Literaturnachweis - Detailanzeige
Autor/inn/en | Leonard, Mary J.; Kalinowski, Steven T.; Andrews, Tessa C. |
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Titel | Misconceptions Yesterday, Today, and Tomorrow |
Quelle | In: CBE - Life Sciences Education, 13 (2014) 2, S.179-186 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1931-7913 |
DOI | 10.1187/cbe.13-12-0244 |
Schlagwörter | Misconceptions; Biology; Educational Research; Hypothesis Testing; Student Motivation; Beliefs; Learning Strategies; Student Attitudes; Attitude Change; Cognitive Ability; Metacognition; Scientific Literacy; Knowledge Level Missverständnis; Biologie; Bildungsforschung; Pädagogische Forschung; Hypothesenprüfung; Hypothesentest; Schulische Motivation; Belief; Glaube; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Attitudinal change; Einstellungsänderung; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wissensbasis |
Abstract | A recent essay in "CBE-Life Sciences Education" criticized biology education researchers' use of the term "misconceptions" and recommended that, in order to be up-to-date with education research, biology education researchers should use alternative terms for students' incorrect ideas in science. We counter that criticism by reviewing the continued use and the meaning of "misconceptions" in education research today, and describe two key debates that account for the controversy surrounding the term. We then identify and describe two areas of research that have real implications for tomorrow's biology education research and biology instruction: (1) hypotheses about the structure of student knowledge (coherent vs. fragmented) that gives rise to misconceptions; and (2) the "warming trend" that considers the effects of students' motivation, beliefs about the nature of knowledge and learning (their epistemic beliefs), and learning strategies (their cognitive and metacognitive skills) on their ability to change their misconceptions in science. We conclude with a description of proposed future work in biology education research related to misconceptions. (As Provided). |
Anmerkungen | American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |