ArticleCBE life sciences education2017
University Students' Conceptual Knowledge of Randomness and Probability in the Contexts of Evolution and Mathematics.
Article in CBE life sciences education, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
7 citing papers in PubMed.
- Evidence-based scientific thinking and decision-making in everyday life.Cognitive research: principles and implications · 2024Article
- Understanding Randomness on a Molecular Level: A Diagnostic Tool.CBE life sciences education · 2023Article
- Making Sense of Uncertainty in the Science Classroom: A Bayesian Approach.Science & education · 2022Article
- Article
- Conceptual Characterization of Threshold Concepts in Student Explanations of Evolution by Natural Selection and Effects of Item Context.CBE life sciences education · 2020Article
- Biological Variation as a Threshold Concept: Can We Measure Threshold Crossing?CBE life sciences education · 2019Article
- What Can We Do for Amphibians and Reptiles at Schools? Between Personal Conceptions, Conceptual Change and Students' Pro-Environmental Attitudes.Animals : an open access journal from MDPI · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Students of all ages face severe conceptual difficulties regarding key aspects of evolution-the central, unifying, and overarching theme in biology. Aspects strongly related to abstract "threshold" concepts like randomness and probability appear to pose particular difficulties. A further problem is the lack of an appropriate instrument for assessing students' conceptual knowledge of randomness and probability in the context of evolution. To address this problem, we have developed two instruments,
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.