THE EFFECTS OF INSTRUCTION ON COLLEGE NONMAJORS CONCEPTIONS OF RESPIRATION AND PHOTOSYNTHESIS
THE EFFECTS OF INSTRUCTION ON COLLEGE NONMAJORS CONCEPTIONS OF RESPIRATION AND PHOTOSYNTHESIS
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DOI：
10.1002/tea.3660270806
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发表时间：
1990-11-01
影响因子：
4.6
通讯作者：
DUBAY, J
中科院分区：
文献类型：
--
作者：
ANDERSON, CW;SHELDON, TH;DUBAY, J
对某高校非理科专业生物学课程的学生在授课前后进行了呼吸和光合作用概念测试。尽管大多数学生至少已经学了一整年的生物学，但严重的误解仍然存在。大多数学生给出的呼吸作用、光合作用和食物的定义与生物学家普遍接受的定义明显不同。这些不正确的定义与对植物和动物功能的更根本的误解有关。大多数学生无法解释动物细胞如何利用食物或氧气。他们把植物理解为与动物大致相似，通过根而不是嘴摄取食物。以前的生物教学似乎既没有提高学生在预测试中的表现，也没有让他们在课程中掌握这些概念。课程指导确实提高了学生的理解，但许多学生仍然存在误解。这些结果提出了关于当前高中和大学生物课程的课程和教学有效性的基本问题。
Students in a college nonscience majors' biology course took tests designed to reveal their conceptions of respiration and photosynthesis before and after course instruction. Even though most students had taken at least a full year of biology, serious misconceptions persisted. Most students gave definitions of respiration, photosynthesis, and food which were markedly different from those generally accepted by biologists. These incorrect definitions were associated with more fundamental misunderstandings about how plants and animals function. Most students could not explain how animal cells use either food or oxygen. They understood plants as vaguely analogous to animals, taking in food through their roots instead of mouths. Previous biology instruction seemed neither to improve student performance on the pretest nor to prepare them to master these conceptions during the course. Course instruction did improve student's understanding, but misconceptions persisted for many students. These results raise fundamental questions about the effectiveness of curriculum and instruction in current high school and college biology courses.