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Introductory Biology Students’ Conceptual Models and Explanations of the Origin of Variation
Published Online:13 Oct 2017https://doi.org/10.1187/cbe.14-02-0020
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Submitted: 4 February 2014
Revised: 5 June 2014
Accepted: 5 June 2014
© 2014 E. Bray Speth et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).
We are very thankful to several collaborators. Diane Ebert-May and Sara Wyse collaborated in developing instruction and assessments for the course. Joe Dauer and Sara Wyse participated in group discussion and refinement of the grounded rubric, including the portion we applied in this study. We thank Laurie Russell, two anonymous reviewers, and members of the Bray Speth lab for critically reviewing the manuscript. This article is based on work supported in part by the National Science Foundation (NSF) under grants DUE-0736928 and DRL-0910278 (T.L., principal investigator). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.
