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• W230550615 abstract "How do you think your students would respond to the 13 statements in Figure 1 (pp. 68-69)? We administered these items to 605 undergraduate students from September 2004 to September 2005. The students were enrolled in teacher-education programs at two institutions in the midwest and were asked to take the test as a course assignment. Students responded to each item by choosing or and then were asked to provide a written explanation for the answer. At the end of the quiz, students were provided with answers, explanations, and their overall response percentage (60%), which was based only on their true or false answers, not their explanations. However, for our analyses, in order to receive a correct response to a specific item, students were required to provide an acceptable written explanation to support their true or false answer. Figure 1 displays an acceptable response to each of the 13 items. After our analyses, the average response for the 13 items was 55%. These items are part of a larger test known as the Science Beliefs Quiz, which contains items related to biology, physical science, and Earth/ space science. The entire test is available free to teachers on the internet (www2.oakland.edu/secure/sbquiz) and consists of 47 declarative statements that were taken from either the National Science Education Standards (NRC 1996) or previous studies involving various or alternative conceptions in science. Figure 1 indicates the source for each of the 13 biology items. (Note: The complete information about the development, piloting, reliability, and validity of this test can be found in What are they thinking? The development and use of an instrument that identifies science misconceptions [Stein, Barman, and Larrabee 2007].) Examining students' ideas about biology concepts When respondent explanations were analyzed for all the items, with the exception of item 1, the response rate (including the true/false responses and written responses) was lower than the true/false response rate alone. In fact, significant differences existed between 11 of the 13 items when the true/false combined with written explanations were compared with only the true/false responses (Stein and Barman 2007). In many cases, the written explanations revealed alternative ideas and regarding a specific biology concept. This indicates how important it is to have students explain their reasoning when one is trying to determine their level of understanding. As we examined the written responses, we found that students' responses to the items about cells (item 10) and reproduction (items 11 and 12) were generally consistent with current scientific thinking. However, our analysis of other items uncovered several misconceptions. For example, for the items dealing with plant growth (items 1-4), it was apparent that students had some notion that plants use certain gases, but it was also clear that there was confusion about photosynthesis and respiration. For instance, several students thought plants used oxygen for photosynthesis. In addition, several students thought sunlight and soil were needed for seed germination, and a few students considered artificial fertilizer essential for plant growth. The items about interrelationships among organisms (items 5-7) revealed several misconceptions. The majority of responses indicated that students thought animals were not dependent on plants. Students wrote that animals were carnivores and, therefore, do not need plants. Some also thought that animals only needed plants for shelter. Over half of the students did not realize that the arrows of a food chain symbolize energy transfer. Instead, students thought the arrows indicated only what eats what. Items 8 and 9 dealt with questions about vertebrate and invertebrate animals. Many students had difficulty with the idea that the animal kingdom is composed of a great diversity of organisms. …" @default.
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• W230550615 date "2008-03-01" @default.
• W230550615 modified "2023-09-27" @default.
• W230550615 title "Assessing Basic Knowledge in Biology" @default.
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