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Autor/inn/enAvena, Jennifer S.; McIntosh, Betsy B.; Whitney, Oscar N.; Wiens, Ashton; Knight, Jennifer K.
TitelSuccessful Problem Solving in Genetics Varies Based on Question Content
QuelleIn: CBE - Life Sciences Education, 20 (2021) 4, Artikel 51 (18 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1931-7913
DOI10.1187/cbe.21-01-0016
SchlagwörterProblem Solving; Metacognition; Genetics; College Science; Introductory Courses; Undergraduate Students; Questioning Techniques; Expertise; Science Process Skills; Correlation; Error Patterns; Colorado
AbstractProblem solving is a critical skill in many disciplines but is often a challenge for students to learn. To examine the processes both students and experts undertake to solve constructed-response problems in genetics, we collected the written step-by-step procedures individuals used to solve problems in four different content areas. We developed a set of codes to describe each cognitive and metacognitive process and then used these codes to describe more than 1800 student and 149 expert answers. We found that students used some processes differently depending on the content of the question, but reasoning was consistently predictive of successful problem solving across all content areas. We also confirmed previous findings that the metacognitive processes of planning and checking were more common in expert answers than student answers. We provide suggestions for instructors on how to highlight key procedures based on each specific genetics content area that can help students learn the skill of problem solving. (As Provided).
AnmerkungenAmerican Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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