Improving Student Understanding of Randomness and Probability to Support Learning About Evolution

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Standard

Improving Student Understanding of Randomness and Probability to Support Learning About Evolution. / Harms, Ute; Fiedler, Daniela.

Evolution Education Re-considered: Understanding What Works. Springer, 2019. s. 271-283.

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Harvard

Harms, U & Fiedler, D 2019, Improving Student Understanding of Randomness and Probability to Support Learning About Evolution. i Evolution Education Re-considered: Understanding What Works. Springer, s. 271-283. https://doi.org/10.1007/978-3-030-14698-6_15

APA

Harms, U., & Fiedler, D. (2019). Improving Student Understanding of Randomness and Probability to Support Learning About Evolution. I Evolution Education Re-considered: Understanding What Works (s. 271-283). Springer. https://doi.org/10.1007/978-3-030-14698-6_15

Vancouver

Harms U, Fiedler D. Improving Student Understanding of Randomness and Probability to Support Learning About Evolution. I Evolution Education Re-considered: Understanding What Works. Springer. 2019. s. 271-283 https://doi.org/10.1007/978-3-030-14698-6_15

Author

Harms, Ute ; Fiedler, Daniela. / Improving Student Understanding of Randomness and Probability to Support Learning About Evolution. Evolution Education Re-considered: Understanding What Works. Springer, 2019. s. 271-283

Bibtex

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title = "Improving Student Understanding of Randomness and Probability to Support Learning About Evolution",

abstract = "Evolution is the central, unifying, and overarching theme in biology. Nevertheless, researchers have consistently reported that students face conceptual difficulties with their understanding. In particular, those aspects of evolution that are strongly related to abstract concepts like randomness and probability, so-called threshold concepts, are misunderstood. We conducted two studies to test the hypothesis that one central problem of understanding evolution is the comprehension of the abstract concepts of randomness and probability. In the first study, we analyzed the relationships of students{\textquoteright} understanding of randomness and probability with their understanding of evolution. Additionally, three interventions were applied to train students{\textquoteright} understanding of randomness: an animation, a text on randomness, and mathematical tasks. German university students participated in a quasi-experimental pretest-posttest intervention study. Data from the pretest show a significant positive correlation between understanding the concept of randomness and understanding the concept of evolution. In the second study, we focused on developing an instrument to measure students{\textquoteright} understanding of randomness and probability.",

author = "Ute Harms and Daniela Fiedler",

note = "Publisher Copyright: {\textcopyright} Springer Nature Switzerland AG 2019.",

year = "2019",

month = jan,

day = "1",

doi = "10.1007/978-3-030-14698-6_15",

language = "English",

isbn = "9783030146979",

pages = "271--283",

booktitle = "Evolution Education Re-considered",

publisher = "Springer",

address = "Switzerland",

}

RIS

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T1 - Improving Student Understanding of Randomness and Probability to Support Learning About Evolution

AU - Harms, Ute

AU - Fiedler, Daniela

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Evolution is the central, unifying, and overarching theme in biology. Nevertheless, researchers have consistently reported that students face conceptual difficulties with their understanding. In particular, those aspects of evolution that are strongly related to abstract concepts like randomness and probability, so-called threshold concepts, are misunderstood. We conducted two studies to test the hypothesis that one central problem of understanding evolution is the comprehension of the abstract concepts of randomness and probability. In the first study, we analyzed the relationships of students’ understanding of randomness and probability with their understanding of evolution. Additionally, three interventions were applied to train students’ understanding of randomness: an animation, a text on randomness, and mathematical tasks. German university students participated in a quasi-experimental pretest-posttest intervention study. Data from the pretest show a significant positive correlation between understanding the concept of randomness and understanding the concept of evolution. In the second study, we focused on developing an instrument to measure students’ understanding of randomness and probability.

AB - Evolution is the central, unifying, and overarching theme in biology. Nevertheless, researchers have consistently reported that students face conceptual difficulties with their understanding. In particular, those aspects of evolution that are strongly related to abstract concepts like randomness and probability, so-called threshold concepts, are misunderstood. We conducted two studies to test the hypothesis that one central problem of understanding evolution is the comprehension of the abstract concepts of randomness and probability. In the first study, we analyzed the relationships of students’ understanding of randomness and probability with their understanding of evolution. Additionally, three interventions were applied to train students’ understanding of randomness: an animation, a text on randomness, and mathematical tasks. German university students participated in a quasi-experimental pretest-posttest intervention study. Data from the pretest show a significant positive correlation between understanding the concept of randomness and understanding the concept of evolution. In the second study, we focused on developing an instrument to measure students’ understanding of randomness and probability.

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