Titlebook: Knowledge Acquisition, Organization, and Use in Biology; Proceedings of the N Kathleen M. Fisher,Michael R. Kibby Conference proceedings 19

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bourgeois

Retrospective Causal Reasoning (RCR) in Biology,tion. Special features of the life sciences are described under the four commonplaces, namely, subject matter (e.g., explanations, the world of micro); student (e.g., scientific literacy, alternative frameworks and conceptions); teachers (e.g., content specific pedagogy); and the milieu (e.g., outdoors, laboratory, Science Technology Society).

Jogging

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Chauvinistic

Intuitive

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Knowledge Acquisition, Organization, and Use in Biology978-3-642-61047-9Series ISSN 0258-1248

類人猿

0258-1248 ience education researchers think about learning and understanding represent a major paradigm shift. In this book, international leaders in the field of biology education research give summaries of problems and solutions in biology learning and teaching at various grade levels. Based on a NATO works

無思維能力

Darwinian and Lamarckian Models Used by Students and Their Representation,per focuses on the different conceptions that make part of the frameworks used for explaining biological change, and the way they are related or structured. These relations are represented here as conceptual maps, intended to be used as tools in instruction and teacher training.

等級的上升

A Folding Model of Concept Genesis and Its Application to Teaching Biology,nce in time; Ebbinghaus), and subsequent secondary folding of the ‘chain’ by means of logical relations between similar events. Consequent application of this model to teaching leads to ‘zigzag learning’, which will be explained here as a successful method of concept formation in biology courses.