Small Things, Big Consequences: Microbiological Perspectives on Biology

Duncan, Michael; Bourrat, Pierrick; DeBerardinis, Jennifer; O’Malley, Maureen A.

doi:10.1007/978-94-007-6537-5_18

Cited by 3 publications

(1 citation statement)

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“…The concept of "alive, " like so many other concepts in science, is itself dynamic and context dependent. Conversations about whether and why it makes sense to categorize viruses, organelles, dormant seeds, or the sun as alive are opportunities to both better understand student thinking and to give them opportunities to participate in and interrogate the dynamic practices of science (Duncan et al, 1991;Warren et al, 2001;Bang et al, 2013).…”

Section: How Object Views Of Misconceptions Can Reinforce Deficit Per...mentioning

confidence: 99%

Processing misconceptions: dynamic systems perspectives on thinking and learning

Gouvea

2023

Front. Educ.

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The study of complex dynamic systems is central to biology. In this essay, I argue that thinking and learning can also be understood as phenomena that emerge from the continuous interactivity of dynamic systems. I first present and apply core concepts of dynamic systems theories to both biological and cognitive systems. I then use these ideas to explain how a dynamic systems perspective can recast the way we think about misconceptions, a central concept in the field of education research. Rather than model misconceptions as object-like entities that students either have or do not have, misconceptions can be modeled as patterns that emerge from continuous cognitive processes. I end by discussing how adopting a dynamic systems perspective suggests a need for research that uses methods designed to study processes in time and can inspire educators to embrace and value variation and fluctuation in students’ thinking and learning.

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Section: How Object Views Of Misconceptions Can Reinforce Deficit Per...mentioning

confidence: 99%