Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology

Autor/inn/en	Fuchs, Travis T.; Bonney, Kevin M.; Arsenault, Mike
Titel	Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology
Quelle	In: American Biology Teacher, 83 (2021) 1, S.5-11 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Science Instruction; Biochemistry; College Science; Cytology; Misconceptions; Scientific Concepts; Concept Formation; Teacher Collaboration; Teaching Methods; Learning Processes; College Faculty; Shared Resources and Services; Reflection; Evidence Based Practice; Learning Theories + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biochemie; Zytologie; Missverständnis; Concept learning; Begriffsbildung; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Fakultät; Gemeinwirtschaft; Learning theory; Lerntheorie
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01