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Underpinning science education reform movements in the last 20 years—at all levels and within all disciplines—is an explicit shift in the goals of science teaching from students simply creating a knowledge base of scientific facts to students developing deeper understandings of major con- cepts within a scientific discipline. For example, what use is a detailed working knowledge of the chemical reactions of the Krebs cycle without a deeper understanding of the relation- ship between these chemical reactions of cellular respiration and an organism's need to harvest energy from food? This emphasis on conceptual understanding in science education reform has guided the development of standards and permeates all major science education reform policy docu-

Approaches to Biology Teaching and Learning: Understanding the Wrong Answers—Teaching toward Conceptual Change