Understanding students' explanations of biological phenomena: Conceptual frameworks or p‐prims?

Abstract

Abstract This study explores two differing perspectives of the nature of students' biological knowledge structures, conceptual frameworks, and p‐prims. Students from four grade levels and from three regions of the United States were asked to explain a variety of biological phenomena. Students' responses to the interview probes were analyzed to describe 1) patterns in the nature of students' explanations across grade levels and interview probes, and 2) the consistency of students' explanations across individual interview probes and across the range of probes. The results were interpreted from both perspectives of knowledge structures. While definitive assertions supporting either perspective could not be made, each hypothesis was explored. Although the more prevalent description of student conceptions within a broader conceptual framework could not be discounted, the p‐prim of need as a rationale for change was also found to offer a useful description of knowledge frameworks for this content area. The difficulties endemic to the use of biology for the study of basic knowledge structures are also discussed. © 2001 John Wiley & Sons, Inc. Sci Ed 85: 328–348, 2001.

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