Academic Journal
Representing Variability: The Case of Life Cycle Diagrams
| العنوان: | Representing Variability: The Case of Life Cycle Diagrams |
|---|---|
| اللغة: | English |
| المؤلفون: | Menendez, David, Mathiaparanam, Olympia N., Liu, David, Seitz, Vienne, Alibali, Martha W., Rosengren, Karl S. |
| المصدر: | CBE - Life Sciences Education. Sep 2020 19(3). |
| الاتاحة: | American 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 |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| تاريخ النشر: | 2020 |
| Sponsoring Agency: | National Science Foundation (NSF) Institute of Education Sciences (ED) |
| Contract Number: | 1760940 R305B150003 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Descriptors: | Biology, Science Instruction, Visual Aids, Scientific Concepts, Standards, Teaching Methods, Learning Processes, Textbooks, Databases, Intuition, Instructional Design, Psychology, Futures (of Society), Genetics, Books |
| DOI: | 10.1187/cbe.19-11-0251 |
| تدمد: | 1931-7913 |
| مستخلص: | Two foundational concepts in biology education are 1) offspring are not identical to their parents, and 2) organisms undergo changes throughout their lives. These concepts are included in both international and U.S. curricular standards. Research in psychology has shown that children often have difficulty understanding these concepts, as they are inconsistent with their intuitive theories of the biological world. Additionally, prior research suggests that diagrams are commonly used in instruction and that their features influence student learning. Given this prior work, we explored the characteristics of life cycle diagrams and discuss possible implications for student learning. We examined 75 life cycle diagrams from books, including five biology or general science textbooks and 25 specialized trade books focusing on biology for children. We also examined 633 life cycle diagrams from a publicly available online database of science diagrams. Most diagrams failed to show any within-species variability. Additionally, many diagrams had perceptually rich backgrounds, which prior research suggests might hinder learning. We discuss how the design characteristics of diagrams may reinforce students' intuitive theories of biology, which might make it difficult for students to understand key biological concepts in the future. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| رقم الانضمام: | EJ1267574 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1931-7913 |
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| DOI: | 10.1187/cbe.19-11-0251 |