Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses-Reference-Cited by-同舟云学术

Examining and Supporting Mechanistic Explanations Across Chemistry and Biology Courses

Published:2024-09 Issue:3 Volume:23 Page:
ISSN:1931-7913
Container-title:CBE—Life Sciences Education
language:en
Short-container-title:LSE

Author:

Shiroda Megan¹,Franovic Clare G.-C.²,de Lima Joelyn³⁴,Noyes Keenan²,Babi Devin³,Beltran-Flores Estefany³,Kesh Jenna¹,McKay Robert L.²,Persson-Gordon Elijah³,Cooper Melanie M.²,Long Tammy M.⁴,Schwarz Christina V.⁵,Stoltzfus Jon R.¹

Affiliation:

1. Department of Biochemistry and Molecular Biology, Michigan State University, 603 Wilson Road, East Lansing, Michigan 48824

2. Department of Chemistry, Michigan State University, 578 South Shaw Lane, East Lansing, Michigan 48824

3. Department of Plant Biology, Michigan State University, 612 Wilson Road, East Lansing, Michigan 48824

4. EPFL, the Swiss Federal Institute of Technology in Lausanne, 1015 Lausanne, Switzerland

5. Department of Teacher Education, Michigan State University, 620 Farm Lane, East Lansing, Michigan 48824

Abstract

Constructing Mechanistic Explanations (MEs) can help students elucidate complex phenomenon using disciplinary core ideas. Using student explanations from biology and chemistry courses, we examined relationships among MEs at different scales. Constructing MEs at smaller scales and including molecular scale factors correlated to MEs at larger scales.

Publisher

American Society for Cell Biology (ASCB)

Reference57 articles.

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2. Students’ Framings and Their Participation in Scientific Argumentation

3. Putting the Pieces Together: Student Thinking about Transformations of Energy and Matter