ERIC Number: EJ1044420
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Reference Count: 14
Confronting Scientific Misconceptions by Fostering a Classroom of Scientists in the Introductory Biology Lab
Holding, Matthew L.; Denton, Robert D.; Kulesza, Amy E.; Ridgway, Judith S.
American Biology Teacher, v76 n8 p518-523 Oct 2014
A fundamental component of science curricula is the understanding of scientific inquiry. Although recent trends favor using student inquiry to learn concepts through hands-on activities, it is often unclear to students where the line is drawn between the content and the process of science. This activity explicitly introduces students to the processes of science and allows the classroom to become a scientific community where independent studies are performed, shared, and revised. We designed this activity to be relatively independent of the chosen content, allowing instructors to utilize the presented framework for classes of various disciplines and education levels.
Descriptors: Science Instruction, Scientific Concepts, Misconceptions, Science Laboratories, Biology, Inquiry, Science Process Skills, Science Activities, Active Learning, Science Experiments, College Science, Introductory Courses
University of California Press. 2000 Center Street Suite 303, Berkeley, CA 94704. Tel: 510-643-7154; Fax: 510-642-9917; e-mail: firstname.lastname@example.org; Web site: http://www.ucpressjournals.com/journal.php?j=abt
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A