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College Students' Understanding of the Carbon Cycle: Contrasting Principle-Based and Informal Reasoning
- Source :
-
BioScience . Jan 2011 61(1):65-75. - Publication Year :
- 2011
-
Abstract
- Processes that transform carbon (e.g., photosynthesis) play a prominent role in college biology courses. Our goals were to learn about student reasoning related to these processes and provide faculty with tools for instruction and assessment. We created a framework illustrating how carbon-transforming processes can be related to one another during instruction by explicitly teaching students to employ principle-based reasoning--using, for example, laws of conservation of energy and matter. Frameworks such as ours may improve biology instruction more effectively than a strategy of cataloging alternate conceptions and addressing them individually. We created four sets of diagnostic question clusters to help faculty at 13 US universities assess students' understanding of carbon-transforming processes from atomic-molecular through ecosystem scales. The percentage of students using principle-based reasoning more than doubled from 12% to 27% after instruction, but 50% of students still poorly used principle-based reasoning in their responses, and 16% exhibited informal reasoning with no attempt to trace matter or energy.
Details
- Language :
- English
- ISSN :
- 0006-3568
- Volume :
- 61
- Issue :
- 1
- Database :
- ERIC
- Journal :
- BioScience
- Publication Type :
- Academic Journal
- Accession number :
- EJ921101
- Document Type :
- Journal Articles<br />Reports - Descriptive
- Full Text :
- https://doi.org/10.1525/bio.2011.61.1.12