排序方式： 共有27条查询结果，搜索用时 125 毫秒
21.
Item feature effects in evolution assessment 总被引：1，自引：1，他引：0
Despite concerted efforts by science educators to understand patterns of evolutionary reasoning in science students and teachers, the vast majority of evolution education studies have failed to carefully consider or control for item feature effects in knowledge measurement. Our study explores whether robust contextualization patterns emerge within particular evolutionary reasoning contexts, and the implications of these patterns for instruction, assessment, and models of cognition. We test four hypotheses regarding item feature effects on undergraduate biology majors' evolutionary reasoning using a sample of 1,200 open response explanations of evolutionary change across items differing in context and scale but standardized by taxon and trait. Evolutionary explanations were atomized into a series of scientific and naïve biological elements and tallied among prompts and their features. We documented clear, significant, and predictable item feature effects on evolutionary explanations. Tasks involving evolutionary trait loss elicited a significantly greater number of naïve biological elements than evolutionary trait gain tasks in all contexts, including: within species comparisons, between species comparisons, animal prompts, and plant prompts. Tasks involving between species evolutionary comparisons, regardless of gain or loss, animal or plant, always produced significantly more naïve biological explanatory elements than within species comparisons. For items prompting explanation of trait gain, the use of the core concepts of natural selection were not influenced by the hierarchical level of the task (within or between species). Explanations of trait gain were also the least sensitive to scale and context. Core concepts of natural selection were always deployed less frequently in cases of evolutionary trait loss (within and between species, in animals and plants). We discuss a series of implications of these findings for curriculum, instruction, and assessment. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 237–256, 2011 相似文献
22.
Minsu Ha Xin Wei Jian Wang Dan Hou Ross H. Nehm 《International Journal of Science Education》2019,41(5):628-651
The goal of our study was to examine a large (>400), cross-sectional sample of Chinese pre-service biology teachers (PBTs) in order to document their evolution acceptance levels, evolution knowledge, and evolutionary reasoning patterns. This approach was taken in order to better understand the degree to which particular evolutionary reasoning difficulties exist independent of religious worldviews. The sample included (1) 160 PBTs tasked with completing four items from the ACORNS instrument, (2) 320 PBTs who completed the CINS and MATE instruments, and (3) 32 teachers who completed semi-structured clinical interviews using four ACORNS items. Findings from these samples revealed that Chinese PBTs’ knowledge (CINS) and acceptance (MATE) were equivalent with teachers’ scores from other countries, whereas performance on explanation tasks was lower. Scores from the CINS, MATE, and ACORNS did not reveal any significant improvements through the four-year teacher education programme. Although a large body of work has shown the important roles that religious affiliation and religiosity can play in evolutionary understanding and acceptance, our findings demonstrate that many evolutionary reasoning difficulties extend beyond religious factors, and add to a growing body of work showing that religiosity does not adequately account for PBTs’ moderate evolution acceptance. 相似文献
23.
This study explores the extent to which the term “sex hormone” is used in science textbooks, and whether the use of the term
“sex hormone” is associated with pre-empirical concepts of sex dualism, in particular the misconceptions that these so-called
“sex hormones” are sex specific and restricted to sex-related physiological functioning. We found that: (1) all the texts
employed the term “sex hormone”; (2) in all texts estrogen is characterized as restricted to females and testosterone is characterized
as restricted to males; and (3) in all texts testosterone and estrogen are discussed as exclusively involved in sex-related
physiological roles. We conclude that (1) contemporary science textbooks preserve sex-dualistic models of steroid hormones
(one sex, one “sex hormone”) that were rejected by medical science in the early 20th century and (2) use of the term “sex
hormone” is associated with misconceptions regarding the presence and functions of steroid hormones in male and female bodies.
相似文献
| Ross H. NehmEmail: |
24.
Growing recognition of the central importance of fostering an in‐depth understanding of natural selection has, surprisingly, failed to stimulate work on the development and rigorous evaluation of instruments that measure knowledge of it. We used three different methodological tools, the Conceptual Inventory of Natural Selection (CINS), a modified version of Bishop and Anderson's (Bishop and Anderson [1990] Journal of Research in Science Teaching 27: 415–427) open‐response test that we call the Open Response Instrument (ORI), and an oral interview derived from both instruments, to measure biology majors' understanding of and alternative conceptions about natural selection. We explored how these instruments differentially inform science educators about the knowledge and alternative conceptions their students harbor. Overall, both the CINS and ORI provided excellent replacements for the time‐consuming process of oral interviews and produced comparable measures of key concept diversity and, to a lesser extent, key concept frequency. In contrast, the ORI and CINS produced significantly different measures of both alternative conception diversity and frequency, with the ORI results completely concordant with oral interview results. Our study indicated that revisions of both the CINS and ORI are necessary because of numerous instrument items characterized by low discriminability, high and/or overlapping difficulty, and mismatches with the sample. While our results revealed that both instruments are valid and generally reliable measures of knowledge and alternative conceptions about natural selection, a test combining particular components of both instruments—a modified version of the CINS to test for key concepts, and a modified version of the ORI to assess student alternative conceptions—should be used until a more approprite instrument is developed and rigorously evaluated. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1131–1160, 2008 相似文献
25.
Although historical changes in scientific ideas sometimes display striking similarities with students’ conceptual progressions, some scholars have cautioned that such similarities lack meaningful commonalities. In the history of evolution, while Darwin and his contemporaries often used natural selection to explain evolutionary trait gain or increase, they struggled to use it to convincingly account for cases of trait loss or decrease. This study examines Darwin’s evolutionary writings about trait gain and loss in the Origin of Species (On the origin of species by means of natural selection, or the preservation of favoured races in the struggle for life. D. Appleton, New York, 1859) and compares them to written evolutionary explanations for trait gain and loss in a large (n > 500), cross-cultural and cross-sectional sample (novices and experts from the USA and Korea). Findings indicate that significantly more students and experts applied natural selection to cases of trait gain, but like Darwin and his contemporaries, they more often applied ‘use and disuse’ and ‘inheritance of acquired characteristics’ to episodes of trait loss. Although the parallelism between Darwin’s difficulties and students’ struggles with trait loss are striking, significant differences also characterize explanatory model structure. Overall, however, students and scientists struggles to explain trait loss—which is a very common phenomenon in the history of life—appear to transcend time, place, and level of biological expertise. The significance of these findings for evolution education are discussed; in particular, the situated nature of biological reasoning, and the important role that the history of science can play in understanding cognitive constraints on science learning. 相似文献
26.
Feeling of certainty: Uncovering a missing link between knowledge and acceptance of evolution 总被引：1，自引：0，他引：1
We propose a new model of the factors influencing acceptance of evolutionary theory that highlights a novel variable unexplored in previous studies: the feeling of certainty (FOC). The model is grounded in an emerging understanding of brain function that acknowledges the contributions of intuitive cognitions in making decisions, such as whether or not to accept a particular theoretical explanation of events. Specifically, we examine the relationships among religious identity, level of education, level of knowledge, FOC, and level of evolutionary acceptance to test whether our proposed model accurately predicts hypothesized pathways. We employ widely used measures—the CINS, MATE, and ORI—in addition to new variables in multiple regression and path analyses in order to test the interrelationships among FOC and acceptance of evolutionary theory. We explore these relationships using a sample of 124 pre‐service biology teachers found to display comparable knowledge and belief levels as reported in previous studies on this topic. All of our hypothesis tests corroborated the idea that FOC plays a moderating role in relationships among evolutionary knowledge and beliefs. Educational research into acceptance of evolutionary theory will likely benefit from increased attention to non‐conscious intuitive cognitions that give rise to feeling of knowing or certainty. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 95–121, 2012 相似文献
27.
Human vs. Computer Diagnosis of Students’ Natural Selection Knowledge: Testing the Efficacy of Text Analytic Software 总被引：2，自引：2，他引：0
Our study examines the efficacy of Computer Assisted Scoring (CAS) of open-response text relative to expert human scoring
within the complex domain of evolutionary biology. Specifically, we explored whether CAS can diagnose the explanatory elements
(or Key Concepts) that comprise undergraduate students’ explanatory models of natural selection with equal fidelity as expert
human scorers in a sample of >1,000 essays. We used SPSS Text Analysis 3.0 to perform our CAS and measure Kappa values (inter-rater
reliability) of KC detection (i.e., computer–human rating correspondence). Our first analysis indicated that the text analysis
functions (or extraction rules) developed and deployed in SPSSTA to extract individual Key Concepts (KCs) from three different
items differing in several surface features (e.g., taxon, trait, type of evolutionary change) produced “substantial” (Kappa
0.61–0.80) or “almost perfect” (0.81–1.00) agreement. The second analysis explored the measurement of human–computer correspondence
for KC diversity (the number of different accurate knowledge elements) in the combined sample of all 827 essays. Here we found
outstanding correspondence; extraction rules generated using one prompt type are broadly applicable to other evolutionary
scenarios (e.g., bacterial resistance, cheetah running speed, etc.). This result is encouraging, as it suggests that the development
of new item sets may not necessitate the development of new text analysis rules. Overall, our findings suggest that CAS tools
such as SPSS Text Analysis may compensate for some of the intrinsic limitations of currently used multiple-choice Concept
Inventories designed to measure student knowledge of natural selection. 相似文献