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Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology
written by
Michael Klymkowsky, Rachel Gheen, and Kathy Garvin-Doxas
There is widespread concern about the level of scientific literacy in the U. S. An important, although often overlooked, point, is that student learning is generally only a good as the assessments used to measure it. Unfortunately, most assessments measure recall and recognition rather than conceptual understanding, and as a result over-estimate levels of scientific literacy. We have encountered this fact during the construction of the Biology Concept Inventory (BCI). Using the concept of diffusion, which is taught in a wide range of introductory biology, chemistry, and physics courses, as an exemplar, we describe lessons learned and strategies we use to create questions that better probe student understanding.
Physics Education Research Conference 2006
Part of the PER Conference Invited Paper series Syracuse, New York: July 26-27, 2006 Volume 883, Pages 3-6
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=5249">Klymkowsky, M, R. Gheen, and K. Garvin-Doxas. "Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology." Paper presented at the Physics Education Research Conference 2006, Syracuse, New York, July 26-27, 2006.</a>
AIP Format
M. Klymkowsky, R. Gheen, and K. Garvin-Doxas, , presented at the Physics Education Research Conference 2006, Syracuse, New York, 2006, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=5249&DocID=3502).
AJP/PRST-PER
M. Klymkowsky, R. Gheen, and K. Garvin-Doxas, Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology, presented at the Physics Education Research Conference 2006, Syracuse, New York, 2006, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=5249&DocID=3502>.
APA Format
Klymkowsky, M., Gheen, R., & Garvin-Doxas, K. (2006, July 26-27). Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology. Paper presented at Physics Education Research Conference 2006, Syracuse, New York. Retrieved October 11, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=5249&DocID=3502
Chicago Format
Klymkowsky, M, R. Gheen, and K. Garvin-Doxas. "Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology." Paper presented at the Physics Education Research Conference 2006, Syracuse, New York, July 26-27, 2006. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=5249&DocID=3502 (accessed 11 October 2024).
MLA Format
Klymkowsky, Michael, Rachel Gheen, and Kathy Garvin-Doxas. "Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology." Physics Education Research Conference 2006. Syracuse, New York: 2006. 3-6 Vol. 883 of PER Conference Invited Paper. 11 Oct. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=5249&DocID=3502>.
BibTeX Export Format
@inproceedings{
Author = "Michael Klymkowsky and Rachel Gheen and Kathy Garvin-Doxas",
Title = {Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology},
BookTitle = {Physics Education Research Conference 2006},
Pages = {3-6},
Address = {Syracuse, New York},
Series = {PER Conference Invited Paper},
Volume = {883},
Month = {July 26-27},
Year = {2006}
}
Refer Export Format
%A Michael Klymkowsky %A Rachel Gheen %A Kathy Garvin-Doxas %T Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology %S PER Conference Invited Paper %V 883 %D July 26-27 2006 %P 3-6 %C Syracuse, New York %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=5249&DocID=3502 %O Physics Education Research Conference 2006 %O July 26-27 %O application/pdf
EndNote Export Format
%0 Conference Proceedings %A Klymkowsky, Michael %A Gheen, Rachel %A Garvin-Doxas, Kathy %D July 26-27 2006 %T Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology %B Physics Education Research Conference 2006 %C Syracuse, New York %V 883 %P 3-6 %S PER Conference Invited Paper %8 July 26-27 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=5249&DocID=3502 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology:Know of another related resource? Login to relate this resource to it. |
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