Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations

CBE Life Sciences Education - Tập 17 Số 1 - Trang ar5 - 2018
Ulrike Wernecke1, Kerstin Schütte2, Julia Schwanewedel1, Ute Harms1
1Department of Biology Education, University of Kiel, 24118 Kiel, Germany
2Department of Educational Research, Leibniz Institute for Science and Mathematics Education (IPN), University of Kiel, 24118 Kiel, Germany

Tóm tắt

Energy is an important concept in all natural sciences, and a challenging one for school science education. Students’ conceptual knowledge of energy is often low, and they entertain misconceptions. Educational research in science and mathematics suggests that learning through depictive representations and learning from errors, based on the theory of negative knowledge, can potentially foster students’ knowledge of abstract concepts such as energy. Thus, we propose here an instructional approach that combines these two strategies to foster conceptual knowledge of energy. It involves inserting an error in a biological energy flow diagram, an error that we derived from two prevalent misconceptions about energy: 1) plants get some of their energy from the soil or 2) energy cycles in an ecosystem. The approach’s effect on students’ conceptual knowledge of energy was tested in an intervention study with pre–post design and 304 ninth grade students (M = 14.79 years). Students who successfully identified and explained the error achieved larger gains in conceptual knowledge than students learning with a correct diagram. Thus, the proposed instructional approach holds promise for improving energy teaching.

Từ khóa


Tài liệu tham khảo

Ametller J., 2002, International Journal of Science Education, 24, 285, 10.1080/09500690110078914

Barman C. R., 1995, International Journal of Science Education, 17, 775, 10.1080/0950069950170608

Baumert J., 2010, American Educational Research Journal, 47, 133, 10.3102/0002831209345157

Beals A. M., 2012, International Journal of Biology Education, 2, 1

Beyer I., 2010, Natura 2. Biologie für Gymnasien

Booth J. L., 2013, Learning and Instruction, 25, 24, 10.1016/j.learninstruc.2012.11.002

Boyes E., 1991, Journal of Biological Education, 25, 209, 10.1080/00219266.1991.9655208

Braun J., 2011, Biologie heute SII

Chabalengula V. M., 2012, International Journal of Science and Mathematics Education, 10, 241, 10.1007/s10763-011-9291-2

Cheng M. M. W., 2015, International Journal of Science Education, 37, 136, 10.1080/09500693.2014.969359

Cohen J., 1960, Educational and Psychological Measurement, 20, 37, 10.1177/001316446002000104

Crisp V., 2006, Educational Research, 48, 139, 10.1080/00131880600732249

Cromley J. G., 2010, Contemporary Educational Psychology, 35, 59, 10.1016/j.cedpsych.2009.10.002

DeBoer G. E., 2014, Journal of Research in Science Teaching, 51, 523, 10.1002/tea.21145

Diakidoy I.-A. N., 2003, Contemporary Educational Psychology, 28, 335, 10.1016/S0361-476X(02)00039-5

Duit R., 1984, Physics Education, 19, 59, 10.1088/0031-9120/19/2/306

Duit R., 2014, Teaching and learning of energy in K–12 education, 67, 10.1007/978-3-319-05017-1_5

Durkin K., 2012, Learning and Instruction, 22, 206, 10.1016/j.learninstruc.2011.11.001

Faul F., 2009, Behavioral Research Methods, 41, 1149, 10.3758/BRM.41.4.1149

Gotwals A. W., 2010, Science Education, 94, 259, 10.1002/sce.20368

Große C. S., 2007, Learning and Instruction, 17, 612, 10.1016/j.learninstruc.2007.09.008

Harms U., 2016, Unterricht Biologie, 411, 2

Heemsoth T., 2014, Instructional Science, 42, 639, 10.1007/s11251-013-9302-5

Heller K. A., 2000, KFT 4–12 +R-Kognitiver Fähigkeits-Test für 4.–12. Klassen, Revision

Joung W., 2006, Applied Psychology, 55, 282, 10.1111/j.1464-0597.2006.00244.x

Kozlovsky D., 1968, Ecology, 49, 48, 10.2307/1933560

Kozma R., 2005, Visualization in science education, 121, 10.1007/1-4020-3613-2_8

Kragten M., 2015, Journal of Biological Education, 49, 91, 10.1080/00219266.2014.888363

Kress G., 1990, Reading images

Lancor R., 2014, International Journal of Science Education, 36, 1, 10.1080/09500693.2012.714512

Landis R. J., 1977, Biometrics, 33, 159, 10.2307/2529310

Leach J., 1996, International Journal of Science Education, 18, 19, 10.1080/0950069960180102

Lin C.-Y., 2003, International Journal of Science Education, 25, 1529, 10.1080/0950069032000052045

Liu X., 2004, Canadian Journal of Science, Mathematics and Technology Education, 4, 43, 10.1080/14926150409556596

Markl J., 2010, Markl Biologie Oberstufe

Mayer R. E., 2011, Handbook of research on learning and instruction, 427, 10.4324/9780203839089

Métioui A., 2016, Journal of Biological Education, 50, 275, 10.1080/00219266.2015.1085427

Needham R., 2014, School Science Review, 96, 74

Nesher P., 1987, For the Learning of Mathematics, 7, 33

Neubrand C., 2016, International Journal of Environmental & Science Education, 11, 6774

Neubrand C., 2017, Journal of Biological Education, 51, 336, 10.1080/00219266.2016.1233129

Opitz S. T., 2015, Research in Science Education, 45, 691, 10.1007/s11165-014-9444-8

Opitz S. T., 2017, Research in Science Education

Organisation for Economic Co-operation and Development, 2010, PISA computer-based assessment of student skills in science

Oser F., 1999, Fehlerwelten. Vom Fehlermachen und Lernen aus Fehlern, 11

Oser F., 2012, Human fallibility. The ambiguity of errors for work and learning, 53, 10.1007/978-90-481-3941-5_4

Oser F., 2005, Lernen ist schmerzhaft. Zur Theorie des negativen Wissens und zur Praxis der Fehlerkultur

Özay E., 2003, Journal of Biological Education, 37, 68, 10.1080/00219266.2003.9655853

Özkan Ö., 2004, Journal of Science Education and Technology, 13, 95, 10.1023/B:JOST.0000019642.15673.a3

Peeck J., 1989, Knowledge acquisition from text and pictures, 263, 10.1016/S0166-4115(08)62159-7

Posner G. J., 1982, Science Education, 66, 211, 10.1002/sce.3730660207

Rapp D. N., 2005, Visualization in science education, 43, 10.1007/1-4020-3613-2_4

Roth W.-M., 2005, Critical graphicacy: Understanding visual representation practices in school science

Ryoo K., 2012, Journal of Research in Science Teaching, 49, 218, 10.1002/tea.21003

10.1187/cbe.12-06-0078

Schnotz W., 2003, Learning and Instruction, 13, 141, 10.1016/S0959-4752(02)00017-8

Smith J. P., 1993, Journal of the Learning Sciences, 3, 115, 10.1207/s15327809jls0302_1

Solomon J., 1983, School Science Review, 65, 225

Stark R., 2011, Learning and Instruction, 21, 22, 10.1016/j.learninstruc.2009.10.001

Steuer G., 2015, Psychological Test and Assessment Modeling, 57, 262

Stoy P. C., 2010, Ecosystem ecology. A new synthesis, 40, 10.1017/CBO9780511750458.004

Tippett C. D., 2010, International Journal of Science and Mathematics Education, 8, 951, 10.1007/s10763-010-9203-x

Trumper R., 1993, International Journal of Science Education, 15, 139, 10.1080/0950069930150203

Trussell G. C., 2006, Ecology, 87, 2979, 10.1890/0012-9658(2006)87[2979:TFOBER]2.0.CO;2

Tsui C.-Y., 2013, Multiple representations in science education, 3, 10.1007/978-94-007-4192-8_1

Van den Broek P., 2008, Applied Cognitive Psychology, 22, 335, 10.1002/acp.1418

Van Heuvelen A., 2001, American Journal of Physics, 69, 184, 10.1119/1.1286662

Weidenmann B., 1989, Knowledge acquisition from text and pictures, 157, 10.1016/S0166-4115(08)62153-6

Wernecke U., 2016, Zeitschrift für Didaktik der Naturwissenschaften, 22, 215, 10.1007/s40573-016-0051-2

Winn W., 1989, Knowledge acquisition from text and pictures, 125, 10.1016/S0166-4115(08)62151-2

Thông tin
Thông tin xuất bản

CBE Life Sciences Education

Tập 17 Số 1

ar5

Thông tin tác giả