Bridging the Educational Research-Teaching Practice Gap. Conceptual Understanding, Part 1: The Multifaceted Nature of Expert Knowledge

Autor/inn/en	Anderson, Trevor R.; Schonborn, Konrad J.
Titel	Bridging the Educational Research-Teaching Practice Gap. Conceptual Understanding, Part 1: The Multifaceted Nature of Expert Knowledge
Quelle	In: Biochemistry and Molecular Biology Education, 36 (2008) 4, S.309-315 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20209
Schlagwörter	Concept Formation; Biochemistry; Thinking Skills; Logical Thinking; Memorization; Transfer of Training; Science Education + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Biochemie; Denkfähigkeit; Gedächtnistraining; Training; Transfer; Ausbildung; Naturwissenschaftliche Bildung
Abstract	The term "conceptual understanding" has been used rather loosely over the years in educational practice, with a tendency to focus on a few aspects of an extremely complex phenomenon. In this first article of a two-part miniseries on conceptual understanding, we describe the nature of expert (versus novice) knowledge and show how the conceptual understanding of experts is multifaceted in nature requiring competence in a wide range of cognitive skills. We then discuss five such facets of conceptual understanding that require competence in the cognitive skills of memorization, integration, transfer, analogical reasoning, and system thinking. We also argue for the importance of explicitly teaching and assessing such facets of understanding as part of all molecular life science curricula so as to better prepare our students to become experts in the field. Examples of the assessment tasks that can be used to promote the development of multifaceted conceptual understanding in students are presented in Part 2 of this series. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10