Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance-Reference-Cited by-同舟云学术

Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance

Published:2022-04-29 Issue:1 Volume:23 Page:
ISSN:1935-7877
Container-title:Journal of Microbiology & Biology Education
language:en
Short-container-title:J Microbiol Biol Educ.

Author:

Pickett Sarah B.¹²,Nielson Catie³,Marshall Hydea⁴,Tanner Kimberly D.²,Coley John D.³

Affiliation:

1. Center for Teaching and Learning, University of California, Berkeley, Berkeley, California, USA

2. Department of Biology, San Francisco State University, San Francisco, California, USA

3. Department of Psychology, Northeastern University, Boston, Massachusetts, USA

4. Department of Sociology, San Francisco State University, San Francisco, California, USA

Abstract

Students possess informal, intuitive ways of reasoning about the world, including biological phenomena. Although useful in some cases, intuitive reasoning can also lead to the development of scientifically inaccurate ideas that conflict with central concepts taught in formal biology education settings, including evolution.

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.00220-21

Reference56 articles.

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5. Coley J Betz N Leffers J Xu Y Fux M de Nesnera K Tanner K. 2017. Relations between intuitive biological thought and scientific misconceptions p 3690. 39th Annual Meeting of the Cognitive Science Society London United Kingdom.

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