揭示了本科生生物学学生在图形图表中对变化和错误条的概念
Lauren Stoczynski1, David Zis2, Anna Woodruff2
1Department of Biological and Environmental Sciences, Le Moyne College, Syracuse, New York, United States of America.
PloS one
|March 2, 2026
概括
本科生物学学生难以解释图表上的错误条,这表明需要在科学教育中对数据变化进行更多指导. 这会影响他们的定量推理能力.
科学领域:
- 生物学教育研究 生物学教育研究
- 在STEM领域的定量推理技能.
背景情况:
- 解释图表和数据变化是STEM学生关键的定量推理技能.
- 关于本科生物学学生如何在不同图形类型中解释错误条的理解有限.
研究的目的:
- 分析本科生生物学学生对图形表示中的错误条的理解.
- 确定学生如何描述错误条,并将其与他们创建的图表及其人口统计数据联系起来.
主要方法:
- 从图形评估中分析了3506名学生的反应.
- 开发一个代码库,用于对错误条的开放式响应.
- 基平方测试检查基于图形类型和人口统计数据的错误条描述的差异.
主要成果:
- 确定了四大类错误条描述:广义术语,错误术语,目的术语以及趋势和分析术语.
- 使用单个数据点创建条形图的学生对错误条的理解程度低于使用汇总平均值和错误条的学生.
- 根据学生的专业,但不是课程水平,观察到误差条理解的差异.
结论:
- 本科生物学学生往往缺乏足够的数据变化和错误条解释指令.
- 课程需要更多的支架和重复指导图表和错误条,以改善学生的定量推理.
- 学生经常用错误条构建带有错误条的条形图,但他们对所表示变量的理解往往是有限的.
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