Understanding Randomness and its Impact on Student Learning: Lessons Learned from Building the Biology Concept Inventory (BCI)
Understanding Randomness and its Impact on Student Learning: Lessons Learned from Building the Biology Concept Inventory (BCI)
复制标题
DOI：
10.1187/cbe.07-08-0063
复制
发表时间：
2008-06-01
影响因子：
3.7
通讯作者：
Klymkowsky, Michael W.
中科院分区：
文献类型：
--
作者：
Garvin-Doxas, Kathy;Klymkowsky, Michael W.
在研究学生对生物学概念清单（BCI; http://bioliteracy.net）的发展的假设时，我们发现，学生在分子和进化生物学中遇到的各种困难似乎是基于对随机过程的根深蒂固的，而且往往未得到解决的误解。数据是基于500多个开放式（主要是）大学生的反应，在线提交并通过我们的艾德的工具系统进行分析，连同28个主题和思考大声采访的学生，以及学生在入门和高级课程的BCI问题的反应。学生们认为随机过程是低效的，而生物系统是非常有效的。因此，他们很快就能对从扩散到进化的各种过程提出自己的合理解释。这些理性的解释几乎总是求助于一个驱动程序，即。例如，在一个实施例中，进化中的自然选择或分子生物学中的浓度梯度，只有当驱动因素存在时，这个过程才会发生，当驱动因素不存在时，这个过程就会停止。例如，大多数学生认为扩散只有在浓度梯度存在时才会发生，而改变生物体的突变过程只有在自然选择压力下才会发生。人们几乎完全没有认识到，随机过程随时都在发生，而且可能导致复杂的、往往是违反直觉的行为。即使是那些有高等或大学物理学的学生，并且可以在这种情况下正确地讨论扩散，也不能转移到生物过程，并且通过多个传统的生物学课程似乎对他们的基本信念几乎没有影响。
While researching student assumptions for the development of the Biology Concept Inventory (BCI; http://bioliteracy.net), we found that a wide class of student difficulties in molecular and evolutionary biology appears to be based on deep-seated, and often unaddressed, misconceptions about random processes. Data were based on more than 500 open-ended (primarily) college student responses, submitted online and analyzed through our Ed's Tools system, together with 28 thematic and think-aloud interviews with students, and the responses of students in introductory and advanced courses to questions on the BCI. Students believe that random processes are inefficient, whereas biological systems are very efficient. They are therefore quick to propose their own rational explanations for various processes, from diffusion to evolution. These rational explanations almost always make recourse to a driver, e. g., natural selection in evolution or concentration gradients in molecular biology, with the process taking place only when the driver is present, and ceasing when the driver is absent. For example, most students believe that diffusion only takes place when there is a concentration gradient, and that the mutational processes that change organisms occur only in response to natural selection pressures. An understanding that random processes take place all the time and can give rise to complex and often counterintuitive behaviors is almost totally absent. Even students who have had advanced or college physics, and can discuss diffusion correctly in that context, cannot make the transfer to biological processes, and passing through multiple conventional biology courses appears to have little effect on their underlying beliefs.