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An Exploration of Biological Concept Formation in the Classroom

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Biology Education for Social and Sustainable Development

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Abstract

This experiment explores biological concept formation in the classroom by means of the hypothesis testing model. The results suggest firstly, the character of biological concept formation begins at a higher level, grows slowly and then oscillates on a plateau, without the phenomena of mutative process, secondly the inquiry model of instruction is relatively more efficient in concept learning, and thirdly, there may be a threshold for concept learning.

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Author information

Authors and Affiliations

  1. School of Life Science, Jiangxi Normal University, Nanchang, P.R., China

    Baojun Yao

  2. Sanming College, Fujian, P.R., China

    Yuhong Huang

Authors
  1. Baojun Yao
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  2. Yuhong Huang
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Editor information

Editors and Affiliations

  1. University of Victoria, Canada

    Mijung Kim

  2. National Institute of Education, Nanyang Technological University, Singapore

    C. H. Diong

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© 2012 Sense Publishers

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Yao, B., Huang, Y. (2012). An Exploration of Biological Concept Formation in the Classroom. In: Kim, M., Diong, C.H. (eds) Biology Education for Social and Sustainable Development. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-927-5_29

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