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Case Study: From Gummy Bears To Celery Stalks: Diffusion And Osmosis, Kevin M. Bonney
Case Study: From Gummy Bears To Celery Stalks: Diffusion And Osmosis, Kevin M. Bonney
Publications and Research
The article describes a case study which interperses information on diffusion and osmosis with content review and knowledge application questions, as well as simple experiment that can be conducted without the use of a laboratory. Topics discussed include biological membranes, the use of gummy bears to demonstrate osmosis and osmosis in animal cells. Also mentioned is osmosis in plants. It notes that the case study was developed for use in an introductory undergraduate biology course.
Species Shout-Outs From Abdul To Zebra: Encouraging Nonmajors To Communicate In The Biology Classroom, Christina P. Colon
Species Shout-Outs From Abdul To Zebra: Encouraging Nonmajors To Communicate In The Biology Classroom, Christina P. Colon
Publications and Research
No abstract provided.
Measuring Knowledge Of Natural Selection: A Comparison Of The C.I.N.S., An Open-Response Instrument, And An Oral Interview, Ross Nehm, Irvin Sam Schonfeld
Measuring Knowledge Of Natural Selection: A Comparison Of The C.I.N.S., An Open-Response Instrument, And An Oral Interview, Ross Nehm, Irvin Sam Schonfeld
Publications and Research
Growing recognition of the central importance of fostering an in-depth understanding of natural selection has, surprisingly, failed to stimulate work on the development and rigorous evaluation of instruments that measure knowledge of it. We used three different methodological tools, the Conceptual Inventory of Natural Selection (CINS), a modified version of Bishop and Anderson's (Bishop and Anderson [1990] Journal of Research in Science Teaching 27: 415-427) open-response test that we call the Open Response Instrument (ORI), and an oral interview derived from both instruments, to measure biology majors' understanding of and alternative conceptions about natural selection. We explored how these instruments …
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Publications and Research
This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers' postcourse preference positions remained unchanged; the majority of science teachers still preferred …