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50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ630093
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0036-8326
Understanding Students' Explanations of Biological Phenomena: Conceptual Frameworks or P-Prims?
Southerland, Sherry A.; Abrams, Eleanor; Cummins, Catherine L.; Anzelmo, Julie
Science Education, v85 n4 p328-48 Jul 2001
Explores two differing perspectives of the nature of students' biological knowledge structures, conceptual frameworks, and phenomenological primitives (p-prims). Indicates that although a more prevalent description of student conceptions could not be discounted, p-prim of need as rationale for change was found to offer useful description of knowledge frameworks. Discusses difficulties endemic to the use of biology for basic knowledge structures. (Contains 33 references.) (Author/ASK)
Descriptors: Biology, Cognitive Structures, Educational Change, Science Education, Secondary Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A