Improving Conceptual Understanding and Representation Skills through Excel-Based Modeling

Autor/inn/en	Malone, Kathy L.; Schunn, Christian D.; Schuchardt, Anita M.
Titel	Improving Conceptual Understanding and Representation Skills through Excel-Based Modeling
Quelle	In: Journal of Science Education and Technology, 27 (2018) 1, S.30-44 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-017-9706-0
Schlagwörter	Concept Formation; Introductory Courses; Biology; Computer Software; Curriculum Development; Standards; Quasiexperimental Design; Instructional Effectiveness; Teaching Methods; High School Students; Pretests Posttests; Misconceptions; Ecology; Scientific Concepts; Science Instruction; Comparative Analysis; Animals + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Einführungskurs; Biologie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Standard; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Missverständnis; Ökologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Animal; Tier; Tiere
Abstract	The National Research Council framework for science education and the Next Generation Science Standards have developed a need for additional research and development of curricula that is both technologically model-based and includes engineering practices. This is especially the case for biology education. This paper describes a quasi-experimental design study to test the effectiveness of a model-based curriculum focused on the concepts of natural selection and population ecology that makes use of Excel modeling tools (Modeling Instruction in Biology with Excel, MBI-E). The curriculum revolves around the bio-engineering practice of controlling an invasive species. The study takes place in the Midwest within ten high schools teaching a regular-level introductory biology class. A post-test was designed that targeted a number of common misconceptions in both concept areas as well as representational usage. The results of a post-test demonstrate that the MBI-E students significantly outperformed the traditional classes in both natural selection and population ecology concepts, thus overcoming a number of misconceptions. In addition, implementing students made use of more multiple representations as well as demonstrating greater fascination for science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01