Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology
Autor: | Mike Arsenault, Kevin M. Bonney, Travis T. Fuchs |
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Rok vydání: | 2021 |
Předmět: |
0303 health sciences
Evidence-based practice Teaching method Reflective practice 030303 biophysics 05 social sciences 050301 education Plan (drawing) Agricultural and Biological Sciences (miscellaneous) Education 03 medical and health sciences Educational research Resource (project management) Concept learning ComputingMilieux_COMPUTERSANDEDUCATION Learning theory Engineering ethics General Agricultural and Biological Sciences 0503 education |
Zdroj: | The American Biology Teacher. 83:5-11 |
ISSN: | 1938-4211 0002-7685 |
Popis: | Students come to science class with many ideas of how the natural world works, some of which do not match the consensus of the scientific community and can lead to misunderstandings. Because a growing body of educational research indicates that these misconceptions can serve as resources for learning, we developed a four-point plan to leverage knowledge of common misconceptions to improve classroom teaching by refining instructional focus, providing opportunities for reflective practice, applying evidence-based practices, and promoting exploration of learning theories. By sharing this plan with our teaching colleagues, we were able to foster a collaborative approach to our and others’ practice. To do this, we compiled a resource bank of common student misconceptions using data collected from the University of Toronto’s National Biology Competition, developed a guide for using this misconception resource bank to promote best teaching practices, then shared this plan with our teaching colleagues in order to foster a collaborative approach to our pedagogy. In this article, we present the resource bank and guide and provide teaching tips that can be applied to a wide array of scientific course types and educational levels. |
Databáze: | OpenAIRE |
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