Students’ model-based explanations about natural selection and antibiotic resistance through socio-scientific issues-based learning
Students’ model-based explanations about natural selection and antibiotic resistance through socio-scientific issues-based learning
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学生通过基于社会科学问题的学习对自然选择和抗生素耐药性进行基于模型的解释
DOI：
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发表时间：
2019
影响因子：
2.3
通讯作者：
T. Sadler
中科院分区：
文献类型：
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作者：
Amanda Peel;Laura Zangori;Patricia J. Friedrichsen;E. Hayes;T. Sadler
摘要抗生素耐药性（ABR）是当代社会科学的重大问题。为了进行关于ABR的明智推理，学生需要了解自然选择。设计并实施了一个二级科学单元，结合基于问题的方法和基于模型的推理，向学生讲授自然选择和ABR。这个顺序的解释性混合方法研究探讨了学生的自然选择的解释。学生创建基于模型的解释（MBE）ABR和口头解释广义自然选择在半结构化的采访。学生在自然选择内容上的MBE显著增加，对自然选择和ABR的误解显著减少。然而，学生对广义自然选择的解释与ABR解释不同。当解释广义自然选择时，学生们努力将突变作为初始变异的原因，而当解释ABR时，学生们通常在选择压力之后这样做。定性分析表明，学生正确解释ABR或正确解释广义自然选择，但没有正确解释两者。那些理解ABR的学生很难将他们的理解应用到ABR以外的环境中。本研究揭示了学生自然选择观念的语境差异，并为自然选择教学提供了启示。虽然ABR是一个令人信服的问题，情境化自然选择指令，它可能是有问题的。
ABSTRACT Antibiotic resistance (ABR) is a significant contemporary socio-scientific issue. To engage in informed reasoning about ABR, students need to understand natural selection. A secondary science unit was designed and implemented, combining an issues-based approach and model-based reasoning, to teach students about natural selection and ABR. This sequential explanatory mixed methods study explored students’ explanations of natural selection. Students created model-based explanations (MBEs) about ABR and verbally explained generalised natural selection during semi-structured interviews. Students’ MBEs significantly increased in natural selection content, and misconceptions about natural selection and ABR significantly decreased after the unit. However, students’ explanations of generalised natural selection differed from ABR explanations. Students struggled to include mutation as the cause of initial variation when explaining generalised natural selection, whereas students included mutation when explaining ABR but often did so after selection pressure. Qualitative analysis indicated students correctly explained ABR or correctly explained generalised natural selection, but none correctly explained both. Students who did understand ABR struggled to apply their understanding to a context other than ABR. This study demonstrates contextual differences in students’ natural selection ideas and provides implications for natural selection instruction. While ABR is a compelling issue to contextualise natural selection instruction, it may be problematic.