ArticleCBE life sciences education2018
Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions.
Article in CBE life sciences education, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
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Who cites it
14 citing papers in PubMed.
- Spontaneous Anthropocentric Language Use in University Students' Explanations of Biological Concepts Varies by Topic and Predicts Misconception Agreement.CBE life sciences education · 2025Article
- Exploring Student Sensemaking When Engaging with Anomalous Data.CBE life sciences education · 2024Article
- Developing Student Expertise in Evolution: Cognitive Construals Complement Key Concepts in Student Representations.CBE life sciences education · 2024Article
- The Impact of Context on Students' Framing and Reasoning about Fluid Dynamics.CBE life sciences education · 2023Article
- Putting the Pieces Together: Student Thinking about Transformations of Energy and Matter.CBE life sciences education · 2022Article
- Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance.Journal of microbiology & biology education · 2022Article
- Investigating Student Perceptions of Instructor Talk: Alignment with Researchers' Categorizations and Analysis of Remembered Language.CBE life sciences education · 2021Article
- Design and Implementation of a Tool to Assess Students' Understanding of Metabolic Pathways Dynamics and Regulation.CBE life sciences education · 2021Article
- Using Framing as a Lens to Understand Context Effects on Expert Reasoning.CBE life sciences education · 2020Article
- Design-Based Research: A Methodology to Extend and Enrich Biology Education Research.CBE life sciences education · 2020Article
- Leveraging Multiple Analytic Frameworks to Assess the Stability of Students' Knowledge in Physiology.CBE life sciences education · 2020Article
- Cognitive Construal-Consistent Instructor Language in the Undergraduate Biology Classroom.CBE life sciences education · 2019Article
- Exploring Students' Descriptions of Mutation from a Cognitive Perspective Suggests How to Modify Instructional Approaches.CBE life sciences education · 2019Article
- Challenging Cognitive Construals: A Dynamic Alternative to Stable Misconceptions.CBE life sciences education · 2018Article
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2 authors.
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Abstract
In biology education research, it has been common to model cognition in terms of relatively stable knowledge structures (e.g., mental models, alternative frameworks, deeply held misconceptions). For example, John D. Coley and Kimberley D. Tanner recently proposed that many student difficulties in biology stem from underlying cognitive frameworks called cognitive construals ( CBE-Life Sciences Education, 11[3], 209-215 [2012]; CBE-Life Sciences Education, 14[1], ar8 [2015]). They argued that three such frameworks-teleology, anthropocentrism, and essentialism-cause undergraduate students to hold a range of misconceptions about the biological world. Our purpose in this article is to present an alternative perspective that considers student thinking to be dynamic and context sensitive. Using the example of cognitive construals, we argue that a dynamic perspective creates a burden of proof for claims of cognitive stability-to demonstrate that patterns of thinking are indeed stable across contexts. To illustrate our argument, we report on the results of a study designed to explore the stability of students' apparent teleological, anthropocentric, and essentialist thinking. Our results are inconsistent with framework models. We propose instead that response patterns stem from students' context-specific interpretations of the statements, consistent with dynamic models of cognition. Building on these preliminary findings, we discuss the implications of a dynamic view of cognition for biology education research and biology instruction.
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