大学学生对生物学概念的解释因主题而异,并预测误解协议误解
Catie Nielson1, Emma Pitt1, Michal Fux2
1Department of Psychology, Northeastern University, Boston, MA, 02115.
CBE life sciences education
|January 14, 2025
概括
大学学生经常使用直观思维,如本质主义,神解学和人类思维,在生物学中. 这种直观的语言使用与接受误解,特别是以人为中心的思维相关.
科学领域:
- 生物学教育研究 生物学教育研究
- 认知科学 认知科学
背景情况:
- 学生们经常在科学中使用直观思维,包括本质主义,神学和人类思维.
- 这些直观的认知构造可以导致生物学中持续存在的误解.
研究的目的:
- 研究本科生在生物学解释中自发使用直观语言 (结构一致语言,CCL).
- 为了确定CCL的使用是否在不同的生物概念中有所不同.
- 检查CCL使用与同意误解之间的关系.
主要方法:
- 在两所美国大学调查了807名本科生.
- 分析了对五个核心生物学概念问题的开放式答案.
- 量化了构造一致语言 (CCL) 的频率,并评估了与误解的一致性.
主要成果:
- 大多数学生在解释中使用了某种形式的CCL.
- 在五个生物学概念中,CCL的使用有显著的差异.
- 使用CCL的学生对误解的同意程度更高,特别是那些使用人类中心语言的学生.
结论:
- 在本科生物学学习中,直观思维是普遍存在的.
- 在解释中使用直观语言与接受科学误解有关.
- 这些发现对指导策略有影响,以解决生物学教育中的直观推理.
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