A hierarchical biology concept framework: a tool for course design.
A hierarchical biology concept framework: a tool for course design.
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DOI：
10.1187/cbe.03-10-0014
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发表时间：
2004-01-01
期刊：
影响因子：
--
通讯作者：
Walker, Graham C
中科院分区：
文献类型：
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作者：
Khodor, Julia;Halme, Dina Gould;Walker, Graham C
典型的本科生物课程涵盖大量概念和细节。我们将生物学概念框架（BCF）的开发描述为组织该材料以加强教学的一种可能方式。我们的 BCF 是分层的，将细节放在上下文中，嵌套相关概念，并阐明对于专家来说本质上显而易见但对于新手来说通常难以掌握的概念。我们的 BCF 也是交叉引用的，强调了概念之间的相互联系。我们发现 BCF 是用于设计、评估和修订课程目标和材料的多功能工具。有人呼吁创建生物学概念清单，这是测试重要生物学概念的多项选择考试，类似于物理学、天文学和化学中的概念。我们认为，研究人员和教育工作者群体必须首先就哪些概念对于测试很重要、以及如何组织这些概念以及该组织如何影响教学达成共识。我们认为，我们的 BCF 可以成为社区范围内关于组织大量生物学概念的讨论的催化剂，作为其他人制定自己的 BCF 的模型，并为创建全面的 BCF 做出贡献。
A typical undergraduate biology curriculum covers a very large number of concepts and details. We describe the development of a Biology Concept Framework (BCF) as a possible way to organize this material to enhance teaching and learning. Our BCF is hierarchical, places details in context, nests related concepts, and articulates concepts that are inherently obvious to experts but often difficult for novices to grasp. Our BCF is also cross-referenced, highlighting interconnections between concepts. We have found our BCF to be a versatile tool for design, evaluation, and revision of course goals and materials. There has been a call for creating Biology Concept Inventories, multiple-choice exams that test important biology concepts, analogous to those in physics, astronomy, and chemistry. We argue that the community of researchers and educators must first reach consensus about not only what concepts are important to test, but also how the concepts should be organized and how that organization might influence teaching and learning. We think that our BCF can serve as a catalyst for community-wide discussion on organizing the vast number of concepts in biology, as a model for others to formulate their own BCFs and as a contribution toward the creation of a comprehensive BCF.