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Representing Variability: The Case of Life Cycle Diagrams

机译:代表可变性:生命周期图的情况

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Two foundational concepts in biology education are 1) offspring are not identical to their parents, and 2) organisms undergo changes throughout their lives. These concepts are included in both international and U.S. curricular standards. Research in psychology has shown that children often have difficulty understanding these concepts, as they are inconsistent with their intuitive theories of the biological world. Additionally, prior research suggests that diagrams are commonly used in instruction and that their features influence student learning. Given this prior work, we explored the characteristics of life cycle diagrams and discuss possible implications for student learning. We examined 75 life cycle diagrams from books, including five biology or general science textbooks and 25 specialized trade books focusing on biology for children. We also examined 633 life cycle diagrams from a publicly available online database of science diagrams. Most diagrams failed to show any within-species variability. Additionally, many diagrams had perceptually rich backgrounds, which prior research suggests might hinder learning. We discuss how the design characteristics of diagrams may reinforce students’ intuitive theories of biology, which might make it difficult for students to understand key biological concepts in the future.
机译:生物学教育中的两个基本概念是1)后代与父母没有相同,2)生物在整个生命中经历变化。这些概念包括在国际和美国和美国课外标准中。心理学的研究表明,孩子们常常难以理解这些概念,因为它们与他们的直观理论不一致。此外,现有研究表明,图表通常用于指导,其特征影响学生学习。鉴于此事先工作,我们探讨了生命周期图的特征,并讨论了对学生学习的可能影响。我们研究了来自书籍的75个生命周期图,包括五个生物学或一般科学教科书和25个专注于儿童生物学的专业贸易书。我们还从公开可用的科学图表数据库中检查了633个生命周期图。大多数图表未能在物种内部可变性中显示任何内容。此外,许多图表具有丰富的背景,之前的研究表明可能会阻碍学习。我们讨论了图的设计特征如何增强学生的直观理论的生物学理论,这可能使学生难以将来理解关键的生物学概念。

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