Bridging the Educational Research-Teaching Practice Gap: Conceptual Understanding, Part 2--Assessing and Developing Student Knowledge

Autor/inn/en	Schonborn, Konrad J.; Anderson, Trevor R.
Titel	Bridging the Educational Research-Teaching Practice Gap: Conceptual Understanding, Part 2--Assessing and Developing Student Knowledge
Quelle	In: Biochemistry and Molecular Biology Education, 36 (2008) 5, S.372-379 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8175
DOI	10.1002/bmb.20230
Schlagwörter	Educational Research; Molecular Biology; Logical Thinking; Biochemistry; Science Instruction; Teaching Methods; Curriculum; Cognitive Ability; Students; Thinking Skills; Higher Education + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Molekularbiologie; Biochemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Curricula; Lehrplan; Rahmenplan; Denkfähigkeit; Student; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	The first paper in this two-part miniseries on conceptual understanding discussed expert and novice conceptual knowledge, the multifaceted nature of conceptual understanding, and the cognitive skills essential for constructing it. This second article presents examples of instruments for the assessment and development of five facets of conceptual understanding that require competence in the cognitive skills of mindful memorization, integration, transfer, analogical reasoning, and system thinking. We also argue for the importance of explicitly assessing these facets of conceptual understanding as part of all biochemistry and molecular biology curricula so as to develop expert knowledge in our students. (Contains 1 footnote.) [For Part 1, see EJ804674.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10