Biology from the Learner's Viewpoint: A Content Analysis of the Research Literature

Wandersee, James H.; Mintzes, Joel J.; Arnaudin, Mary W.

doi:10.1111/j.1949-8594.1989.tb11978.x

Cited by 21 publications

(12 citation statements)

References 82 publications

(12 reference statements)

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“…If students do not recognize and reject their own scientific misconceptions in favor of scientifically accurate explanations, they will simply accommodate new knowledge obtained in the classroom within their existing framework rather than correcting their misconceptions. Even if students recognize their misconceptions during the semester, if they are not given the opportunity and motivation to reject or modify them, the students will usually revert to their misconceptions some time after completion of the science course (Greene 1990;Wandersee et al 1989;Hellden and Solomon 2004;Mintzes et al 2000).…”

Section: The Role Of Misconceptions and The Anthropology Instructor'smentioning

confidence: 96%

“…However, we specifically constructed our questionnaire to reveal student misconceptions about the nature of science, the survival of new traits in a population, support of Lamarckian inheritance, appreciation of the importance of variation within a population, the process of natural selection, terminology that has different meanings in the vernacular and in science, and the idea of teleological evolution (evolution directed by an outside agent). These are major areas of misconception that have been pointed out by numerous researchers (e.g., Wandersee et al 1989;Bishop and Anderson 1990;Greene 1990;Lawson et al 2000;Wilson 2001) and affect students' understanding of biological anthropological theories on human variation and evolution in biological anthropology courses.…”

Section: Questionnairementioning

confidence: 98%

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Still More “Fancy” and “Myth” than “Fact” in Students’ Conceptions of Evolution

Cunningham

Wescott

2009

Evo Edu Outreach

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College students do not come to biological sciences classes, including biological anthropology, as "blank slates." Rather, these students have complex and strongly held scientific misconceptions that often interfere with their ability to understand accurate explanations that are presented in class. Research indicates that a scientific misconception cannot be corrected by simply presenting accurate information; the misconception must be made explicit, and the student must decide for him or herself that it is inaccurate. The first step in helping to facilitate such conceptual change among college students is to understand the nature of the scientific misconceptions. We surveyed 547 undergraduate students at the University of MissouriColumbia on their understanding of the nature and language of science, the mechanisms of evolution, and their support for both Lamarckian inheritance and teleological evolution. We found few significant sex differences among the respondents and identified some common themes in the students' misconceptions. Our survey results show that student understanding of evolutionary processes is limited, even among students who accept the validity of biological evolution. We also found that confidence in one's knowledge of science is not related to actual understanding. We advise instructors in biological anthropology courses to survey their students in order to identify the class-specific scientific misconceptions, and we urge faculty members to incorporate active learning strategies in their courses in order to facilitate conceptual change among the students.

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Section: The Role Of Misconceptions and The Anthropology Instructor'smentioning

confidence: 96%

Section: Questionnairementioning

confidence: 98%

Still More “Fancy” and “Myth” than “Fact” in Students’ Conceptions of Evolution

Cunningham

Wescott

2009

Evo Edu Outreach

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“…Williams (2009) argues that, since such misconceptions occur during the early period of the individual's life, it is difficult to correct them due to social pressure, and particularly due to the fact that such concepts are remote from daily life experiences. If such misconceptions are clearly explained to students without giving the opportunity to fix them throughout the educational year, such misconceptions would exactly reinstate at the end of the year (Greene 1990;Hellden & Solomon 2004;Mintzes et al 2000;Wandersee et al 1989). As suggested by Wescott and Cunningham (2005), each teacher should have a test in hand to identify the misconceptions that may be carried by students.…”

Section: Resultsmentioning

confidence: 99%

Biyoloji Öğretmen Adaylarının Evrim Teorisi Hakkındaki Kavram Yanılgıları

Keskin¹,

Köse²

2017

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Özet -Tüm biyolojik alanlar için merkezi ve birleştirici bir temel teşkil evrim teorisi disiplinler arası bir konudur ve biyolojinin bazı temel kavramlarını anlamada önemli bir rol oynar. Etkili bir şekilde evrim teorisini öğretmek biyoloji öğretmenlerinin sorumluluğunda olduğundan, bu çalışmada biyoloji öğretmen adaylarının evrim teorisi hakkında kavram yanılgılarını tespit etmek amaçlanmıştır. Bu amaçla, çalışma 117 biyoloji öğretmen adayı ile yürütülmüştür. Evrim teorisinin ne olduğu hakkında doğru-yanlış sorulardan oluşan iki aşamalı bir kavram yanılgısı teşhis testi kullanılmıştır. Testten elde edilen nitel ve nicel verilere dayanarak, öğretmenlerin bu konuda bir hayli kavram yanılgısı taşıdıkları tespit edilmiştir. Çalışmaya katılan biyoloji öğretmen adaylarının çoğunluğunun temel evrim teorisinin süreci hakkında yanlış anlamalarının yanı sıra temel evrim kavramları hakkında da bir çok kavram yanılgılarına sahip olmaları dikkat çekicidir. Bu yanılgıların olası nedenlerini ortadan kaldırmak için önerilerde bulunulmuştur.Anahtar kelimeler: kavram yanılgıları, biyoloji öğretmen adayları, evrim teorisi, biyoloji eğitimi. ÖzetGiriş: Biyolojik alanların hepsini birleştirici bir temel oluşturan ve merkezi olarak değerlendirilebilecek olan evrim teorisi, disiplinler arası bir konudur ve biyoloji dersinin temeli olan bazı kavramların anlaşılmasında önemli bir rol oynamaktadır.Kavram öğretimi, öğrenme süreçlerinde üzerinde sıkça durulması gereken konuların başında yer almaktadır. Bir konu alanına ilişkin kavramların bilinmesi ile bu kavramlar arasındaki ilişkiler yeni öğrenilecek ya da öğretilecek konulara temel oluşturmaktadır. Dolayısıyla, bir kavramın yanlış ya da eksik öğrenilmesi, bundan sonraki ilişkileri de tetikleyeceğinden, sarmal biçimde kavramsal eksikliklere ya da yanılgılara yol açacak sonuçlar ortaya çıkartacaktır (Atasayar, 2008 BouJaoude ve diğerleri, 2011; Deniz, Donelly, ve Yılmaz, 2008;Fahrenwald, 1999; Graf ve Soran, 2011; Kim ve Nehm, 2010; Pazza, Penteado ve Kavako, 2010;Smith, 2010; van Dijk ve Reydon, 2010). obtained from test, it was found that teachers carry a great deal of misconceptions about this subject. It is noteworthy that majority of the prospective biology teachers have misconceptions about the basic theory and concepts of evolution as well as concepts describing the evolutionary process. Suggestions were made to address and eliminate possible causes of these misconceptions. KESKİN, B. & ÖZAY KÖSE, E.

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“…Williams (2009) argues that, since such misconceptions occur during the early period of the individual's life, it is difficult to correct them due to social pressure, and particularly due to the fact that such concepts are remote from daily life experiences. If such misconceptions are clearly explained to students without giving the opportunity to fix them throughout the educational year, such misconceptions would exactly reinstate at the end of the year (Greene 1990;Wandersee et al 1989;Hellden and Solomon 2004;Mintzes et al 2000).…”

Section: Resultsmentioning

confidence: 99%

Understanding Adaptation and Natural Selection: Common Misconceptions

Köse¹,

Keskin²

2015

IJARE

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Constituting a central and unifying base for all biological fields, theory of evolution is an interdisciplinary subject and plays an important role in understanding some basic concepts of biology. The main purpose of this research is to identify biology pre-service teachers' misconceptions about adaptation and natural selection. For this purpose, research was conducted mixed methods research design that collects, analyzes, and mixes both quantitative and qualitative methods in a single study on 117 biology preservice teachers studying at 2th, 3th, 4th and 5th classes of Ataturk University Kazım Karabekir Education Faculty. Too many misconceptions about mechanism and purpose of adaptation and natural selection held by preservice teachers were determined through the qualitative and the quantitative data that were gained by using a two-tier diagnostic questionnaire that has 8 questions. Appropriate suggestions were made with the obtained results.

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Biology from the Learner's Viewpoint: A Content Analysis of the Research Literature

Cited by 21 publications

References 82 publications

Still More “Fancy” and “Myth” than “Fact” in Students’ Conceptions of Evolution

Still More “Fancy” and “Myth” than “Fact” in Students’ Conceptions of Evolution

Biyoloji Öğretmen Adaylarının Evrim Teorisi Hakkındaki Kavram Yanılgıları

Understanding Adaptation and Natural Selection: Common Misconceptions

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