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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
Subjects Levels Resource Types
Education - Basic Research
- Assessment
= Instruments
- Learning Theory
Other Sciences
- Life Sciences
- Lower Undergraduate
- Reference Material
= Research study
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Formats:
application/pdf
non-digital
Mirror:
http://dx.doi.org/10.1063/1.2508676
Access Rights:
Available by subscription and
Available for purchase
Restriction:
© 2006 American Institute of Physics
DOI:
10.1063/1.2508676
PACSs:
01.40.Ha
01.40.Fk
01.75.+m
Keywords:
PERC 2006, biophysics, conceptual understanding, learning theory
Record Creator:
Metadata instance created June 4, 2007 by Shawn Weatherford
Record Updated:
July 16, 2013 by Lyle Barbato
Last Update
when Cataloged:
January 30, 2007
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
M. Klymkowsky, R. Gheen, and K. Garvin-Doxas, presented at the Physics Education Research Conference 2006, Syracuse, New York, 2006, WWW Document, (http://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, <http://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 April 21, 2014, from http://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. http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5249&DocID=3502 (accessed 21 April 2014).
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. 21 Apr. 2014 <http://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 http://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 http://www.compadre.org/Repository/document/ServeFile.cfm?ID=5249&DocID=3502


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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.

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Avoiding Reflex Responses: Strategies for Revealing Students' Conceptual Understanding in Biology:


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