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摘要翻译：
有效教学的一个关键是对学生对所学学科的思维和隐含假设的认识和准确理解。在缺乏与学生广泛的苏格拉底互动的情况下，评估学生思维的一种策略涉及使用概念清单(CIs)。CIs是典型的多项选择评估，建立在对学生思维和语言的研究基础上，旨在揭示与某一学科特定方面有关的常见误解和隐含假设的存在。在这里，我们描述了开放源码生物概念仪器(BCI)，一个诊断，多项选择的仪器，旨在为指导者提供一个初步的地图，在分子水平生物学的一些基本想法。我们描述了它的设计背后的策略，它所基于的研究，项目的构建，以及它作为一种手段来揭示和解决持续的和经常未被认识到的概念障碍的可能用途。
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英文标题：
《Biological Concepts Instrument (BCI): A diagnostic tool for revealing
student thinking》
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作者：
Michael W. Klymkowsky, Sonia M. Underwood, R. Kathleen Garvin-Doxas
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最新提交年份：
2010
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分类信息：
一级分类：Quantitative Biology 数量生物学
二级分类：Other Quantitative Biology 其他定量生物学
分类描述：Work in quantitative biology that does not fit into the other q-bio classifications
不适合其他q-bio分类的定量生物学工作
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英文摘要：
A key to effective teaching is an awareness and accurate understanding of the thinking and implicit assumptions that students bring to the subject to be learned. In the absence of extensive Socratic interactions with students, one strategy to assess student thinking involves the use of concept inventories (CIs). CIs are typically multiple-choice assessments, constructed based on research into student thinking and language, and designed to reveal the presence of common misconceptions and implicit assumptions pertaining to a particular facet of a subject. Here we describe the open-source Biological Concepts Instrument (BCI), a diagnostic, multiple-choice instrument designed to provide instructors with a preliminary map of a number of basic ideas in molecular level biology. We describe the strategy behind its design, the research upon which it is based, item construction, and its possible uses as a means to reveal and address persistent and often unrecognized conceptual obstacles.
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PDF链接：
https://arxiv.org/pdf/1012.4501
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