Conceptual understanding of osmosis and diffusion by Australian first-year biology students
Conceptual understanding of osmosis and diffusion by Australian first-year biology students
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澳大利亚生物一年级学生对渗透和扩散的概念理解
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
A. L. Parkinson
中科院分区：
文献类型：
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作者：
Nicole B. Reinke;M. Kynn;A. L. Parkinson
渗透和扩散是生物学一年级学生必不可少的基础概念，因为它们是理解许多生物学课程的关键。然而，由于这些概念的跨学科和抽象性，掌握这些概念可能具有挑战性。即使在最简单的层面上，渗透和扩散也需要学习者想象他们看不到的过程。此外，许多学生刚上大学时对这两个概念的认识有缺陷，这将阻碍相关领域的学习。本研究旨在探讨澳大利亚一所地区大学一年级细胞生物学学生对渗透和扩散的误解。共有767名学生完成了18项渗透与扩散概念评估。从结果中，发现了四个关键的误解：大约一半的参与者认为溶解的物质最终会沉淀在溶液中；大约四分之一的人认为水位会一直保持不变；四分之一的人相信所有的东西都会随着温度的升高而膨胀和收缩；近三分之一的学生认为分子只有在外力的作用下才会运动。在教授一年级学生时，更多地注意识别和纠正常见的误解，这将提高他们对这些概念的概念理解，并有利于他们在随后的科学课程中学习。
Osmosis and diffusion are essential foundation concepts for first-year biology students as they are a key to understanding much of the biology curriculum. However, mastering these concepts can be challenging due to their interdisciplinary and abstract nature. Even at their simplest level, osmosis and diffusion require the learner to imagine processes they cannot see. In addition, many students begin university with flawed beliefs about these two concepts which will impede learning in related areas. The aim of this study was to explore misconceptions around osmosis and diffusion held by first-year cell biology students at an Australian regional university. The 18-item Osmosis and Diffusion Conceptual Assessment was completed by 767 students. From the results, four key misconceptions were identified: approximately half of the participants believed dissolved substances will eventually settle out of a solution; approximately one quarter thought that water will always reach equal levels; one quarter believed that all things expand and contract with temperature; and nearly one third of students believed molecules only move with the addition of external force. Greater attention to identifying and rectifying common misconceptions when teaching first-year students will improve their conceptual understanding of these concepts and benefit their learning in subsequent science subjects.