Exemplification in Undergraduate Biology: Dominant Images and Their Impact on Student Acquisition of Conceptual Knowledge

被引：1
|
作者：
Oliveira A.W. [1 ]
Johnston E. [2 ]
Brown A.O. [2 ,3 ]
机构：
[1] Educational Theory and Practice Department, State University of New York, 1400 Washington Ave., ED 113B, Albany, 12222, NY
[2] Department of Biology, Faculty of Science, University of Ottawa, Ottawa, K1N 6N5, ON
[3] Faculty of Education, University of Ottawa, Ottawa, K1N 6N5, ON
来源：
Canadian Journal of Science, Mathematics and Technology Education | 2018年 / 18卷 / 4期
关键词：
Animal behavior; Biology examples; Dominant images; Undergraduate biology;
D O I：
10.1007/s42330-018-0017-0
中图分类号：
学科分类号：
摘要：
Striving to better understand exemplification, this study examines the types of animal behavior references (anthropomorphic/non-anthropomorphic) and taxonomic groups featured in the examples given by an undergraduate biology instructor during a semester-long course. It is reported that instruction was dominated by anthropomorphic examples of mammals and birds. Further, these dominant examples were found to bias the conceptual knowledge acquired by students who showed a tendency to conceive of nonhuman conduct in terms of mammalian and avian action. It is argued that extending biological exemplification practices beyond mammals and birds is essential to help students develop deep conceptual knowledge and an unbiased appreciation of life. © 2018, Ontario Institute for Educational Studies (OISE).
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页码：313 / 329
页数：16
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