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A curricular intervention was developed using research-based design principles and tested with eighth-grade teachers and students in Spring 2013. Teachers were assigned to implement or continue existing materials, then pre/posttests were analyzed using Rasch and hierarchical linear modeling. 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Herrmann-Abell,* Mary Koppal, and Jo Ellen Roseman  \nProject 2061, American Association for the Advancement of Science, Washington, DC 20005  \nABSTRACT  \nModern biology has become increasingly molecular in nature, requiring students to understand basic chemical concepts. Studies show, however, that many students fail to grasp ideas about atom rearrangement and conservation during chemical reactions or the application of these ideas to biological systems. To help provide students with a better foundation, we used research-based design principles and collaborated in the development of a curricular intervention that applies chemistry ideas to living and nonliving contexts. Six eighth grade teachers and their students participated in a test of the unit during the Spring of 2013. Two of the teachers had used an earlier version of the unit the previous spring. The other four teachers were randomly assigned either to implement the unit or to continue teaching the same content using existing materials. Pre-and posttests were administered, and the data were analyzed using Rasch modeling and hierarchical linear modeling. The results showed that, when controlling for pretest score, gender, language, and ethnicity, students who used the curricular intervention performed better on the posttest than the students using existing materials. Additionally, students who participated in the intervention held fewer misconceptions. These results demonstrate the unit’s promise in improving students’ understanding of the targeted ideas.  \nINTRODUCTION  \nWhile all of science has become more interdisciplinary in nature, modern biology is perhaps the most integrative. Cutting-edge research in biology requires knowledge and expertise from physics, chemistry, computer science, engineering, and mathematics to pursue answers to some of society’s most challenging problems of food, energy, health, and climate (National Research Council [NRC], 2009) . A more integrated approach to science teaching and learning is also central to recommendations in the NRC’s (2012) A Framework for K–12 Science Education (Framework) and in the Next Generation Science Standards (NGSS; NGSS Lead States, 2013), which is based on the Framework. Envisioning a progression of learning across three dimensions: 1) disciplinary core ideas, 2) science and engineering practices, and 3) crosscutting concepts. These documents call for students to develop an integrated understanding of core ideas from physical, life, and earth sciences and engineering and ideas that transcend disciplinary boundaries and be able to use them along with science and engineering practices to make sense of phenomena and solve problems across these disciplines.  \nIntegration of the three dimensions of science learning presents multiple challenges to curriculum developers and teachers alike, not least of which are the persistent problems that many students have in applying basic physical science ideas about chemical reactions to phenomena that occur in life science contexts (Anderson et al., 1990; Marmaroti and Galanopoulou, 2006) . Students’ misconceptions about these phenomena have been well documented in the science education research literature, as reviewed by Driver et al. (1985), Driver et al. (1994), Andersson (1990), and  \nHannah Sevian, Monitoring Editor Submitted March 4, 2016; Revised June 6, 2016; Accepted June 11, 2016  \nCBE Life Sci Educ December 1, 2016 15:ar74  \nDOI:10 .1187/cbe.16-03-0112  \nConflict of interest statement: The authors of this paper were involved in the development of the Toward High School Biology unit referenced in this study. No promotion of this curriculum to the exclusion of other similar products should be construed.  \n*Address correspondence to: Cari F.  \nHerrmann-Abell ([cabell@aaas.org](cabell@aaas.org)) .  \n© 2016 C. F. Herrm","cbCaiu1CztBo2bZB","https://ap.wps.com/l/cbCaiu1CztBo2bZB","pdf",1453047,21,"English","# Abstract\n# Introduction\n## Interdisciplinary foundations in biology education\n## Challenges in applying chemistry ideas to life science contexts\n## Limits of existing curricular materials","[{\"question\":\"What problem does the study address about students’ understanding of chemical reactions in biology?\",\"answer\":\"Many students fail to grasp atom rearrangement and conservation of mass during chemical reactions and cannot apply these ideas to biological systems.\"},{\"question\":\"How was the curricular intervention tested in the 2013 Spring unit trial?\",\"answer\":\"Six eighth-grade teachers and their students participated. Teachers were assigned to implement the unit or continue teaching with existing materials, and pre- and posttests were administered.\"},{\"question\":\"What methods were used to analyze the pre/posttest data?\",\"answer\":\"The data were analyzed using Rasch modeling and hierarchical linear modeling, while controlling for pretest score, gender, language, and ethnicity.\"},{\"question\":\"What were the main results for students using the intervention?\",\"answer\":\"Compared with existing materials, students using the intervention scored higher on the posttest and held fewer misconceptions.\"}]","Toward HighSchool Biology - Helping Middle School Students Understand Chemical Reactions and Conservation of Mass in Nonliving and Living Systems | PDF",1792086055,53]