Bridging the educational research-teaching practice gap
Bridging the educational research-teaching practice gap
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DOI：
10.1002/bmb.20209
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发表时间：
2008-07-01
影响因子：
1.4
通讯作者：
Schoenborn, Konrad J.
中科院分区：
文献类型：
--
作者：
Anderson, Trevor R.;Schoenborn, Konrad J.
多年来，在教育实践中，“概念理解”一词的使用相当松散，倾向于关注一个极其复杂现象的几个方面。在关于概念理解的两部分迷你系列的第一篇文章中，我们描述了专家（与新手）知识的本质，并展示了专家的概念理解在本质上是如何多方面的，需要广泛的认知技能。然后，我们讨论了概念理解的五个方面，这些方面需要具备记忆、整合、转移、类比推理和系统思维等认知技能。我们还认为，作为所有分子生命科学课程的一部分，明确地教授和评估这些理解方面的重要性，以便更好地为学生成为该领域的专家做好准备。本系列的第2部分介绍了可用于促进学生发展多方面概念理解的评估任务的示例。
The term "conceptual understanding" has been used rather loosely over the years in educational practice, with a tendency to focus on a few aspects of an extremely complex phenomenon. In this first article of a two-part miniseries on conceptual understanding, we describe the nature of expert (versus novice) knowledge and show how the conceptual understanding of experts is multifaceted in nature requiring competence in a wide range of cognitive skills. We then discuss five such facets of conceptual understanding that require competence in the cognitive skills of memorization, integration, transfer, analogical reasoning, and system thinking. We also argue for the importance of explicitly teaching and assessing such facets of understanding as part of all molecular life science curricula so as to better prepare our students to become experts in the field. Examples of the assessment tasks that can be used to promote the development of multifaceted conceptual understanding in students are presented in Part 2 of this series.