Developing Student Expertise in Evolution: Cognitive Construals Complement Key Concepts in Student Representations.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES Cbe-Life Sciences Education Pub Date : 2024-03-01 DOI:10.1187/cbe.23-06-0109
Kamali Sripathi, Aidan Hoskinson
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Abstract

Genetic variation is historically challenging for undergraduate students to master, potentially due to its grounding in both evolution and genetics. Traditionally, student expertise in genetic variation has been evaluated using Key Concepts. However, Cognitive Construals may add to a more nuanced picture of students' developing expertise. Here, we analyze the occurrence of Key Concepts and Cognitive Construals among three types of student representations: interviews, drawn models, and constructed responses (CRs). Our mixed-methods analysis indicates that differential survival and differential reproduction occur more often in interviews than in CRs. In our interviews, presence of Cognitive Construals indicate varying levels of understanding of genetic variation, but we were not able to detect Cognitive Construals in students' models or CRs. Finally, our analyses of both Key Concepts and Cognitive Construals in student representations indicate that Cognitive Construals can co-occur with any number of Key Concepts, and that the presence of Construal-based language alone does not seem to correlate to the expert nature of a response. Taken together, our results highlight the need for instructors to avoid treating Construal-based language as implicit disconnects in student understanding, and to use multiple methods to gain a holistic picture of student expertise.

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培养学生的进化专业知识:认知构想补充学生表象中的关键概念。
遗传变异历来是本科生难以掌握的知识,这可能是由于它同时以进化论和遗传学为基础。传统上,学生在遗传变异方面的专业知识是通过 "关键概念"(Key Concepts)来评估的。然而,"认知构想"(Cognitive Construals)可以更细致地反映学生的专业知识发展情况。在此,我们分析了关键概念和认知构想在三种学生表征中的出现情况:访谈、绘制模型和建构反应(CRs)。我们的混合方法分析表明,差异化生存和差异化再现在访谈中出现的频率高于建构式回答。在我们的访谈中,认知构式的出现表明学生对遗传变异有不同程度的理解,但我们无法在学生的模型或建构式回答中发现认知构式。最后,我们对学生表征中的关键概念和认知构念进行的分析表明,认知构念可以与任意数量的关键概念同时出现,而仅仅存在基于构念的语言似乎与回答的专家性质无关。综上所述,我们的研究结果突出表明,教师需要避免将基于构式的语言视为学生理解中的隐性脱节,而应使用多种方法全面了解学生的专业知识。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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