An Active Learning Intervention Based on Evaluating Alternative Hypotheses Increases Scientific Literacy of Controlled Experiments in Introductory Biology-Reference-Cited by-同舟云学术

An Active Learning Intervention Based on Evaluating Alternative Hypotheses Increases Scientific Literacy of Controlled Experiments in Introductory Biology

Published:2021-12-15 Issue:3 Volume:22 Page:
ISSN:1935-7877
Container-title:Journal of Microbiology & Biology Education
language:en
Short-container-title:J Microbiol Biol Educ.

Author:

Kreher Scott A.¹,Pavlova Iglika V.²,Nelms April³

Affiliation:

1. Dominican University, River Forest, Illinois, USA

2. University of North Carolina Greensboro, Greensboro, North Carolina, USA

3. University of North Georgia, Dahlonega, Georgia, USA

Abstract

Scientific education provides a set of tools to make sense of a complex world by teasing out complicated cause-and-effect relationships, such as the elimination of effects of confounding factors in controlled experiments. There is evidence that depth of understanding of controlled experiments is lacking among undergraduate science students despite exposure to controlled experiments in courses.

Publisher

American Society for Microbiology

Subject

General Agricultural and Biological Sciences,General Immunology and Microbiology,General Biochemistry, Genetics and Molecular Biology,Education

Link

https://journals.asm.org/doi/pdf/10.1128/jmbe.00172-21

Reference29 articles.

1. American Association for the Advancement of Science. 2011. Vision and change in undergraduate biology education: a call to action. final report. American Association for the Advancement of Science, Washington, DC. https://live-visionandchange.pantheonsite.io/wp-content/uploads/2011/03/Revised-Vision-and-Change-Final-Report.pdf.

2. Glass DJ. 2014. Experimental design for biologists, 2nd ed. Cold Spring Harbor Laboratory Press, Cold Spring Harbor, NY.

3. Giere RN. 1997. Understanding scientific reasoning, 4th ed. Harcourt Brace College Publishers, San Diego, CA.

4. Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals

5. Recognizing Students’ Scientific Reasoning: A Tool for Categorizing Complexity of Reasoning During Teaching by Inquiry

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Exploring and comparing the difficulties among undergraduate and postgraduate students’ understanding of experimentation using primary scientific literature;Journal of Biological Education;2024-07-16