Volltext herunterladen
(916.6 KB)
Zitationshinweis
Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):
https://nbn-resolving.org/urn:nbn:de:0168-ssoar-132613
Export für Ihre Literaturverwaltung
On the roots of difficulties in learning about cell division - process-based analysis of students' conceptual development in teaching experiments
[Zeitschriftenartikel]
Abstract Empirical investigations on students' conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students' difficulties in learning this topic and to study the impact of learning... mehr
Empirical investigations on students' conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students' difficulties in learning this topic and to study the impact of learning activities on students' conceptions. Using the Model of Educational Reconstruction, a four-phase design was carried out. First there was the clarification of science subject matter. Secondly, students' conceptions were investigated, and finally, the learning activities were designed. An evaluation of these learning activities was carried out using five teaching experiments, each with three 9th grade students (15-16 years, Grammar school). Interpretation of students' 'pathways of thinking' and their conceptual change during instruction was framed theoretically by experiential realism. Theoretical framework, methods and outcomes of the study may contribute to a deeper understanding of students´ ways of thinking in the field of cell biology and reveal the process of conceptual development by using well planned learning activities.... weniger
Klassifikation
Unterricht, Didaktik
Freie Schlagwörter
developmental research; learning environment; biology education; conceptual development; qualitative research; Model of Educational Reconstruction; process-based analysis; teaching experiment
Sprache Dokument
Englisch
Publikationsjahr
2008
Seitenangabe
S. 923-939
Zeitschriftentitel
International Journal of Science Education, 30 (2008) 7
DOI
https://doi.org/10.1080/09500690701294716
Status
Postprint; begutachtet (peer reviewed)
Lizenz
PEER Licence Agreement (applicable only to documents from PEER project)