in plant metabolism and the ability to reason with scientific principles when learning new content. Implications for instruction are discussed.
机译：我们提出了一个诊断性问题群集（DQC），用于评估大学生对光合作用的思考。此评估工具并非旨在识别个人的误解。相反，它着重于学生通过基于一些科学原理的协调实践集进行推理来应用有关光合作用基本概念的能力：物质守恒，能量守恒和生物系统的等级性质。比较了学生对分组项目的回答以及多项选择，对/错和作文格式中的某些问题的使用情况的数据。一项跨界研究表明，对错格式采用机器可分级的格式显示了希望，该格式可识别混合了正确和不正确想法的学生。此外，对学生在三个选择题上的选择进行的访谈也显示出学生理解的脆弱性。总体而言，数据表明，许多本科生既缺乏对光合作用在植物代谢中的作用的基本了解，也缺乏在学习新内容时运用科学原理进行推理的能力。讨论对指导的含义。

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