Ecological Misconceptions, Survey III: the Challenge of Identifying Sophisticated Understanding

Stamp, Nancy E.; Armstrong, Michael; Biger, Jacqueline

doi:10.1890/0012-9623(2006)87[168:emsitc]2.0.co;2

Cited by 9 publications

(4 citation statements)

References 10 publications

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“…Science process learning supports students' acceptance and understanding of scientific concepts and ideas ( Stamp et al , 2006 ; Lombrozo et al , 2008 ) and works in a wide variety of settings ( Senocak et al , 2007 ). Process learning is important for at least two reasons.…”

Section: Introductionmentioning

confidence: 99%

“…Understanding complex biological systems requires mastery of what Holling (1996) termed the science of the integration of parts, or the interrelationships within complex systems. Second, our students bring misconceptions and predictable errors to our mathematics and science classes ( Gray et al , 2005 ; Stamp et al , 2006 ; Colburn, 2007 ; Tariq, 2008 ). Misconceptions can be very resistant to modification and can obstruct higher learning.…”

Section: Introductionmentioning

confidence: 99%

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How to Build a Course in Mathematical–Biological Modeling: Content and Processes for Knowledge and Skill

Hoskinson

2010

LSE

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Biological problems in the twenty-first century are complex and require mathematical insight, often resulting in mathematical models of biological systems. Building mathematical–biological models requires cooperation among biologists and mathematicians, and mastery of building models. A new course in mathematical modeling presented the opportunity to build both content and process learning of mathematical models, the modeling process, and the cooperative process. There was little guidance from the literature on how to build such a course. Here, I describe the iterative process of developing such a course, beginning with objectives and choosing content and process competencies to fulfill the objectives. I include some inductive heuristics for instructors seeking guidance in planning and developing their own courses, and I illustrate with a description of one instructional model cycle. Students completing this class reported gains in learning of modeling content, the modeling process, and cooperative skills. Student content and process mastery increased, as assessed on several objective-driven metrics in many types of assessments.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

How to Build a Course in Mathematical–Biological Modeling: Content and Processes for Knowledge and Skill

Hoskinson

2010

LSE

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“…Miskonsepsi sulit diperbaiki karena diindikasikan bahwa calon guru biologi ini sulit dalam mengintegrasikan materi dari buku teks sekolah (prior knowledge) dengan materi perkuliahan terkait ekologi yang telah mereka dapatkan (Stamp et al, 2006).…”

Section: Profil Miskonsepsiunclassified

Pengembangan Four-tier Diagnostic Test Konsep Ekosistem: Validitas dan Reliabilitas instrumen

Diella

Ardiansyah

2020

BIO

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One of the objectives of assessment is to diagnose students’ understanding that can be done using diagnostic test instrument. This study aims to develop , to determine validity and reliability of diagnostic test instrument, and to reveal pre-service teachers’ misconceptions in ecosystem concept. The instrument constructed as four-tier diagnostic test form which is consist of multiple choices questions , certainty response index, choices of reason, and certainty response index for reason. The method used Reseach and Development with 4D design : Define, Design, Development, and Disseminate. The product used to gather information about misconception in ecosystem concept among pre-service biology students. Result shows four-tier diagnostic test instrument has validity score 0.58 , it means moderate category. The reliability score for this instrument is 0.73 , high category. Some misconceptions found relate to ecosystem components, energy flow, and interaction among ecosystem components. Keywords: Four-tier Diagnostic test, Misconception, Ecosystem Abstrak : Salah satu tujuan ari asesmen adalah untuk mendiagnosis pemahaman peserta didik yang dapat dilakukan dengan menggunakan instrumen tes diagnostik. Penelitian ini bertujuan untuk mengembangkan intrumen tes diagnostik pada konsep ekosistem, menentukan validitas dan reliabilitas intrumen tersebut, dan mengungkap miskonsepsi calon guru biologi pada konsep ekosistem. Instrumen yang dikembangkan berupa four-tier diagnostic test yang terdiri atas soal pilihan ganda, tingkat keyakinan jawaban pilihan ganda, pilihan alasan dari jawaban yang dipilih, dan tingkat keyakinan pemilihan alasan. Penelitian ini menggunakan metode Reseach and Development dengan desain 4D : Define, Design, Development, and Disseminate. Instrumen tersebut digunakan untuk mengungkap miskonsepsi pada konsep ekosistem. Instrumen yang dikembangkan memiliki validitas sebesar 0.58 yang berarti ada dalam kategori cukup dan reliabilitias sebesar 0.73 yang berarti berkategori tinggi. Temuan lain dari penelitian ini yakni adanya miskonsepsi pada konsep ekosistem terutama pada sub konsep komponen ekosistem, aliran energi, dan interaksi antar komponen ekosistem. Kata Kunci : four-tier tes diagnostik, miskonsepsi, ekosistem

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“…Misconceptions in ecology “strike at the heart of a general understanding of ecology” and contribute to resistance in addressing environmental problems (Munson 1994). But ascertaining ecological misconceptions is difficult (Stamp et al 2006). Understanding and applying ecological concepts requires understanding phenomena that reflect multiple levels (molecules to cells to organisms to populations to communities to ecosystems) and scales (changes in the environment temporally and spatially), and thus, recognizing that while we cannot always predict an outcome, we can identify factors, their role and magnitude.…”

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confidence: 99%

The Everglades Power-of-Story-5E Teaching Unit

Stamp

Robinson

Urban

2008

Bulletin of the Ecological Society of America

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Ecological Misconceptions, Survey III: the Challenge of Identifying Sophisticated Understanding

Abstract: See PDF.

Cited by 9 publications

References 10 publications

How to Build a Course in Mathematical–Biological Modeling: Content and Processes for Knowledge and Skill

How to Build a Course in Mathematical–Biological Modeling: Content and Processes for Knowledge and Skill

Pengembangan Four-tier Diagnostic Test Konsep Ekosistem: Validitas dan Reliabilitas instrumen

The Everglades Power-of-Story-5E Teaching Unit

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