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College Students' Understanding of the Carbon Cycle: Contrasting Principle-Based and Informal Reasoning
Processes that transform carbon (e.g., photosynthesis) play a prominent role in college biology courses. Our goals were to learn about student reasoning related to these processes and provide faculty with tools for instruction and assessment. We created a framework illustrating how carbon-transformi...
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| Published in: | Bioscience 2011-01, Vol.61 (1), p.65-75 |
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| Main Authors: | , , , , |
| Format: | Article |
| Language: | English |
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| cites | cdi_FETCH-LOGICAL-b645t-533b2016dd755bd14a8919e09e5e320476895511252ebf9efae289dd26a070fa3 |
| container_end_page | 75 |
| container_issue | 1 |
| container_start_page | 65 |
| container_title | Bioscience |
| container_volume | 61 |
| creator | Hartley, Laurel M Wilke, Brook J Schramm, Jonathon W D'Avanzo, Charlene Anderson, Charles W |
| description | Processes that transform carbon (e.g., photosynthesis) play a prominent role in college biology courses. Our goals were to learn about student reasoning related to these processes and provide faculty with tools for instruction and assessment. We created a framework illustrating how carbon-transforming processes can be related to one another during instruction by explicitly teaching students to employ principle-based reasoning—using, for example, laws of conservation of energy and matter. Frameworks such as ours may improve biology instruction more effectively than a strategy of cataloging alternate conceptions and addressing them individually. We created four sets of diagnostic question clusters to help faculty at 13 US universities assess students' understanding of carbon-transforming processes from atomic-molecular through ecosystem scales. The percentage of students using principle-based reasoning more than doubled from 12% to 27% after instruction, but 50% of students still poorly used principle-based reasoning in their responses, and 16% exhibited informal reasoning with no attempt to trace matter or energy. |
| doi_str_mv | 10.1525/bio.2011.61.1.12 |
| format | article |
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Our goals were to learn about student reasoning related to these processes and provide faculty with tools for instruction and assessment. We created a framework illustrating how carbon-transforming processes can be related to one another during instruction by explicitly teaching students to employ principle-based reasoning—using, for example, laws of conservation of energy and matter. Frameworks such as ours may improve biology instruction more effectively than a strategy of cataloging alternate conceptions and addressing them individually. We created four sets of diagnostic question clusters to help faculty at 13 US universities assess students' understanding of carbon-transforming processes from atomic-molecular through ecosystem scales. The percentage of students using principle-based reasoning more than doubled from 12% to 27% after instruction, but 50% of students still poorly used principle-based reasoning in their responses, and 16% exhibited informal reasoning with no attempt to trace matter or energy.</description><identifier>ISSN: 0006-3568</identifier><identifier>EISSN: 1525-3244</identifier><identifier>DOI: 10.1525/bio.2011.61.1.12</identifier><identifier>CODEN: BISNAS</identifier><language>eng</language><publisher>Oxford: University of California Press</publisher><subject>Academic Ability ; active teaching ; Atoms ; Biology ; Biosynthesis ; Botany ; Carbon cycle ; Carbon cycle (Biogeochemistry) ; Carbon dioxide ; Climate change ; College Students ; Concept Formation ; Conservation (Concept) ; Conservation laws (Physics) ; conservation of matter and energy ; Core curriculum ; DEPARTMENTS ; Ecology ; Education ; Educational aspects ; Elementary Secondary Education ; Energy ; Energy conservation ; Higher Education ; Inferences ; Learning ; Matter ; misconceptions ; Molecules ; Photosynthesis ; Plants ; Posttests ; Pretests ; Principles ; Reasoning ; respiration ; Science Education ; Science Instruction ; Scientific Literacy ; Scientific Principles ; Students ; United States</subject><ispartof>Bioscience, 2011-01, Vol.61 (1), p.65-75</ispartof><rights>2011 by American Institute of Biological Sciences. All rights reserved. Request permission to photocopy or reproduce article content at the University of California Press's Rights and Permissions Web site at www.ucpressjournals.com/reprintinfo.asp.</rights><rights>2011 by American Institute of Biological Sciences.</rights><rights>COPYRIGHT 2011 University of California Press</rights><rights>COPYRIGHT 2011 University of California Press</rights><rights>Copyright University of California Press Jan 2011</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-b645t-533b2016dd755bd14a8919e09e5e320476895511252ebf9efae289dd26a070fa3</citedby><cites>FETCH-LOGICAL-b645t-533b2016dd755bd14a8919e09e5e320476895511252ebf9efae289dd26a070fa3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/861492013/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$H</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/861492013?pq-origsite=primo$$EHTML$$P50$$Gproquest$$H</linktohtml><link.rule.ids>314,780,784,21378,21394,27924,27925,33611,33612,33877,33878,43733,43880,74221,74397</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ921101$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hartley, Laurel M</creatorcontrib><creatorcontrib>Wilke, Brook J</creatorcontrib><creatorcontrib>Schramm, Jonathon W</creatorcontrib><creatorcontrib>D'Avanzo, Charlene</creatorcontrib><creatorcontrib>Anderson, Charles W</creatorcontrib><title>College Students' Understanding of the Carbon Cycle: Contrasting Principle-Based and Informal Reasoning</title><title>Bioscience</title><addtitle>BioScience</addtitle><description>Processes that transform carbon (e.g., photosynthesis) play a prominent role in college biology courses. Our goals were to learn about student reasoning related to these processes and provide faculty with tools for instruction and assessment. We created a framework illustrating how carbon-transforming processes can be related to one another during instruction by explicitly teaching students to employ principle-based reasoning—using, for example, laws of conservation of energy and matter. Frameworks such as ours may improve biology instruction more effectively than a strategy of cataloging alternate conceptions and addressing them individually. We created four sets of diagnostic question clusters to help faculty at 13 US universities assess students' understanding of carbon-transforming processes from atomic-molecular through ecosystem scales. 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| ispartof | Bioscience, 2011-01, Vol.61 (1), p.65-75 |
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| subjects | Academic Ability active teaching Atoms Biology Biosynthesis Botany Carbon cycle Carbon cycle (Biogeochemistry) Carbon dioxide Climate change College Students Concept Formation Conservation (Concept) Conservation laws (Physics) conservation of matter and energy Core curriculum DEPARTMENTS Ecology Education Educational aspects Elementary Secondary Education Energy Energy conservation Higher Education Inferences Learning Matter misconceptions Molecules Photosynthesis Plants Posttests Pretests Principles Reasoning respiration Science Education Science Instruction Scientific Literacy Scientific Principles Students United States |
| title | College Students' Understanding of the Carbon Cycle: Contrasting Principle-Based and Informal Reasoning |
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