10 research outputs found
Systems modelling and the development of coherent understanding of cell biology
This article reports on educational design research concerning a learning and teaching strategy for cell biology in upper-secondary education, introducing systems modelling as a key competence. The strategy consists of four modelling phases in which students subsequently develop models of free-living cells, a general 2-D model of cells, a 3-D model of plant cells and finally they are engaged in formal thinking by modelling life phenomena to a hierarchical systems model.
The strategy was thought out, elaborated and tested in classrooms in several research cycles. Throughout the field-tests, research data were collected by means of classroom observations, interviews, audio-taped discussions, completed worksheets, written tests and questionnaires. Reflection on the research findings eventuated in reshaping and formalizing the learning and teaching strategy, which is presented here. The results show that although acquiring systems thinking competence at the metacognitive level needs more effort, our strategy contributed to improving learning outcomes, i.e. acquisition of a coherent conceptual understanding of cell biology and acquisition of initial systems thinking competence, with modelling being the key activity
ΠΠΊΠ»Π°Π΄ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ ΠΈ Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΡΡ ΡΠ°ΠΊΡΠΎΡΠΎΠ² Π² ΠΌΠ΅ΠΆΠ³ΠΎΠ΄ΠΎΠ²ΡΡ ΠΈΠ·ΠΌΠ΅Π½ΡΠΈΠ²ΠΎΡΡΡ Π³ΠΈΠ΄ΡΠΎΠΌΠ΅ΡΠ΅ΠΎΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ ΡΡΠ»ΠΎΠ²ΠΈΠΉ ΠΏΡΠΈΠ±ΡΠ΅ΠΆΠ½ΠΎΠΉ Π·ΠΎΠ½Ρ Π§Π΅ΡΠ½ΠΎΠ³ΠΎ ΠΌΠΎΡΡ
ΠΡΠΏΠΎΠ»Π½Π΅Π½ ΡΠ°ΠΊΡΠΎΡΠ½ΡΠΉ Π°Π½Π°Π»ΠΈΠ· ΡΡΠ΄ΠΎΠ² ΡΡΠ΅Π΄Π½Π΅Π³ΠΎΠ΄ΠΎΠ²ΡΡ
ΠΈ ΡΡΠ΅Π΄Π½Π΅ΠΏΡΡΠΈΠ»Π΅ΡΠ½ΠΈΡ
Π·Π½Π°ΡΠ΅Π½ΠΈΠΉ ΠΌΠ΅ΡΠ΅ΠΎΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈ Π³ΠΈΠ΄ΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΏΠ°ΡΠ°ΠΌΠ΅ΡΡΠΎΠ² ΠΏΠΎ Π΄Π°Π½Π½ΡΠΌ ΠΈΠ·ΠΌΠ΅ΡΠ΅Π½ΠΈΠΉ Π½Π° Π±Π΅ΡΠ΅Π³ΠΎΠ²ΡΡ
Π³ΠΈΠ΄ΡΠΎΠΌΠ΅ΡΡΡΠ°Π½ΡΠΈΡΡ
. ΠΠΎΠ»ΡΡΠ΅Π½Ρ ΠΊΠΎΠ»ΠΈΡΠ΅ΡΡΠ²Π΅Π½Π½ΡΠ΅ ΠΎΡΠ΅Π½ΠΊΠΈ Π²ΠΊΠ»Π°Π΄Π° Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΡΡ
ΠΈ ΡΠ΅Π³ΠΈΠΎΠ½Π°Π»ΡΠ½ΡΡ
ΡΠ°ΠΊΡΠΎΡΠΎΠ² Π² ΠΌΠ΅ΠΆΠ³ΠΎΠ΄ΠΎΠ²ΡΡ ΠΈ Π΄Π΅ΠΊΠ°Π΄Π½ΡΡ ΠΈΠ·ΠΌΠ΅Π½ΡΠΈΠ²ΠΎΡΡΡ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»Π΅ΠΉ Π³ΠΈΠ΄ΡΠΎΠΌΠ΅ΡΠ΅ΠΎΡΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ΅ΠΆΠΈΠΌΠ° ΡΠ΅ΡΠ½ΠΎΠΌΠΎΡΡΠΊΠΎΠΉ ΠΏΡΠΈΠ±ΡΠ΅ΠΆΠ½ΠΎΠΉ Π·ΠΎΠ½Ρ Π£ΠΊΡΠ°ΠΈΠ½Ρ.ΠΠΈΠΊΠΎΠ½Π°Π½ΠΎ ΡΠ°ΠΊΡΠΎΡΠ½ΠΈΠΉ Π°Π½Π°Π»ΡΠ· ΡΡΠ΄ΡΠ² ΡΠ΅ΡΠ΅Π΄Π½ΡΠΎΡΡΡΠ½ΠΈΡ
Ρ ΡΠ΅ΡΠ΅Π΄Π½ΡΠΎΠΏβΡΡΠΈΡΡΡΠ½ΠΈΡ
Π·Π½Π°ΡΠ΅Π½Ρ ΠΌΠ΅ΡΠ΅ΠΎΡΠΎΠ»ΠΎΠ³ΡΡΠ½ΠΈΡ
Ρ Π³ΡΠ΄ΡΠΎΠ»ΠΎΠ³ΡΡΠ½ΠΈΡ
Π²Π΅Π»ΠΈΡΠΈΠ½ Π·Π° Π΄Π°Π½ΠΈΠΌΠΈ Π²ΠΈΠΌΡΡΡΠ²Π°Π½Ρ Π½Π° Π±Π΅ΡΠ΅Π³ΠΎΠ²ΠΈΡ
Π³ΡΠ΄ΡΠΎΠΌΠ΅ΡΡΡΠ°Π½ΡΡΡΡ
. ΠΡΡΠΈΠΌΠ°Π½Ρ ΠΊΡΠ»ΡΠΊΡΡΠ½Ρ ΠΎΡΡΠ½ΠΊΠΈ Π²Π½Π΅ΡΠΊΡ Π³Π»ΠΎΠ±Π°Π»ΡΠ½ΠΈΡ
Ρ ΡΠ΅Π³ΡΠΎΠ½Π°Π»ΡΠ½ΠΈΡ
ΡΠ°ΠΊΡΠΎΡΡΠ² Ρ ΠΌΡΠΆΡΡΡΠ½Ρ ΡΠ° Π΄Π΅ΠΊΠ°Π΄Π½Ρ ΠΌΡΠ½Π»ΠΈΠ²ΡΡΡΡ ΠΏΠΎΠΊΠ°Π·Π½ΠΈΠΊΡΠ² Π³ΡΠ΄ΡΠΎΠΌΠ΅ΡΠ΅ΠΎΡΠΎΠ»ΠΎΠ³ΡΡΠ½ΠΎΠ³ΠΎ ΡΠ΅ΠΆΠΈΠΌΡ ΡΠΎΡΠ½ΠΎΠΌΠΎΡΡΡΠΊΠΎΡ ΠΏΡΠΈΠ±Π΅ΡΠ΅ΠΆΠ½ΠΎΡ ΡΠΌΡΠ³ΠΈ Π£ΠΊΡΠ°ΡΠ½ΠΈ.Factor analysis of the time-series of annual and five-year averaged meteorological and hydrological values measured on shore hydrometeorological stations was performed. Quantitative estimations were obtained for the global and regional factors input to the interannual and decadal variability of the Ukrainian Black Sea coastal zone hydrometeorological regimen indices
Description of certain Lower Devonian platform conodonts of the Spanish Central Pyrenees
Certain Lower Devonian platform conodonts are described from the Central Spanish Pyrenees. Of the Polygnathus foveolatus group, defined here, P. foveolatus Philip & Jackson, P. lenzi Klapper, P. pireneae n. sp., P. cf. P. foveolatus Philip & Jackson and P. cf. P. lenzi Klapper are described. P. pireneae n. sp. is recorded from the Gedinnian. Furthermore, Spathognathodus carlsi n. sp. and a platform conodont not previously recorded are described
Developing the ability to recontextualise cellular respiration: an explorative study in recontextualising biological concepts
In many science education practices, students are expected to develop an understanding of scientific knowledge without being allowed a view of the practices and cultures that have developed and use this knowledge. Therefore, students should be allowed to develop scientific concepts in relation to the contexts in which those concepts are used. Since many concepts are used in a variety of contexts, students need to be able to recontextualise and transfer their understanding of a concept from one context to another. This study aims to develop a learning and teaching strategy for recontextualising cellular respiration. This article focuses on studentsβ ability to recontextualise cellular respiration. The strategy allowed students to develop their understanding of cellular respiration by exploring its use and meaning in different contexts. A pre- and post-test design was used to test studentsβ understanding of cellular respiration. The results indicate that while students did develop an acceptable understanding of cellular respiration, they still had difficulty with recontextualising the concept to other contexts. Possible explanations for this ack of understanding are studentsβ familiarity with the biological object of focus in a context, the manner in which this object is used in a context and studentsβ understanding of specific elements of cellular respiration during the lessons. Although students did develop an adequate understanding of the concept, they do need more opportunities to practice recontextualising the concept in different contexts. Further research should focus on improving the strategy presented here and developing strategies for other core concepts in science
Recontextualising Cellular Respiration in Upper Secondary Biology Education. Characteristics and Practicability of a Learning and Teaching Strategy
Since concepts may have different meanings in different contexts, students have to learn to recontextualise them, i.e. to adapt their meanings to a new context. It is unclear, however, what characteristics a learning and teaching strategy for recontextualising should have. The study aims to develop such a learning and teaching strategy for cellular respiration. The strategy consists of a storyline, consisting of three contexts, with embedded cognitive elements and some episodes focussed on recontextualising cellular respiration. Testing the strategy in two classes in upper secondary biology education showed that the strategy was largely practicable
Embedding E-mail in primary schools: developing a tool for collective reflection
Reflection is an important aspect of learning in groups. In collective moments of reflection, learners can share and compare their ideas with others, and by doing so can reach an articulated and personal understanding of a learning task and domain. In the research presented here, e-mail is examined as a means for reflection in the context of group learning. In two design experiments, an e-mail tool is developed that seeks to (1) support collective reflection, and (2) overcome practical problems related to e-mail use in primary classrooms. Two prototypes of the tool are presented and tested in five primary classrooms. We conclude that e-mail supports collective reflection on a learning task after adding the following supportive measures to the regular e-mail program: (1) a fixed partnership, (2) fixed timing, (3) an exercise of individual freewriting, and (4) collective use of a paper worksheet